scholarly journals Athletic training employment in secondary schools by geographic setting and school size within the United States.

2021 ◽  
Author(s):  
Miwako Suzuki-Yamanaka ◽  
Robert A. Huggins ◽  
Kirk J. Armstrong ◽  
Kelly A. Coleman ◽  
Douglas J. Casa ◽  
...  
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Athletic Training ◽  
Private Schools ◽  
School Size ◽  
Employment Status ◽  
The United States ◽  
Suburban Schools ◽  
Student Enrollment ◽  
Public And Private

Abstract Context: The Athletic Training Locations and Services (ATLAS) Annual Report suggests there are differences in athletic trainer (AT) employment status on the basis of geographic locale. However, the influence of geographic locale and the school size on AT employment is undetermined. Objective: To describe if differences exist in the odds of having AT services by locale for public and private schools, and by student enrollment for public schools. Design: Cross-sectional study. Setting: Public and private secondary schools with athletics programs. Patients or Other Participants: Data from 20,078 US public and private secondary schools were obtained. Main Outcome Measures(s): Data were collected by the ATLAS Project. AT employment status, locales (City, Suburban, Town, and Rural) for public and private schools, and school size category (large, moderate, medium, and small) only for public schools were obtained. AT employment status was examined for each category with odds ratios. A prediction model was produced by Logistic Regression Analysis. Results: Of the 19,918 public and private schools with AT employment status and locale, Suburban schools had the highest access to AT services (80.1%) with an increased odds compared with Rural schools (OR = 3.55 [3.28 to 3.850]). Of 15,850 public schools with AT employment status and student enrollment, large schools had the highest rate of having AT services (92.1%) with nearly 18.5 times greater odds (OR = 18.480 [16.197 to 21.083]) versus small schools. The logistic model determined that an odds of having access to AT increases by 2.883 times as the school size goes up by one category. Conclusions: Nationally, Suburban schools and large public schools have the largest access to AT services compared to schools that are in more remote areas and with less student enrollment. These findings elucidate the geographic locales and student enrollment levels where AT services are most prevalent.

Comparisons of Private and Public Schools: What Can We Learn?

1986 ◽  
Author(s):  
Richard J. Murnane
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Cognitive Skills ◽  
School Achievement ◽  
The United States ◽  
Public And Private ◽  
The Press ◽  
Private And Public ◽  
Public School Educators ◽  
Tuition Tax Credits

The previous chapter argues that comparisons of the performance of public and private schools can be misleading. This chapter examines in detail recent research providing such comparisons with the goal of clarifying what lessons can be drawn. The chapter also explains why the recent comparisons have puzzled, and in some cases infuriated, many public school educators. I begin by providing background on the best known of the recent studies. On April 7, 1981, at a conference attended by more than four hundred educators and the press, James Coleman announced the findings of research that he had conducted with Thomas Hoffer and Sally Kilgore on public and private high schools in the United States. Their principal finding was that Catholic schools and non-Catholic private schools are more effective in helping students to acquire cognitive skills than public schools are. Coming at a time of widespread criticism of public education and presidential support for tuition tax credits for families that use private schools, this finding was widely reported in the press and evoked a range of spirited reactions. Critics and supporters responded to Coleman, Hoffer, and Kilgore’s (henceforth CHK) work with articles and editorials with lively titles such as: “Coleman Goes Private (in Public),” “Lessons for the Public Schools,” “Coleman’s Bad Report,” and “Private Schools Win a Public Vote.” Over the succeeding months CHK’s work remained visible as critiques of their research and reanalyses of the data they used appeared in a variety of journals, in some cases accompanied by lengthy responses by CHK. Another wave of interest was sparked by the publication and subsequent reviews of CHK’s High School Achievement: Public, Catholic, and Private Schools Compared, in which they presented their final research findings. As a result of the wide range of responses to CHK’s work and the numerous symposia in which CHK have debated their critics in print, there is now ample material available to any reader interested in forming a judgment about the quality of the research that produced their main conclusion.

scholarly journals Radius of Care in Secondary Schools in the Midwest: Are Automated External Defibrillators Sufficiently Accessible to Enable Optimal Patient Care?

2018 ◽  
Vol 53 (4) ◽  
pp. 410-415 ◽  
Author(s):  
Michael Osterman ◽  
Tina Claiborne ◽  
Victor Liberi
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Secondary Schools ◽  
Patient Care ◽  
Private Schools ◽  
School Personnel ◽  
Public And Private ◽  
Optimal Patient Care ◽  
School Property ◽  
Utility Vehicle

Context:  Sudden cardiac arrest is the leading cause of death among young athletes. According to the American Heart Association, an automated external defibrillator (AED) should be available within a 1- to 1.5-minute brisk walk from the patient for the highest chance of survival. Secondary school personnel have reported a lack of understanding about the proper number and placement of AEDs for optimal patient care. Objective:  To determine whether fixed AEDs were located within a 1- to 1.5-minute timeframe from any location on secondary school property (ie, radius of care). Design:  Cross-sectional study. Setting:  Public and private secondary schools in northwest Ohio and southeast Michigan. Patients or Other Participants:  Thirty schools (24 public, 6 private) volunteered. Main Outcome Measure(s):  Global positioning system coordinates were used to survey the entire school properties and determine AED locations. From each AED location, the radius of care was calculated for 3 retrieval speeds: walking, jogging, and driving a utility vehicle. Data were analyzed to expose any property area that fell outside the radius of care. Results:  Public schools (37.1% ± 11.0%) possessed more property outside the radius of care than did private schools (23.8% ± 8.0%; F1,28 = 8.35, P = .01). After accounting for retrieval speed, we still observed differences between school types when personnel would need to walk or jog to retrieve an AED (F1.48,41.35 = 4.99, P = .02). The percentages of school property outside the radius of care for public and private schools were 72.6% and 56.3%, respectively, when walking and 34.4% and 12.2%, respectively, when jogging. Only 4.2% of the public and none of the private schools had property outside the radius of care when driving a utility vehicle. Conclusion:  Schools should strategically place AEDs to decrease the percentage of property area outside the radius of care. In some cases, placement in a centralized location that is publicly accessible may be more important than the overall number of AEDs on site.

scholarly journals A Comparative Study of Teachers' Academic & Professional Qualifications in Public and Private Secondary Schools in Malakand Division

2021 ◽  
Vol VI (I) ◽  
pp. 175-183
Author(s):  
Miraj Ahmad ◽  
Manzoor Hussain Shah ◽  
Muhammad Ilyas Khan
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Private Schools ◽  
Private School ◽  
Teaching Experience ◽  
Public And Private ◽  
National Education ◽  
National Education Policy ◽  
Academic Qualifications

Quality education comprises of so many factors, such as teachers' professional and academic qualifications. This study deals with the quantitative part of a larger study that looks at factors that influence the quality of education in private schools as well as in public schools in the Malakand Division. The study's sample consisted of four hundred and eighty teachers from forty-eight randomly selected schools (fifty percent public and fifty percent private sector) in Malakand. A survey questionnaire technique was used for the collection of data, which was then analyzed using inferential statistics and descriptive statistics. Results indicate that teachers at public secondary schools had higher academic qualifications, more teaching experience and were on average older in comparison to private school teachers. In light of the recruitment guidelines of the National Education Policy (2017), the paper recommended that teachers in both public and private schools improve their professional qualifications as well as academic qualifications.

scholarly journals Markets & Myths: Autonomy in Public & Private Schools

1997 ◽  
Vol 5 ◽  
pp. 1 ◽  
Author(s):  
Sandra Rubin Glass
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
High Schools ◽  
School Choice ◽  
Secondary Schools ◽  
Private Schools ◽  
Private School ◽  
Policy Issue ◽  
Public And Private ◽  
Principal Autonomy

School choice is the most controversial education policy issue of the 1990s. John Chubb and Terry Moe's Politics, Markets and America's Schools stimulated this investigation. They concluded that teacher and administrator autonomy was the most important influence on student achievement. They assumed that the organization of private schools offered greater autonomy resulting in higher student achievement and that the bureaucracy of public schools stifles autonomy limiting student achievement. The research undertaken here elaborates, elucidates, and fills in the framework of teacher and principal autonomy in public and private secondary schools. Interviews of more than thirty teachers and administrators in six high schools, observations, field notes, and analysis of documents collected in the field form the empirical base of this work. The sites included three private, independent, nondenominational secondary schools which are college preparatory and three public secondary schools noted for high graduation rates and offering numerous advanced placement courses.The feelings expressed by both public and private school participants in this study testify to equally high degrees of autonomy. Issues that emerged from data analysis in this study which mitigate and shape autonomy include the following: conflicting and contradictory demands, shared beliefs, layers of protection, a system of laws, funding constraints and matters of size of the institution. These issues challenge oversimplified assertions that differences of any importance exist between the autonomy experienced by professionals in public and private high schools. This study reveals the complexity of the concept of autonomy and challenges the myth that teachers and principals in private schools enjoy autonomy and freedom from democratic bureaucracy that their public school counterparts do not.

scholarly journals PATTERN AND PREDICTORS OF SUBSTANCE USE AMONG IN-SCHOOL ADOLESCENTS: A COMPARISON OF PUBLIC AND PRIVATE SECONDARY SCHOOLS IN GOMBE LGA, GOMBE STATE, NIGERIA.

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Amina Mohammed ◽  
Moses P Chingle ◽  
Esther Awazzi Envuladu ◽  
Joshua Abubakar Difa ◽  
Elizabeth Onyi Okoh ◽  
...  
Keyword(s):  
Substance Use ◽  
Public Schools ◽  
Secondary Schools ◽  
Health Risk ◽  
Private Schools ◽  
P Value ◽  
Religious Activities ◽  
Public And Private ◽  
Significant Difference ◽  
Private And Public

Background: Substance use is a Public Health problem with significant negative consequences on the physical, psychological and mental health of individuals with worse effects among adolescents. The objective of this study was to determine and compare the pattern and predictors of substance use among in-school adolescents in Public and Private secondary schools in Gombe LGA, Gombe State. Methods: It was a comparative cross-sectional study. Multistage sampling technique was used to select participants from both comparison groups. Data was collected using a pretested self-administered questionnaire. All data generated were collated and analysed using the IBM Statistical Package for Social Sciences (SPSS) version 23. Results: The proportion of students engaged in substance use were 17.9% and 18.9% in private and public secondary schools respectively, this was not statistically significantly different (P-value 0.830). There was a statistically significant difference in the level of health risk associated with substance use among respondent in public and private schools (P value 0.008). Furthermore, respondents in public schools who almost never participated in religious activities and those who occasionally participated in religious activities had 4.2 and 3.5 times more odds respectively of using substances compared to those who almost always participated in religious activities p value 0.007 (CI 1.497-12.008) and p value 0.008 (CI 1.398-9.183) respectively. In both schools, those who had friends that used substances were more likely to use them p value <0.001(OR 0.99; CI 0.039-0.232) for private and p value <0.001 (OR 0.108; CI 0.048-0.245) for public schools. Conclusion: This study has therefore implied that there is no difference in the proportion and pattern of substance use by adolescents in both private and public secondary schools, however, the level of health risk is more among those in private schools.

scholarly journals Can girls wear shorts and trousers too? A review of South Australian school uniform policy following mandated requirement for choice.

2019 ◽  
Author(s):  
Sarah Cohen-Woods ◽  
Rachel Laattoe
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
South Australia ◽  
Dress Code ◽  
School Policies ◽  
Public And Private ◽  
School Uniform ◽  
Uniform Policy ◽  
Gender Specific

Background: School uniform options such as skirts and dresses can impact physical activity and psychological wellbeing of girls. Restrictions that exclude trousers/pants or shorts as uniform options for girls can promote inequality in comfort and engagement in school activities. The South Australian Department of Education and Child Development (DECD) School Dress Code Procedure mandates school dress codes provide flexible uniform options with the right to choice, regardless of gender. This review examines public school adherence to DECD guidelines, and compares girls’ uniform options between public and private school sectors.Method: The proportion of girls shorts and pants/trouser options provided in school uniform policies collated in 2018 were compared across 486 public and 193 private primary, secondary, and combined schools within South Australia. Policies were grouped based on the choice they provided girls for shorts, and separately for trousers/pants. The groups were gender specific choice/open choice, unisex choice, restricted choice, or no option.Results: Overall, 98.6% of public and 26.4% of private school policies included shorts as a uniform option for girls. Of these schools, about nine in ten public, and just over half private, policies listed gender-specific or open choice shorts options. All public primary and high schools, and a majority of combined schools (98.8%) provided girls pants/trouser options, with 93.4% providing gender specific or open choices. This compared to 34.2% of private school policies including girls’ pants options. In total less than 1.0% of public, and 45.5% to 66.7% of private schools provide no opportunity for girls to wear shorts every day. Similarly, 56.0% of private schools do not provide any trouser/pant option.Conclusion: The results highlight a small proportion of public schools fail to follow mandated uniform policy procedures set by the DECD, specifically in context of shorts. Moreover, this report clearly demonstrates the discrepancy in girls’ uniform options between the public and private school sectors. We present suggestions and recommendations with the aim to improve current policy, as well as a need to advance adherence to policy and South Australian anti-discrimination legislation in public and particularly private schools.

scholarly journals Children’s Perspective of Game: A Comparison of the Public and Private Schools

2017 ◽  
Vol 5 (9) ◽  
pp. 158
Author(s):  
Nevin Gündüz ◽  
Tuğçe Taşpinar ◽  
Nurdan Demiş
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Qualitative Data ◽  
Structured Interview ◽  
Good Time ◽  
Public And Private ◽  
The Public ◽  
Analysis Technique ◽  
Private And Public ◽  
Competitive Games

The purpose of this research is to determine what the game means from the perspectives of children studying at public and private schools. Four questionnaires were applied to all the third grade parents of four schools; two public and two private schools in Ankara, and questionnaires were completed and sent back by 212 parents. A total of 32 volunteer students from four schools, 4 girls and 4 boys, who were determined according to the results of parents surveys consist of our student research group. Qualitative data were obtained by semi-structured interview technique. Content analysis technique was used for qualitative data and six main themes were created.As a result, children at private and public schools have described as ‘’the meaning of the play’’ theme, as ‘’having fun, being happy, having a good time with friends, ’learning new rules, being healthy and doing sports’’. In the research, they also stated that they play game types such as ’’rope, hide, hide and seek’’ which do not require materials in public schools while they indicated they play games such as ‘’ball, dart, taboo and technological games’’ in private schools. Children indicated that they play at school competitive games prepared by teachers in physical activities lessons. It is concluded that, there is not too much change in the meaning of the game in terms of children who study at private and public schools. Children’s type of game and materials especially change for both girls and boys and schools. Although there are purpose of "enjoy" for both of the two groups, but materials and games that used and played are different.

Measuring the performance of educational institute by using standard of total quality (compare study between private and public schools)

2021 ◽  
Author(s):  
Yazen Mahmood ◽  
◽  
Saif Younis ◽  
Tala Saeed ◽  
◽  
...  
Keyword(s):  
Public Schools ◽  
Quality Management ◽  
Total Quality Management ◽  
Private Schools ◽  
Private School ◽  
Total Quality ◽  
Public And Private ◽  
Management Standards ◽  
Private And Public ◽  
Compare Study

This research aims to Identify the Total Quality Management standards and the ability to implementation theses standards in educational institutes of Kurdistan region (KRG) in Public and Private schools by ask a question : what is the reality of implementation the standards of Total Quality Management (TQM) in educational institutes of (KRG). The study take 100 sample (Sava private school and AL-Khouwa public school) and use the excel program for analysis the data and the result showed there are difference in implementation the standards between the Public schools and Private schools. The study recommended the need of sharing and disseminating concepts of implementation the standards of (TQM) between the workers in the educational sector.

A Geographic Analysis of Public-Private School Choice in South Carolina, USA

2010 ◽  
Vol 1 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Haifeng (Charlie) Zhang ◽  
Lorin W. Anderson ◽  
David J. Cowen ◽  
Lisle S. Mitchell
Keyword(s):  
South Carolina ◽  
Public School ◽  
School Choice ◽  
Private Schools ◽  
Private School ◽  
School Quality ◽  
The United States ◽  
School Enrollment ◽  
Public And Private ◽  
Preference Theory

Despite years of research and debate, household choice between public and private schools is not well understood. This article investigates factors associated with parental choice between public and private schools using unique census-based school enrollment data for school districts in South Carolina and for neighborhoods in the Columbia Metropolitan Area. This study extends the existing literature by examining patterns of public-private school choice for whites and blacks separately in order to control racial disparities in school choice. Results of multiple regression analyses for the whole population and subdivided racial groups generally support the assumption that public-private school enrollment rate is subject to socioeconomic status, racial proportion, and public school quality. Findings of this study not only suggests the reconciliation of the market-based theory and the racial preference theory, but also provides insights into education policies in terms of stemming white enrollment losses and fostering public school education in the United States.

scholarly journals Analysis of Professional Development Practices for School Teachers in Pakistan: A Comparative Case Study of Public and Private Schools of Pakistan (Punjab)

2014 ◽  
Vol 3 (4) ◽  
pp. 311 ◽  
Author(s):  
Hassan Danial Aslam
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Private Schools ◽  
Training Programs ◽  
Development Programs ◽  
School Teachers ◽  
Public And Private ◽  
Professional Development Of Teachers ◽  
Professional Development Programs ◽  
Class Room

The present paper is an attempt to explore professional development practices for teachers in secondary schools of Pakistan. Research has attempted to discover the better ways for professional development of teachers in secondary schools in addition to many other factors like continue training, in service education, workshops etc. counseling and incentives are also very important factors to discuss here because in Pakistan teachers face many problems while getting professional development so counseling, incentives are necessary for continuous professional development of teachers. Otherwise many lose heart due to a lot of problems faced by them during professional development trainings. The purpose of the study is to explore the term professional development, to make teachers able to manage the class more efficiently and also increase the level of learning throughout their career and also find the hindrances in professional development programs of teachers in secondary schools of Pakistan and to provide the better solution to overcome the hurdles by providing different training programs batter than that provided in the past. So for these purpose schools of Pakistan we took a sample for the collection of relevant data. Our study is also helpful to explore how we can make the professional development programs more effective and professional development is helpful for teachers and what are their purpose to design these programs moreover explore the challenges they are facing recently and what issues arises related to it and how could we minimize these. Researchers have applied qualitative technique in order to collect and interpret data. Semi structured interview were conducted from ten teachers of public and private schools. Moreover hundred questionnaires are also filled up from both of the schools, in which we use the liker scale. This study also explores practical implications and what adoptions can be utilized in order to improve the professional development program of public and private school teachers in Punjab. From research it has concluded that professional development programs are not so effective because programs are characterized with inflexible curriculum which ignored teacher’s needs. In other sense there is no connection between their professional development and every day class room needs. Secondly due to the time constraints mostly teachers are not interested in these programs, they just take in to get certificates. Thirdly teachers have no input while planned training topics there is lack of teacher’s involvement in planning and training process. At the end there is no proper plan for follow up and transferred activities to class room practices. Professional development of teachers must be planned, funded and supported. Teachers must be encouraged to participate in training programs. There should be proper co-ordination in professional development programs, so that logical sequence of experience should be followed. Key words:Professional Development, Enhancement, Issues, Secondary education, Appraisal, Learning

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