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schools</title> <meta name="description" content="Search results for: public schools"> <meta name="keywords" content="public schools"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="public schools"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7339</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: public schools</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7339</span> Effect of the Interference of Political Elected Members on the Performance of Public Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farhat%20Ullah">Farhat Ullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is very unfortunate that in Pakistani public schools political interference is on its peak. The present study tries to find out the effect of the interference of political elected members in the affairs of public schools. The objectives of the study were to find out, the degree of interference of political members in public school, the positive and negative effects of political members, influence in public schools, students, and its administrators. This study was quantitative in nature. All the public schools in Khyber Pakhtunkhwa were the population of this study. A sample of 400 teachers and 100 schools heads were selected for this study. A survey questionnaire consisted of 50 items related to objectives, was used for this study. The questionnaire consisted of five options based on Likert scale. Data were collected by the researcher himself from the respondents. Data were analyzed using chi square test. It was concluded from the analysis of data that recently the political members are involved in the process of school activities, which had badly affected the freedom and autonomy of school administrators. Mostly teachers are transferred from schools on political influence, which had created uncertainty among the schools teachers. Further, the student’s academic performance was also affected badly. It is recommended that schools must be free from political involvement for the smooth running of schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20schools" title="public schools">public schools</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance "> performance </a> </p> <a href="https://publications.waset.org/abstracts/110929/effect-of-the-interference-of-political-elected-members-on-the-performance-of-public-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7338</span> Analysis of the Spatial Distribution of Public Girls’ and Boys’ Secondary Schools in Riyadh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Marshad%20Alzeer">Nasser Marshad Alzeer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the spatial distribution of secondary schools in Riyadh. It considers both public girls and boys sector provision and assesses the efficiency of the spatial distribution of secondary schools. Since the establishment of the Ministry of Education (MOE) in 1953 and General Presidency for Female Education, (GPFE) in 1960, there has been a great expansion of education services in Saudi Arabia, particularly during the 1980s. However, recent years have seen much slower rates of increase in the public education sector but the population continues to grow rapidly. This study investigates the spatial distribution of schools through the use of questionnaire surveys and applied GIS. Overall, the results indicate a shortage of public secondary schools, especially in the north of the city. It is clear that there is overcrowding in the majority of secondary schools. The establishment of new schools has been suggested to solve the problem of overcrowding. A number of socio-economic and demographic factors are associated with differences in the utilization of the public secondary schools. A GIS was applied in this study in order to assess the spatial distribution of secondary schools including the modification of existing catchment area boundaries and locating new schools. This modification could also reduce the pupil pressure on certain schools and further benefits could probably be gained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analysis" title="analysis">analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=distribution" title=" distribution"> distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi" title=" Saudi"> Saudi</a>, <a href="https://publications.waset.org/abstracts/search?q=GIS" title=" GIS"> GIS</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools "> schools </a> </p> <a href="https://publications.waset.org/abstracts/23938/analysis-of-the-spatial-distribution-of-public-girls-and-boys-secondary-schools-in-riyadh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23938.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7337</span> Effectiveness of Blended Learning in Public School During Covid-19: A Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumaira%20Taj">Sumaira Taj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning is emerged as a prerequisite approach for teaching in all schools after the outbreak of the COVID-19 pandemic. However, how much public elementary and secondary schools in Pakistan are ready for adapting this approach and what should be done to prepare schools and students for blended learning are the questions that this paper attempts to answer. Mixed-method research methodology was used to collect data from 40 teachers, 500 students, and 10 mothers. Descriptive statistics was used to analyze quantitative data. As for as readiness is concerned, schools lack resources for blended/ virtual/ online classes from infra-structure to skills, parents’ literacy level hindered students’ learning process and teachers’ skills presented challenges in a smooth and swift shift of the schools from face-to-face learning to blended learning. It is recommended to establish a conducive environment in schools by providing all required resources and skills. Special trainings should be organized for low literacy level parents. Multiple ways should be adopted to benefit all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges%20in%20online%20classes" title=" challenges in online classes"> challenges in online classes</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20in%20covid-19" title=" education in covid-19"> education in covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20schools%20in%20pakistan" title=" public schools in pakistan"> public schools in pakistan</a> </p> <a href="https://publications.waset.org/abstracts/143578/effectiveness-of-blended-learning-in-public-school-during-covid-19-a-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143578.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7336</span> Comparative Analysis of Teachers’ Performance in Private and Public Primary Schools in Oyo State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Babajide%20Solomon%20Faloore">Babajide Solomon Faloore </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study on the comparative analysis of the performance of teachers in private and public schools was carried out in Ibadan North West Local Government Area of Oyo State. This study examined the justification for the claim that there is a difference in the performance of teachers in private and public primary schools and at the same time identified factors responsible for the difference in the performance of these teachers. A descriptive survey research design was used for the study. Data generated were analyzed using t-test and regression analysis. The findings of the study revealed that there is significance difference in the performance of teachers in private and private primary schools in Ibadan North West Local Government Area of Oyo State( t=64.09; df=459; p,.05). The findings also revealed that the method of teaching in private primary schools is significantly different from the method of teaching in public primary schools in Ibadan North West Local Government Area of Oyo State (t=73.08; df=459; p,.05). Findings revealed that school leadership and management have a significant contribution on the performance of private and public primary school teachers in Ibadan North West Local Area of Oyo State. Based on the finding, the following recommendations were made: Primary school teachers need to be motivated and rewarded for excellent performance. Primary schools should be properly equipped with teaching–aid facilities, laboratories, and libraries. The government should use the findings of this study to improve on teaching materials provided to the primary school teachers in Nigeria. Public primary schools should be designed by education planners, administrators, and government. Headmasters, proprietors, and teachers of primary schools should look inward and give a performance appraisal and evaluation of themselves from time to time based on the subject they taught. Finally, school administrators should be conscious of the way they manage the teachers in schools not only in informal situations but also in formal settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=private%20education" title="private education">private education</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20education" title=" public education"> public education</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title=" school leadership"> school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20management" title=" school management"> school management</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20performance" title=" teachers performance "> teachers performance </a> </p> <a href="https://publications.waset.org/abstracts/15981/comparative-analysis-of-teachers-performance-in-private-and-public-primary-schools-in-oyo-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7335</span> Comparative Analysis of Teachers’ Performance in Private and Public Primary Schools in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oyetunji%20John%20Adenuga">Oyetunji John Adenuga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study on the comparative analysis of the performance of teachers in private and public schools was carried out in Ibadan North West Local Government Area of Oyo State. This study examined the justification for the claim that there is difference in the performance of teachers in private and public primary schools and at the same time identified factors responsible for the difference in the performance of these teachers. A descriptive survey research design was used for the study. Data generated were analysed using t-test and regression analysis. The findings of the study revealed that there is significant difference in the performance of teachers in private and private primary schools in Ibadan North West Local Government Area of Oyo State (t=64.09; df=459; p,.05). The findings also revealed that the method of teaching in private primary schools is significantly different from the method of teaching in public primary schools in Ibadan North West Local Government Area of Oyo State (t=73.08; df=459; p,.05). Findings revealed that school leadership and management have significant contribution on the performance of private and public primary school teachers in Ibadan North West Local Area of Oyo State. Based on the finding, the following recommendations were made: Primary school teachers need to be motivated and rewarded for excellent performance. Primary schools should be properly equipped with teaching-aid facilities, laboratories and libraries. Government should use the findings of this study to improve on teaching materials provided to the primary school teachers in Nigeria. Public primary schools should be designed by education planners, administrators and government. Headmasters, proprietors and teachers of primary schools should look inward and give a performance appraisal and evaluation of themselves form time to time based on subject they taught. Finally, school administrators should be conscious of the way they manage the teachers in schools not only in informal situations but also in formal settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=private%20education" title="private education">private education</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20education" title=" public education"> public education</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title=" school leadership"> school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20management" title=" school management"> school management</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20performance" title=" teachers performance "> teachers performance </a> </p> <a href="https://publications.waset.org/abstracts/9907/comparative-analysis-of-teachers-performance-in-private-and-public-primary-schools-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7334</span> Comparison of the Common Factors of the Top Academic Elementary Schools to the Average Elementary Schools in California: Looking beyond School Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lindy%20Valdez">Lindy Valdez</a>, <a href="https://publications.waset.org/abstracts/search?q=Daryl%20Parker"> Daryl Parker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: There has been much research on academic achievement in elementary schools. Most of the research has been on school leadership. While research has focused on the role of leadership on school improvement, little research has examined what variables the top elementary schools have in common. To undertake school improvement, it is important to understand what factors the best schools share. The purpose of this study was to examine data of the “Best Elementary Schools in California,” based on academic achievement as rated by three prominent websites and determine if these schools had any common factors which were different than the statewide averages. The variables examined included access to subject matter specialists (physical education, art, and music), librarians, after school programs, class size, socioeconomic status, and diversity. The participants consisted of the top public elementary schools in California based on the websites i)https://www.niche.com/k12/search/best-schools/, ii)https://www.finder.com/best-schools-california,and iii)https://www.schooldigger.com/go/CA/schoolrank.aspx. The data for subject matter specialists (physical education, art, and music), librarians, after school programs, class size, socioeconomic status, and diversity were collected from these top schools and compared to California statewide averages. Results indicate that top public elementary schools in California have a high number of subject matter specialists that teach physical education, art, and music. These positions are on the decline in the average public elementary school in California, but the top schools have abundant access to these specialists. The physical education specialist has the highest statistically significant difference between the nationwide average and the top schools—librarians, and after school programs are also most commonly high in top public elementary schools in California. The high presence of these programs may be aiding academic achievement in less visible ways. Class size is small, socio-economic status is high, and diversity is low among top public elementary schools in California when compared to the statewide average public elementary schools in California. The single largest area of discrepancy was between physical education specialists in a top school and their state and nationwide averages. The socioeconomic status of schools and parents may be an underlining factor affecting several other variables. This affluence could explain how these schools were able to have access to subject matter specialists, after-school activities, and, therefore, more opportunities for physical activity and greater learning opportunities affecting academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20education" title=" elementary education"> elementary education</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a> </p> <a href="https://publications.waset.org/abstracts/114838/comparison-of-the-common-factors-of-the-top-academic-elementary-schools-to-the-average-elementary-schools-in-california-looking-beyond-school-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7333</span> Practices of Self-Directed Professional Development of Teachers in South African Public Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosaline%20Govender">Rosaline Govender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study is an exploration of the self-directed professional development of teachers who teach in public schools in an era of democracy and educational change in South Africa. Amidst an ever-changing educational system, the teachers in this study position themselves as self-directed teacher-learners where they adopt particular learning practices which enable change within the broader discourses of public schooling. Life-story interviews were used to enter into the private and public spaces of five teachers which offer glimpses of how particular systems shaped their identities, and how the meanings of self-directed teacher-learner shaped their learning practices. Through the Multidimensional framework of analysis and interpretation the teachers’ stories were analysed through three lenses: restorying the field texts - the self through story; the teacher-learner in relation to social contexts, and practices of self-directed learning.This study shows that as teacher-learners learn for change through self-directed learning practices, they develop their agency as transformative intellectuals, which is necessary for the reworking of South African public schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title="professional development">professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=professionality" title=" professionality"> professionality</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a> </p> <a href="https://publications.waset.org/abstracts/19486/practices-of-self-directed-professional-development-of-teachers-in-south-african-public-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19486.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7332</span> Virtual Schooling as a Collaboration between Public Schools and the Scientific Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20A.%20Fuller">Thomas A. Fuller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past fifteen years, virtual schooling has been introduced and implemented in varying degrees throughout the public education system in the United States. It is possible in some states for students to voluntarily take all of their course load online, without ever having to step in a classroom. Experts foresee a dramatic rise in the number of courses taken online by public school students in the United States, with some predicting that by 2019 as many as 50% of public high school courses will be delivered online. This electronic delivery of public education offers tremendous potential to the scientific community because it calls for innovation and is funded by public school revenue. Public accountability provides a ready supply of statistical data for measuring the progress of virtual schools as they are implemented into the public school arena. This allows for a survey of the current use of virtual schooling through examination of past statistical data, as well as forecasting forward for future years based upon this past data. Virtual schooling is on the rise in the United States, but its growth has been tempered by practical problems of implementation. The greatest and best use of virtual schooling thus far has been to supplement the courses offered by public schools (e.g., offering unique language courses, elective courses, and games-based math and science courses). The weaknesses of virtual schooling lay in the problematic accountability in allowing students to take courses online at home and the lack of supportive infrastructure in the public school arena. Virtual schooling holds great promise for the public school education system in the United States, as well as the scientific community. Online courses allow students access to a much greater catalog of courses than is offered through classroom instruction in their local public school. This promising sector needs assistance from the scientific community in implementing new pedagogical methodologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20schools" title="virtual schools">virtual schools</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20classroom" title=" online classroom"> online classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20delivery" title=" electronic delivery"> electronic delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20innovation" title=" technological innovation"> technological innovation</a> </p> <a href="https://publications.waset.org/abstracts/24383/virtual-schooling-as-a-collaboration-between-public-schools-and-the-scientific-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7331</span> These Ungodly Institutions: Christian Reconstruction, Vouchers and the Fight for American Ideals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20A.%20Bryant%20Jr">James A. Bryant Jr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines the far-reaching consequences of the mainstreaming of the Christian Dominionist philosophy on public schools all across the United States of America. Under the guise of “school choice,” and the ever-growing influence and legacy of its most vocal proponent, R.J. Rushdoony, the American right has declared an all-out war on public education, public schools, and the men and women who staff these institutions. For the purposes of this paper, the term “school choice” encompasses both the efforts to use public money to support private, religious education as well as the move to dramatically expand the number of children and youth who are home schooled. This article examines both the history and dangers of the homeschool movement and the vouchers-for-religious school's scheme, with particular attention to the philosophy and words of its most renowned advocate, the missionary Rousas John Rushdoony. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20education" title="history education">history education</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20education" title=" multicultural education"> multicultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20education" title=" public education"> public education</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20Dominionism" title=" Christian Dominionism"> Christian Dominionism</a> </p> <a href="https://publications.waset.org/abstracts/181631/these-ungodly-institutions-christian-reconstruction-vouchers-and-the-fight-for-american-ideals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181631.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7330</span> Transformational Leadership Style of Principal and Conflict Management in Public Secondary Schools in North Central Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odeh%20Regina%20Comfort">Odeh Regina Comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=Angelina%20Okewu%20Ogwuche"> Angelina Okewu Ogwuche</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated transformational leadership style of principal and conflict management in secondary schools in North Central Nigeria. A descriptive survey design was adopted. The population of the study comprised 34,473 teachers in 1949 public secondary schools in the study area. Proportionate stratified random sampling and simple random sampling techniques were used to select 39 public secondary schools and 689 respondents, respectively, for the study. The researcher utilized a self-structured questionnaire titled 'Influence of Transformational Leadership Style Questionnaire (ITLSQ)'. Face and content validity were ensured. The reliability index of 0.86 was obtained through Cronbach alpha statistics. The instrument was a modified Likert rating scale of Very High Extent (4), High Extent (3), Low Extent (2) and Very Low Extent (1). Mean, and standard deviation were used to answer 2 research questions, while chi-square goodness of fit was used to test the 2 hypotheses at 0.05 level of significance. The results among others indicate: that intellectual stimulation and individualized components of transformational leadership style of principal in public secondary schools in the study area have significant influence on conflict management in secondary schools. Based on the results, it was recommended that principals of secondary schools should be encouraged to practice the intellectual stimulation component of transformational leadership style that would help to consider teachers' levels of knowledge to decide what suits them to reach high levels of attainment thereby minimizing conflict in school settings; also transformational leadership should be taught to all people at all levels of secondary school especially that which pertains to individualized consideration to have a positive impact on the overall performance of teachers and this would help to minimize conflict in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflict%20management" title="conflict management">conflict management</a>, <a href="https://publications.waset.org/abstracts/search?q=individualized%20consideration" title=" individualized consideration"> individualized consideration</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20stimulation" title=" intellectual stimulation"> intellectual stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership%20style" title=" transformational leadership style"> transformational leadership style</a> </p> <a href="https://publications.waset.org/abstracts/118675/transformational-leadership-style-of-principal-and-conflict-management-in-public-secondary-schools-in-north-central-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7329</span> Water Resources and Sanitation in Public Schools of Datu Odin Sinsuat, Maguindanao</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lahaina%20U.%20Dilangalen">Lahaina U. Dilangalen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using descriptive-experimental research methods, this study aimed to identify the main resources of water, assessed the water quality, sanitation and hygiene practices, and extent of implementation. Complete enumeration was done in 28 elementary public schools of Datu Odin Sinsuat Municipality. Questionnaires were given to the school advisers. Water samples were obtained from the same schools and were submitted to the Department of Science and Technology (DOST) Region XII for microbial analysis, specifically the presence of fecal coliform bacteria. Four water resources such as hand pump, faucet, deep well and spring were found being used in the 28 schools. Of water resources, the only treated was from the faucet. Most of the schools used the water for drinking and washing. Two schools strongly agreed, nine schools agreed and seventeen schools disagreed that they implemented DepEd Order no.56 s. 2009. In addition, two schools strongly agreed and twenty six agreed that they implemented DepEd Order No. 65 s. 2009. Five schools had water supply that were safe to drink while sixteen schools had water supply that were not safe to drink due to high fecal coliform count and did not undergo chemical treatment. The only safe for drinking were water resources that came from faucet because they were chemically treated. Seven out of 28 schools did not have water supply due to their location in mountainous areas. More than half of the schools did not comply with the DepEd Order No. 56 s. 2009 due to the lack of funds and support from the PTA and LGU. It is recommended that the Department of Education must have an urgent assessment of implementing both DepEd Orders No.56 and 65, to assure that the schoolchildren be protected from water and sanitation related ailments. Also, all water resources that are not treated must be used for washing only. Ideally, all the water resources must be treated to assure the safety of all school constituents. Moreover, the school administrators and teachers in the municipality must be provided copies of the results of this study for reference in implementing the said programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=drinking%20water" title=" drinking water"> drinking water</a>, <a href="https://publications.waset.org/abstracts/search?q=fecal%20coliform" title=" fecal coliform"> fecal coliform</a>, <a href="https://publications.waset.org/abstracts/search?q=groundwater" title=" groundwater"> groundwater</a> </p> <a href="https://publications.waset.org/abstracts/42825/water-resources-and-sanitation-in-public-schools-of-datu-odin-sinsuat-maguindanao" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42825.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7328</span> Awareness of Child Rights as a Determinant of Effective Student Personnel Services in Public Secondary Schools in Southwestern Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ademola%20Ibukunolu%20Atanda">Ademola Ibukunolu Atanda</a>, <a href="https://publications.waset.org/abstracts/search?q=Gbenga%20Nathaniel%20Adeola"> Gbenga Nathaniel Adeola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined awareness of child rights as a determinant of effective student personnel services in public secondary schools in Southwestern Nigeria. It was survey research. The sample comprised 433 teachers, 137 school administrators, and 968 students who were drawn by simple random sampling techniques. The respondents were given copies of questionnaires tagged “school administrator/teacher’s awareness of child’s rights and student personnel services elements inventory.” Key Informant Interview (KII) was also employed. The data were analysed using frequency count, percentages, weighted average, grand mean, standard deviation, and Pearson Product Moment Correlation, while KII was qualitatively analysed. The findings of the study revealed that public secondary school administrator awareness of child rights was at a moderate level, but the awareness of child rights was low among the teachers. The study equally revealed that student personnel services are moderately provided in public secondary schools in Southwestern Nigeria, but security remains a major challenge. It was also found that there was a significant relationship between awareness of child rights and effective student personnel services. It was therefore recommended, based on the findings, that attention should be given to heightening awareness of child rights among public secondary school administrators and teachers for effective student personnel services. Copies of the Child Right Act 2003 should also be made available in all public secondary schools in Southwestern Nigeria, as the study revealed that the documents were not available. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20personnel" title="student personnel">student personnel</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20right" title=" child right"> child right</a>, <a href="https://publications.waset.org/abstracts/search?q=administrator%20awareness" title=" administrator awareness"> administrator awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20of%20child%20right" title=" practice of child right"> practice of child right</a> </p> <a href="https://publications.waset.org/abstracts/161453/awareness-of-child-rights-as-a-determinant-of-effective-student-personnel-services-in-public-secondary-schools-in-southwestern-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7327</span> Perception of Risks of the Telecommunication Towers in Malaysia: A Qualitative Inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Kamarulzaman">Y. Kamarulzaman</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Madun"> A. Madun</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20D.%20Yusop"> F. D. Yusop</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Abdullah"> N. Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20K.%20Hoong"> N. K. Hoong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2011, the Malaysian Government has initiated a nationwide project called 1BestariNet which will adopt the using of technology in teaching and learning, resulting in the construction of telecommunication towers inside the public schools’ premise. Using qualitative approach, this study investigated public perception of risks associated with the project, particularly the telecommunication towers. Data collection involved observation and in-depth interviews with 22 individuals consist of a segment of public that was anxious about the risks of radio frequency electromagnetic field (RFEMF) which include two employees of telecommunication companies (telcos) and five employees of Government agencies. Observation of the location of the towers at 10 public schools, a public forum, and media reports provide valuable information in our analysis. The study finds that the main concern is related to the health risks. This study also shows that it is not easy for the Government to manage public perception mainly because it involves public trust. We find that risk perception is related with public trust, as well as the perceived benefits and level of knowledge. Efficient communication and continuous engagement with the local communities help to build and maintain public trust, reduce public fear and anxiety, hence mitigating the risk perception among the public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=risk%20perception" title="risk perception">risk perception</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20communication" title=" risk communication"> risk communication</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=telecommunication%20tower" title=" telecommunication tower"> telecommunication tower</a>, <a href="https://publications.waset.org/abstracts/search?q=radio%20frequency%20electromagnetic%20field%20%28RFEMF%29" title=" radio frequency electromagnetic field (RFEMF)"> radio frequency electromagnetic field (RFEMF)</a> </p> <a href="https://publications.waset.org/abstracts/18568/perception-of-risks-of-the-telecommunication-towers-in-malaysia-a-qualitative-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7326</span> An Evaluation of the MathMates Program Implemented in Andrew Hamilton Public School as Part of College-Community Initiatives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haofei%20Li">Haofei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To support academic growth and foster love of learning, MathMates has been introduced for grade 6-8 students at Andrew Hamilton public school in 2022. The program is targeted at students from diverse backgrounds, particularly those underperforming in Pennsylvania System of School Assessment (PSSA) exams. Then, this study aims to evaluate the efficacy of MathMates by comparing student performance on the PSSA test, before and after the intervention. Through a randomized control trial, the study will collect associated costs using the ingredients method and measure the effectiveness for cost-effectiveness analysis. Text messages will be sent to parents/guardians as a reminder of the program and to encourage student participation. The findings of this study will provide valuable insights for funding organizations seeking to understand the impact and costs of math tutoring interventions on student academic achievement, which also emphasizes the importance of the collaborative efforts between higher education and local public schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title="mathematics education">mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20tutoring" title=" mathematics tutoring"> mathematics tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=college-community%20initiative" title=" college-community initiative"> college-community initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20schools" title=" middle schools"> middle schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Philadelphia%20public%20schools" title=" Philadelphia public schools"> Philadelphia public schools</a>, <a href="https://publications.waset.org/abstracts/search?q=after-school%20program" title=" after-school program"> after-school program</a>, <a href="https://publications.waset.org/abstracts/search?q=PSSA" title=" PSSA"> PSSA</a> </p> <a href="https://publications.waset.org/abstracts/166163/an-evaluation-of-the-mathmates-program-implemented-in-andrew-hamilton-public-school-as-part-of-college-community-initiatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166163.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7325</span> Critical Reflection in Teaching and Learning Mathematics towards Perspective Transformation: Practices in Public and Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arturo%20Tobias%20Calizon%20Jr.">Arturo Tobias Calizon Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the practices in critical reflection being employed in teaching and learning mathematics in public and private schools for students to achieve perspective transformation in psychological, convictional and behavioral dimensions. There were 1,969 senior high school and college student-respondents selected at random from 33 schools. Process reflection is most commonly practiced in both public and private schools. Convictional dimension of perspective transformation is most frequently achieved. There is no significant difference in practices of process reflection between senior high school and college students. However, there is a significant difference in perspective transformation in behavioral dimension achieved by students from public and private schools. Also, there are significant differences in psychological, convictional and behavioral dimensions of perspective transformation achieved by senior high school and college students. There is a high and significant relationship between critical reflection practices and perspective transformation of students. The researcher concludes that there are teaching strategies that facilitate critical thinking, and there are learning activities that alter perspective of students about mathematics as an abstract field. The researcher further concludes that consistent use of appropriate teaching and learning activities could bring about perspective transformation in students with success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title="critical reflection">critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective%20transformation" title=" perspective transformation"> perspective transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20reflection" title=" process reflection"> process reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=convictional%20dimension" title=" convictional dimension"> convictional dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20mathematics" title=" teaching and learning mathematics"> teaching and learning mathematics</a> </p> <a href="https://publications.waset.org/abstracts/94566/critical-reflection-in-teaching-and-learning-mathematics-towards-perspective-transformation-practices-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7324</span> Leave or Remain Silent: A Study of Parents’ Views on Social-Emotional Learning in Chinese Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pei%20Wang">Pei Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of social-emotional learning (SEL) is becoming increasingly popular in both research and practical applications worldwide. However, there is a lack of empirical studies and implementation of SEL in China, particularly from the perspective of parents. This qualitative study examined how Chinese parents perceived SEL, how their views on SEL were shaped, and how these views affected their decisions regarding their children’s education programs. Using the Collaborative for Academic Social and Emotional Learning Interactive Wheel framework and Bronfenbrenner's bioecological theory, the study conducted interviews with eight parents whose children attended public, international, and private schools in China. All collected data were conducted a thematic analysis involving three coding phases. The findings revealed that interviewees perceived SEL as significant to children’s development but held diverse understandings and perspectives on SEL at school depending on the amount and the quality of SEL resources available in their children’s schools. Additionally, parents’ attitudes towards the exam-oriented education system and Chinese culture influenced their views on SEL in school. Nevertheless, their socioeconomic status (SES) was the most significant factor in their perspectives on SEL, which significantly impacted their choices in their children's educational programs. High-SES families had more options to pursue SEL resources by sending their children to international schools or Western countries, while lower middle-class SES families had limited SEL resources in public schools. This highlighted educational inequality in China and emphasized the need for greater attention and investment in SEL programs in Chinese public schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=inequality" title=" inequality"> inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=parent" title=" parent"> parent</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20learning" title=" social-emotional learning"> social-emotional learning</a> </p> <a href="https://publications.waset.org/abstracts/170178/leave-or-remain-silent-a-study-of-parents-views-on-social-emotional-learning-in-chinese-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7323</span> Differential Item Functioning in the Vocabulary Test of Grade 7 Students in Public and Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dave%20Kenneth%20Tayao%20Cayado">Dave Kenneth Tayao Cayado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20P.%20Magno"> Carlo P. Magno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The most common source of bias detected are those of gender and socioeconomic status. The present study investigated the Differential Item Functioning (DIF) or item bias between public and private school students in a vocabulary test. Studies on DIF were expanded by using the type of school as a source of bias. There were 200 participants in this study. 100 came from a public secondary school and 100 came from a private secondary school. The vocabulary skills of students were measured using a standardized vocabulary test for grade 7 students. Using DIF, specifically the Rasch-Welch approach, it was found that out of 24 items, 12 were biased for a specific group. The vocabulary skills on the use of slang, idiomatic expression, personification, collocations, and partitive relations were biased for private schools while the use of slang and homonymous words were biased for public school students. The analysis debunked the trend that private school students are outperforming public school students in terms of academic achievement. It was revealed that there are some competencies that private school students are having difficulty and vice versa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20item%20functioning" title="differential item functioning">differential item functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20bias" title=" item bias"> item bias</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20school%20students" title=" public school students"> public school students</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20school%20students" title=" private school students"> private school students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/98866/differential-item-functioning-in-the-vocabulary-test-of-grade-7-students-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98866.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7322</span> Relationship between Teachers' Empowerment and Personality Traits, Case Study: Tehran Public Schools of Region 5</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Ladan%20Moghaddam">Alireza Ladan Moghaddam</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Rezghi%20Shirsavar"> Hadi Rezghi Shirsavar</a>, <a href="https://publications.waset.org/abstracts/search?q=Panteha%20Pirayandeh"> Panteha Pirayandeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the Relationship between Teachers' Empowerment and Personality Traits (Case Study: Tehran Public Schools of region 5). To achieve this objective, a descriptive research in correlation type has been used. The statistical population of this research includes all teachers and administrators in Tehran Public Schools of region 5. In this study, a five factor model of personality and a 49-item questionnaire to measure empowerment of teachers have been used to assess personality traits of administrators and the teachers' empowerment, respectively. The research hypotheses test has been done using SPSS and LISREL software. The results show that in general there is no significant relationship between personality traits of administrators and teachers' empowerment, and among the 5 dimensions of personality, there is only significant relationship between the characteristic of administrators' agreeableness and teachers' empowerment. The results suggested a way to improve knowledge and skills of teachers a top priority administrator consider. In addition, the performance of teachers affected by the performance of the executive directors, so it is necessary to improve their yield towering notice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title="personality traits">personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=five%20factor%20model%20of%20personality" title=" five factor model of personality"> five factor model of personality</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a> </p> <a href="https://publications.waset.org/abstracts/53520/relationship-between-teachers-empowerment-and-personality-traits-case-study-tehran-public-schools-of-region-5" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7321</span> Disciplinary Procedures Used by Secondary School Teachers in Calabar Municipality, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20N.%20Nkomo">N. N. Nkomo</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20L.%20Mayanchi"> M. L. Mayanchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigated various forms of disciplinary procedures or punishment used by teachers in secondary schools in Calabar Municipality, Nigera. There are agitations amongst parents and educators on the use of corporal punishment as a disciplinary measure against children. Those against the use of corporal punishment argue that this form of punishment does not teach, it only terminates behaviour temporarily and inculcates violence. Those in support are of the view that corporal punishment serves as a deterrent to others. This study sought to find out the most common measure of discipline employed by teachers in private and public schools. The study had three objectives, three research questions and two hypotheses. The design of the present study was the ex-post facto descriptive survey, since variables under study were not manipulated by the researcher. Teachers in Calabar Municipal Secondary Schools formed the population. A sample of 160 teachers was used for the study. The data collection instrument was a facts finding questionnaire titled Disciplinary Procedures Inventory. Data collected were analyzed using simple percentages and chi-square. The major findings were that physical measures such as flogging, exercise/drills, and painful postures were commonly used by teachers in secondary schools. It was also found that these measures were more often used in public schools. It was recommended that teachers should rather employ non-violent techniques of discipline than physical punishment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discipline" title="discipline">discipline</a>, <a href="https://publications.waset.org/abstracts/search?q=non-violent%20punishment" title=" non-violent punishment"> non-violent punishment</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20punishment" title=" physical punishment"> physical punishment</a>, <a href="https://publications.waset.org/abstracts/search?q=penalties" title=" penalties"> penalties</a>, <a href="https://publications.waset.org/abstracts/search?q=rewards" title=" rewards"> rewards</a> </p> <a href="https://publications.waset.org/abstracts/44236/disciplinary-procedures-used-by-secondary-school-teachers-in-calabar-municipality-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7320</span> Effects of Education Equity Policy on Housing Prices: Evidence from Simultaneous Admission to Public and Private Schools Policy in Shanghai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tianyu%20Chen">Tianyu Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> China's school district education policy has encouraged parents to purchase properties in school districts with high-quality education resources. Shanghai has implemented "Simultaneous Admission to Public and Private Schools" (SAPPS) since 2018, which has covered all nine-year compulsory education by 2020. This study examines the impact of SAPPS on the housing market, specifically the premium effect of houses located in dual-school districts. Based on the Hedonic Pricing Model and the Signaling Theory, data is collected from 585 second-hand house transactions in Pudong New Area, Shanghai, and it is analyzed with the Difference-in-Differences (DID) model. The results indicate that the implementation of SAPPS has exacerbated the premium of dual school district housing and weakened the effect of the policy to a certain degree. To ensure equal access to education for all students, the government should work both on the supply and demand sides of the education resource equation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simultaneous%20admission%20to%20public%20and%20private%20schools" title="simultaneous admission to public and private schools">simultaneous admission to public and private schools</a>, <a href="https://publications.waset.org/abstracts/search?q=housing%20prices" title=" housing prices"> housing prices</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title=" education policy"> education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20equity" title=" education equity"> education equity</a> </p> <a href="https://publications.waset.org/abstracts/165511/effects-of-education-equity-policy-on-housing-prices-evidence-from-simultaneous-admission-to-public-and-private-schools-policy-in-shanghai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7319</span> Schooling Culture in Egyptian Public Schools: Reform in Professional Development for Equity and hope in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nora%20El-Bilawia">Nora El-Bilawia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discovers the challenges and/or opportunities to implementing multiple intelligence (MI) practices in English as foreign language (EFL) classrooms at Egyptian public schools as part of the government’s educational reform plan. It is found that Egyptian EFL teachers value the use of MI’s ways of teaching as means for active and higher order thinking. However, teachers believed they were underprivileged, as the government did not provide appropriate trainings, tools, or means to integrate MI in their daily lessons. They also conferred challenges they face due to some Egyptian schooling cultural practices. At the end of this chapter, a proposed need for a paradigm shift in the schooling culture in Egypt to implement practical changes in schools to promote hope in education such as the use of MI teaching tools. This study promotes cross-cultural understanding of educational opportunities and efforts for equal learning outcomes around the globe. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title="professional development">professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling%20culture" title=" schooling culture"> schooling culture</a>, <a href="https://publications.waset.org/abstracts/search?q=acculturation" title=" acculturation"> acculturation</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable%20education" title=" equitable education"> equitable education</a> </p> <a href="https://publications.waset.org/abstracts/156742/schooling-culture-in-egyptian-public-schools-reform-in-professional-development-for-equity-and-hope-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156742.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7318</span> Teachers' and Learners' ICT-Readiness Assessment for Agricultural Science Instruction in Secondary Schools in Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Olusegun%20Egunjobi">A. Olusegun Egunjobi</a>, <a href="https://publications.waset.org/abstracts/search?q=Samson%20Sunday%20Adekunte"> Samson Sunday Adekunte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the teachers’ and learners’ ICT-readiness assessment for agricultural science instruction in secondary schools in Ogun State, Nigeria. However, the sample population of 6 and 120 agricultural science teachers and learners were randomly selected respectively from 3 public and 3 private senior secondary schools in Ado-Odo/Ota Local Government Area of Ogun State, Nigeria. Descriptive survey design of ex post-facto type was adopted for the study. Two structured questionnaires tagged Teachers’ and Learners’ Questionnaires on ICT-Readiness for Agricultural Science Instruction TQICTRASI and LQICTRASI respectively were used for data collection. The two questionnaires were subjected to Cronbach alpha coefficient with the results 0.86 and 0.82 respectively. Five research hypotheses were tested at 0.05 level of significance. Findings revealed that teachers in private senior secondary school (SSS) were more ready and prepared than their counterparts in public SSS with the result t-value = 4.25 greater than t-critical = 2.77, df = 4 at p<0.05. Also, learners in private SSS were more prepared and ready for the utilisation of ICT-facilities for agricultural science instruction with the result t-value = 3.51 greater than t-critical = 1.98, df = 118 at p<0.05. However, male and female learners in both private and public SSS were equally prepared and ready for the ICT-facilities utilisation for agricultural science instruction, thus, there were no significant differences in their ICT-readiness. Therefore, the study proffered that, both male and female teachers and learners should be more ICT-compliant and always ready to upgrade their skills and knowledge in ICT-facilities, utilisation for agricultural science instruction and even for other school subjects particularly in Ogun State and in generally in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT-readiness" title="ICT-readiness">ICT-readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20and%20learners%E2%80%99%20assessment" title=" teachers’ and learners’ assessment"> teachers’ and learners’ assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20and%20public%20senior%20secondary%20schools" title=" private and public senior secondary schools"> private and public senior secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20science%20instruction" title=" agricultural science instruction "> agricultural science instruction </a> </p> <a href="https://publications.waset.org/abstracts/8873/teachers-and-learners-ict-readiness-assessment-for-agricultural-science-instruction-in-secondary-schools-in-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8873.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7317</span> Dutch Schools: Their Ventilation Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Milad%20Golshan">Milad Golshan</a>, <a href="https://publications.waset.org/abstracts/search?q=Wim%20Zeiler"> Wim Zeiler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the last decade research was done to clarify the importance of good Indoor Air Quality in schools. As a result, measurements were undertaken in different types of schools to see whether naturally ventilated schools could provide adequate indoor conditions. Also, a comparison was made between schools with hybrid ventilation and those with complete mechanical ventilation systems. Recently a large survey was undertaken at 60 schools to establish the average current situation of schools in the Netherlands. The results of the questionnaires were compared with those of earlier measured schools. This allowed us to compare different types of schools as well as schools of different periods. Overall it leads to insights about the actual current perceived quality by the teachers as well as the pupils and enables to draw some conclusions about the typical performances of specific types of school ventilation systems. Also, the perceived thermal comfort and controllability were researched. It proved that in around 50% of the schools there were major complains about the indoor air quality causing concentration problems and headaches by the pupils at the end of class. Although the main focus of the latest research was focused more on the quality of recently finished nearly Zero Energy schools, this research showed that especially the main focus school be on the renovation and upgrading of the existing 10.000 schools in the Netherlands. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20ventilation" title="school ventilation">school ventilation</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20air%20quality" title=" indoor air quality"> indoor air quality</a>, <a href="https://publications.waset.org/abstracts/search?q=perceiver%20thermal%20comfort" title=" perceiver thermal comfort"> perceiver thermal comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=comparison%20different%20types" title=" comparison different types"> comparison different types</a> </p> <a href="https://publications.waset.org/abstracts/88536/dutch-schools-their-ventilation-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88536.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7316</span> Environmental Variables as Determinants of Students Achievement in Biology Secondary Schools in South West Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayeni%20Margaret%20Foluso">Ayeni Margaret Foluso</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20A.%20Omotayo"> K. A. Omotayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the impact of selected environmental variables as determinants of students’ achievements in biology in secondary schools. The selected environmental variables are class size and laboratory adequacy. The purpose was to find out whether these environmental variables can bring about improvement in the learning of biology by Senior Secondary School Students. The study design used was descriptive research of the survey type. Two instruments were used that is, Biology Achievement Test and School Environment Questionnaire .The population of the study consisted of all Biology students in both public and private Senior Secondary Schools class III (SSIII) in all the three selected states in South West Nigeria. A sample of 900 Biology students and 45 Biology Teachers from both public and private Senior Secondary Schools Class III were used. Two research hypotheses were generated for the study. The data collected were subjected to both descriptive statistics of mean and standard deviation; and the inferential statistics of regression Analyses was employed to test the hypotheses formulated. From the results, it was revealed that the selected environmental variables had influence on the students’ achievement in biology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20variables" title="environmental variables">environmental variables</a>, <a href="https://publications.waset.org/abstracts/search?q=determinants" title=" determinants"> determinants</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20science" title=" school science"> school science</a> </p> <a href="https://publications.waset.org/abstracts/41204/environmental-variables-as-determinants-of-students-achievement-in-biology-secondary-schools-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">488</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7315</span> Personal Variables and Students’ Perception of School Security in Secondary Schools in Calabar Municipality, Cross River State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Bassey%20Ejue">James Bassey Ejue</a>, <a href="https://publications.waset.org/abstracts/search?q=Dorn%20Cklaimz%20Enamhe"> Dorn Cklaimz Enamhe</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Francis%20Ejue"> Helen Francis Ejue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the influence of personal variables such as sex, type of school, and parental socio-economic status on secondary school students’ perception of school security. To guide the study, three null hypotheses were formulated. The research design adopted was the survey design, and a 20-item instrument was constructed and validated by the researchers through a test-retest procedure. The sample size for the study comprised 2,198 students made up of male and female students selected through a stratified random sampling technique. This was drawn from a study population of 21,988, made up of 12,635 students and 9353 students from public and private secondary schools, respectively. Data were analyzed using an independent t-test statistical tool. The findings showed that female students were more fearful in their perception of school security; the students in private schools perceived school to be more insecure than those in public schools; and the students from high parental socio-economic status are more associated with the perception of school as insecure than the ones from low parental socio-economic status. Based on these findings, it was recommended that, among others, more reassuring measures be put in place to check school security for females, for those in private schools, and for those from high parental socio-economic status. School counsellors should also be guided accordingly in designing intervention strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20variables" title="personal variables">personal variables</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20security" title=" school security"> school security</a> </p> <a href="https://publications.waset.org/abstracts/174697/personal-variables-and-students-perception-of-school-security-in-secondary-schools-in-calabar-municipality-cross-river-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7314</span> Influence of Spelling Errors on English Language Performance among Learners with Dysgraphia in Public Primary Schools in Embu County, Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madrine%20King%27endo">Madrine King'endo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study dealt with the influence of spelling errors on English language performance among learners with dysgraphia in public primary schools in West Embu, Embu County, Kenya. The study purposed to investigate the influence of spelling errors on the English language performance among the class three pupils with dysgraphia in public primary schools. The objectives of the study were to identify the spelling errors that learners with dysgraphia make when writing English words and classify the spelling errors they make. Further, the study will establish how the spelling errors affect the performance of the language among the study participants, and suggest the remediation strategies that teachers could use to address the errors. The study could provide the stakeholders with relevant information in writing skills that could help in developing a responsive curriculum to accommodate the teaching and learning needs of learners with dysgraphia, and probably ensure training of teachers in teacher training colleges is tailored within the writing needs of the pupils with dysgraphia. The study was carried out in Embu county because the researcher did not find any study in related literature review concerning the influence of spelling errors on English language performance among learners with dysgraphia in public primary schools done in the area. Moreover, besides being relatively populated enough for a sample population of the study, the area was fairly cosmopolitan to allow a generalization of the study findings. The study assumed the sampled schools will had class three pupils with dysgraphia who exhibited written spelling errors. The study was guided by two spelling approaches: the connectionist stimulation of spelling process and orthographic autonomy hypothesis with a view to explain how participants with learning disabilities spell written words. Data were collected through interviews, pupils’ exercise books, and progress records, and a spelling test made by the researcher based on the spelling scope set for class three pupils by the ministry of education in the primary education syllabus. The study relied on random sampling techniques in identifying general and specific participants. Since the study used children in schools as participants, voluntary consent was sought from themselves, their teachers and the school head teachers who were their caretakers in a school setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dysgraphia" title="dysgraphia">dysgraphia</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/90929/influence-of-spelling-errors-on-english-language-performance-among-learners-with-dysgraphia-in-public-primary-schools-in-embu-county-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7313</span> A Comparative Study of Public and Private School Adolescent Girls on the Issues of Menstrual Hygiene and the Management Issues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashok%20Pandey">Ashok Pandey</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajan%20Adhikari"> Rajan Adhikari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Menstruation is part of the female reproductive cycle that starts when girls become sexually mature at the time of puberty. It is a phenomenon unique to the females. During a menstrual period, a woman bleeds from her uterus via the vagina. For decades, in many countries, academic school ‘type,’ private or public, as a predictor of or factor in future academic success has been researched and debated. MATERIAL AND METHODS: The comparative study was carried out with adolescent girls studying in both public and private schools of Kathmandu valley. A total of 100 girls participated in the survey, and out of them 21 participated in the FGD and 5 in the in- depth interview. Quantitative data from the survey was analyzed using SPSS 16.0 software. Informed verbal consent with the respective head of school and the respondents were taken before data collection. Results:The age of the respondents ranges from 11 to 18 years, with mean age of menarche being 12.37 years in both school adolescent girls. 70 percent of the public school adolescent girls and 72 percent of the private school adolescent girls are feeling upset and tension during menarche. There is a statistically significant difference on take rest during the period and good hygienic practice during menstruation of public/private school, at α=0. 05 level of significance. There is a statistically significant difference on overall score of practice during menstruation between public and private adolescent girls. Conclusion: Private schools children are more knowledgeable and maintain hygiene as compere to public school even though, it can be said that among the adolescent school girls both in public and private school, menstrual knowledge and perceptions are poor and practices often not optimal for proper hygiene. Often ignored issues of privacy affect the hygienic practices and daily lives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Comparison" title="Comparison">Comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=Menstruation" title=" Menstruation"> Menstruation</a>, <a href="https://publications.waset.org/abstracts/search?q=Private%20school" title="Private school">Private school</a>, <a href="https://publications.waset.org/abstracts/search?q=Public%20School" title=" Public School"> Public School</a> </p> <a href="https://publications.waset.org/abstracts/20379/a-comparative-study-of-public-and-private-school-adolescent-girls-on-the-issues-of-menstrual-hygiene-and-the-management-issues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20379.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7312</span> Parental Involvement in Schooling of Female Students and its Impact on Their Achievement at Elementary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aroona%20Hashmi">Aroona Hashmi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parental Involvement is a strategic key to both traditional and contemporary way of ‘face-to-face’ schooling, including public/private schools and home schooling. Present research is destined to find out whether this connection happens in Pakistani schools, a land which faces educational hurdles. This study aims to find out the parental involvement in schooling of female students and its impact on their achievement at elementary level. In this study quantitative research approach is used. Survey is conducted by utilizing reliable and valid instrument named as Parental Involvement Project Questionnaire (PIP). A stratified random sampling technique applied to select twenty schools in total from District Lahore. Schools were selected from public and private sectors. All selected schools were registered with Punjab Examination Commission (PEC), therefore standardized tests are conducted by PEC for class 8 every year in Punjab province, Pakistan. In total 1000 students and their 1000 parents constituted the sample. Data were analyzed by using SPSS version 17. T-test and Regression was applied to independent samples to test the null hypotheses. The result of this study indicated that parents of female students showed more involvement as compared to parents of male students at elementary level. There was significant difference in the impact of parental involvement on achievement of female students and male students i.e. there was more impact of parental involvement found on achievement of female students as compared to male students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title="parental involvement">parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling" title=" schooling"> schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20level" title=" elementary level"> elementary level</a>, <a href="https://publications.waset.org/abstracts/search?q=PEC" title=" PEC"> PEC</a> </p> <a href="https://publications.waset.org/abstracts/19591/parental-involvement-in-schooling-of-female-students-and-its-impact-on-their-achievement-at-elementary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19591.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7311</span> Challenges Encountered by English Language Teachers in Same-Ability Classrooms: Evidence from United Arab Emirates High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Mohamed%20Abdelwahab">Eman Mohamed Abdelwahab</a>, <a href="https://publications.waset.org/abstracts/search?q=Badreyya%20Alkhanbooli"> Badreyya Alkhanbooli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on exploring the challenges encountered by English language teachers in same-ability English language classrooms in the United Arab Emirates public schools. This qualitative study uses open-ended questions for data collection from teacher participants. The study sample includes the participation of 60 English language teachers from 8 public schools across 4 emirates/cities in the United Arab Emirates. The study results highlight a number of challenges that are mostly encountered by English language teachers in their classrooms while teaching in same-ability classrooms, including lack of diversity in abilities, class-time limitation, difficulty in engaging all students (especially lower-achieving students), limited opportunities for peer learning and limited linguistic diversity. A set of suggestions is to be provided by participating teachers and researchers to improve the same-ability teaching and learning experience in English language classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title="English language teaching">English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=same%20ability%20grouping" title=" same ability grouping"> same ability grouping</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a> </p> <a href="https://publications.waset.org/abstracts/180676/challenges-encountered-by-english-language-teachers-in-same-ability-classrooms-evidence-from-united-arab-emirates-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180676.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7310</span> Net Zero Energy Schools: The Starting Block for the Canadian Energy Neutral K-12 Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamed%20Hakim">Hamed Hakim</a>, <a href="https://publications.waset.org/abstracts/search?q=Roderic%20Archambault"> Roderic Archambault</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20J.%20Kibert"> Charles J. Kibert</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Mirhadi%20Fard"> Maryam Mirhadi Fard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Changes in the patterns of life in the late 20th and early 21st century have created new challenges for educational systems. Greening the physical environment of school buildings has emerged as a response to some of those challenges and led to the design of energy efficient K-12 school buildings. With the advancement in knowledge and technology, the successful construction of Net Zero Energy Schools, such as the Lady Bird Johnson Middle School demonstrates a cutting edge generation of sustainable schools, and solves the former challenge of attaining energy self-sufficient educational facilities. There are approximately twenty net zero energy K-12 schools in the U.S. of which about six are located in Climate Zone 5 and 6 based on ASHRAE climate zone classification. This paper aims to describe and analyze the current status of energy efficient and NZE schools in Canada. An attempt is made to study existing U.S. energy neutral strategies closest to the climate zones in Canada (zones 5 and 6) and identify the best practices for Canadian schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canada%20K-12%20schools" title="Canada K-12 schools">Canada K-12 schools</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20school" title=" green school"> green school</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficient" title=" energy efficient"> energy efficient</a>, <a href="https://publications.waset.org/abstracts/search?q=net-zero%20energy%20schools" title=" net-zero energy schools"> net-zero energy schools</a> </p> <a href="https://publications.waset.org/abstracts/29725/net-zero-energy-schools-the-starting-block-for-the-canadian-energy-neutral-k-12-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29725.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=public%20schools&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=public%20schools&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=public%20schools&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=public%20schools&page=5">5</a></li> <li class="page-item"><a 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