Role Of Public Education Research Articles

교육권 개념의 형성과 교사-학부모 관계의 변화

This study sought to understand the depth of the teacher-parent relationship, which has recently been in a state of extreme conflict. Since the ideology of public education spread, the reality of public education has been the government’s domination of education. However, with the emergence of the ‘right to people’s education’and the rise of ‘new public managementism’, the trends of ‘customerism’ were accepted in school education as well. As a result, the state’s power to schools was weakened, and the public education came to be explained under the concept of a ‘contract’ between parents and schools. A series of events that occurred after the democratization of Korean society, such as the launch of the teachers’ union, institutionalization of the school management committee and introduction of the teacher performance-based pay system can be seen as events that brought about significant changes in the decline of teachers’ authority and the shift of center of gravity from the state(schools and teachers) to individuals(parents). The recent phenomenon of deepening tension and conflict between teachers and parents shows that the elements are changing at a fundamental level. Now is the time that a new role of public education and a new relationship between teachers and parents are needed.

Противоречивость проведения реформы народного образования в СССР в конце 1950-х – начале 960-х гг.

Introduction. The relevance of the topic of the article is due to the importance of the Soviet education system in the development of Russian society, despite political, economic and social changes in society. The article analyzes the reasons for the reform of public education in the USSR in the late 1950s – early 1960s, examines the concept of polytechnic training in Soviet secondary schools in the late 1950s, combining schooling with productive labor. The concept of polytechnic training in Soviet secondary schools stimulated the reform of public education. The restructuring of secondary and higher education was designed to play a major role in eliminating the essential difference between physical and mental labor, in creating the conditions necessary for the country's transition to communism.Materials and methods. This study is based on an analysis of documents related to party office work in the 1960s-80s: decrees, resolutions and decisions of congresses, conferences and plenums of the Central Committee of the CPSU. The methodological basis of the research is a complex of general scientific, special historical methods, as well as the theory of modernization. The retrospective method, evaluating events and phenomena in their historical development, played a big role. A comparative analysis made it possible to compare the documentation of different times in order to establish the qualitative level of the changes taking place in the USSR in the field of education.Results. The article analyzes the problems of the formation of the Soviet polytechnic school. In the conditions of a planned economy, technical schools and vocational schools of the USSR trained specialists primarily for the needs of Soviet industry. The role of public education, the increase in the number of extended-day schools and boarding schools is considered. The inconsistency of the reform of public education in the USSR, which did not bring the expected results, is analyzed. The emphasis on the polytechnic school did not allow the development of the scientific component, interfering with the intellectual development of school students, the education reform led to a deterioration in the quality of the study of basic sciences.Conclusion. The article uses special historical methods: comparative historical, retrospective, chronological. The study was carried out on the basis of a problem-historical analysis taking into account the social conditions of that time.

School-Centered Community Development and a Quest for Spatial Justice: Exploring Competing Theories of Action in Baltimore

The role of public education and schools in the struggle for spatial justice is underappreciated because school and neighborhood improvement have largely been viewed as distinct processes. This article builds a conceptual and empirical argument to explore the intersections of spatial and educational justice specifically in community development practice. We draw on qualitative data collected from a study of Baltimore’s twenty-first Century School Buildings Program and center meso-level actors – city agencies and the school district – to analyze how divergent theories of action that undergird community development can challenge cross-section implementation and coordination. We also reflect on potential pathways to align and integrate schools into community development practice. Our analysis contributes to understanding across disciplines by incorporating schools in the constellation of actors in community development practice, and in doing so augments foundational theories of urban justice and community development.

Integration of Immigrants and the Role of Public Education: Envisioning Inclusive Policies and Practices in the With/Post Covid-19 Era

Integration of Immigrants and the Role of Public Education: Envisioning Inclusive Policies and Practices in the With/Post Covid-19 Era

Skill Formation and the Production of Environmental Goods:The Role of Public Education

We construct a model to examine the impacts of an increase in the skilled labor input to public education on the output of final goods, environmental goods, and pollution emissions, in which skill formation is incorporated into the traditional Ricardo-Viner (RV) model. Due to the inclusion skill formation, one of the specific factors (skilled labor) and a mobile factor (unskilled labor) are endogenously determined, unlike in the traditional RV model. We then show that an increase in public education service may have negative effects on the output through changes in the wages of skilled and unskilled labor, as well as the rental rate of real capital, all due to the skill formation process. However, we also show the conditions that must be met in order for public education to promote environmental protection.JEL Classification:F10, F18, Q58

Does socioeconomic status influence oral cancer awareness? The role of public education.

Public awareness on oral cancer is thought to improve prevention and early diagnosis; however, the role of socioeconomic status in this awareness is not clear. The aim was to investigate whether an association exists between socioeconomic status and oral cancer awareness in adults. A multi-stage random sample of adults was investigated in Tehran in 2016-2017. The outcome was awareness of oral cancer and knowledge of risk factors and signs and symptoms using a self-administered questionnaire. The main exposures were self-reported socioeconomic status of 8 indicators of family assets and economic situation. Wealth index was created using principal component analysis, and participants were classified into 5 quintiles. Regression analysis was applied to test associations. Out of 1800 adults, 1312 completed questionnaires were returned (72.8% response rate). The mean age was 37.8 (standard deviation 9.0) years; about 60% were female. Statistical analysis revealed the higher the wealth index, the higher the score for oral cancer knowledge and awareness. Awareness and knowledge were significantly lower among participants in the poorest quintile: they had a knowledge score on oral cancer risk factors 1.58 points [95% confidence interval (CI): -2.19;-0.96] lower, and a knowledge score on oral cancer signs 1.34 points (95 CI: -1.98;-0.72) lower compared with the richest quintile. Socioeconomic inequalities were observed in oral cancer awareness in the Islamic Republic of Iran.

Kindergartens for civilisation: the intellectual origins of the St Louis public kindergarten

ABSTRACTThis article reexamines the intellectual history of the first public kindergartens, established in St Louis, Missouri, by William Torrey Harris and Elizabeth Blow in 1873. This piece argues that historians have overlooked a critical influence on the establishment of the first public kindergartens; namely, Harris and Blow’s conviction that children’s intellectual, psychological, and moral development recapitulated historical stages of human cultural and sociological evolution. This belief in cultural recapitulation deeply informed how they viewed the kindergarten curriculum and the role of public education—including the public kindergarten—in a liberal democratic society. Consequently, the first public kindergartens stand as a patent example, not of romantic reform, but of a late nineteenth-century state-centered liberalism grounded in Harris and Blow’s ethnocentric views of cultural and child development, as well as their Hegelian institutional idealism. Finally, this article illustrates how Harris and Blow transposed widely circulating theories of biological and cultural evolution, a belief in Western cultural superiority, and their vision of a civilised social order onto the biology and psychology of the child. As such, this paper illustrates how the metaphors and categories used to describe the stages of child development have made ethical claims with far-reaching implications.

Ethno-cultural diversity education in Canada, the USA and India: the experience of the Tibetan diaspora

This paper contrasts approaches to supporting ethno-cultural diversity in education in Canada, the USA and India through the lens of the experiences of the Tibetan diaspora. All three countries self-identify as linguistic and ethnically diverse states that value multiculturalism. These shared values make them insightful comparative cases to consider the role of public education vis-a-vis its impact on ethno-cultural diversity within pluralistic societies. The case used to conduct the comparison is that of the Tibetan diaspora, an ethno-cultural migrant minority found in each country. Three prevailing ethno-cultural diversity orientations are identified – integration, achievement and sustainability – to describe prevalent approaches in Canada, the USA and India, respectively. The paper concludes with implications of the skewed orientations in each context, proposing a more balanced use of all three orientations for more robust and comprehensive supports for ethno-cultural diversity in education.

Unauthorized immigrant students in the United States: The current state of affairs and the role of public education

The number of unauthorized children and families in the U.S. is approaching a record high. Current estimates indicate that over five million youth in the U.S. are unauthorized immigrants or live in unauthorized families. These youth are at-risk to lose a parent or primary guardian to deportation as well as to experience serious disruptions in their academic and psychosocial functioning because of current U.S. immigration policies and practices. However, as institutions with a prerogative to provide all students with a free and appropriate education, public K-12 schools can provide necessary academic and behavioral supports to unauthorized students and families. With the goal of assisting this at-risk student population, this review addresses the current state of affairs faced by unauthorized U.S. students and families as well as public education's role in addressing the needs of these students.

The role of public education in governance for resilience in a rapidly changing Arctic

The role of public education in governance for resilience in a rapidly changing Arctic

History and the Treaty of Waitangi Settlement Process

For the past quarter of a century the New Zealand government has actively sought to negotiate and settle historical Treaty claims, and it is anticipated that the vast majority of these historical claims will be settled by 2017. The negotiation of a claim culminates in a deed of settlement signed by a Māori claimant group and the Crown, which signals the resolution of all historical grievances between a Māori claimant group and the Crown. This article offers an introductory review of the Treaty of Waitangi negotiation and settlement process and the role of historical research. Much of the work done by historians remains hidden from view and is not easily analysed, but the Crown apology is an exception: it is a tangible, publicly available outcome of the process of negotiations between a particular Māori claimant group and the Crown. In conclusion, the article provides some preliminary discussion on the role of public education in relation to Treaty of Waitangi claims negotiations and suggests that greater attention to the Crown apology would enhance public understanding.

The quality gap in Chile’s education system

The quality gap in education between Chilean schools with different administrative structures (especially in the case of municipal schools and private subsidized schools) has long been a subject of analysis and discussion within the wider debate surrounding the relative efficiency and role of public education. Unconditioned differences in the results of standardized tests that point to higher levels of quality in private schools diminish when sociodemographic factors are controlled for, but the question as to what control variables should be used and which methodology is the most appropriate, as well as the extent of the reduction, all continue to be a subject of debate. Here we undertake a meta-analysis of 17 of the main studies that have been done on the subject. The analysis shows how sensitive the results are to the controls and estimation methods that are used. In the aggregate, private subsidized schools score approximately four points higher than municipal schools do. This is a statistically significant and educationally relevant differential.

The Role of Public Education in the Enhancement of Media Literacy

The Role of Public Education in the Enhancement of Media Literacy

Breast cancer in Singapore: some perspectives

Breast cancer is the commonest malignancy among Singapore women, accounting for 29.7% of all female cancers, with an age-standardized rate of 54.9 per 100,000 per year. It has been the most frequent cancer in Singapore women for the last 30 years, with the highest rates previously reported in those aged between 45 and 49 years, but with a more recent observation of a change in peak age group to women in their late 50s. About 1,100 new cases are diagnosed annually and approximately 270 women die in Singapore each year from breast cancer. In the multiethnic population of Singapore, it has been noted that rising breast cancer incidence is consistent across all three ethnic groups (Chinese, Malays, and Indians). Singapore has among the highest breast cancer incidence in Asia. Possible explanations include rapid urbanization, improvement in socio-economic status, and adoption of a western lifestyle. Our experience with the Singapore breast screening pilot project (1994-1997) and the national breast-screening program (BreastScreen Singapore) has led to increased understanding of this disease in the country. Data from the pilot project showed that breast screening is just as effective in a predominantly Asian population as in the west. Early breast cancer accounted for most breast cancers detected, with pre-invasive ductal carcinoma in situ (DCIS) comprising 26% of all screen-detected cancers in the pilot study. In the currently on-going BreastScreen Singapore, DCIS forms >30% of all breast cancers among pre-menopausal women, a relatively high proportion probably accounted for partially by the greater participation of women aged between 40 and 49 years. Despite the ready availability of subsidized mammographic screening, there are still women in Singapore who present with locally advanced breast cancer. Clinical management of an increasing number of women with breast cancer embraces a multidisciplinary team-based approach, with regular discussions of therapeutic strategies at tumor boards. In order to improve breast cancer diagnostics and therapeutics in our country, it is important that there are continual breast cancer and breast disease-related educational activities for medical professionals engaged in diagnosing and managing breast cancer. The role of public education in raising awareness is also essential.

From duty to right: The role of public education in the transition to aging societies

This paper argues that the introduction of compulsory schooling in early industrialization promoted the growth process that eventually led to a vicious cycle of population aging and negative pressure on education policy. In the early phases of industrialization, public education was undesirable for the young poor who relied on child labor. Compulsory schooling therefore discouraged childbirth, while the accompanying industrialization stimulated their demand for education. The subsequent rise in the share of the old population, however, limited government resources for education, placing heavier financial burdens on the young. This induced further fertility decline and population aging, and the resulting cycle may have delayed the growth of advanced economies in the last few decades.

The role of public education in the early detection of melanoma

Cutaneous melanoma has become a significant healthcare problem, with rising incidence trends over the past few decades. In the absence of effective treatment approaches for advanced disease, the best means of reducing deaths by melanoma is early detection, either by regular physician screening or through public education. The latter aims to increase skin awareness among the public, inform on suspicious or concerning skin lesions and promote thorough skin self-examination (look-and-see approach). Educational campaigns, promoted by the media and combined with skin cancer screening have primarily led to the detection of thin melanomas, yielding an improved case fatality rate and a potential for reduced melanoma mortality. Educational and early detection efforts can be cost effective when targeting individuals at moderate-to-high risk for developing melanoma. The advent of improved technology and the utilization of the internet have improved the methods of pursuing public education on melanoma. Numerous organ...

Political economy of income distribution dynamics

Income distribution varies considerably across countries; it tends to become more equal with development in some countries, but just the opposite occurs in other countries. This paper provides a theoretical investigation of the persistent differences in income distribution across countries over time. Motivated by the relationship between income distribution and public spending at different school levels for a broad range of countries over the past 30 years, the analysis centers on the role of public education where specific investments interact with political involvement by different socio-economic groups. Socio-economic groups may form lobbies to influence education policy making. The formation of lobbies is endogenous. Persistent inequality is caused by persistent lobbying efforts of the wealthy that lead to an allocation of public education spending more biased toward them.

From Duty to Right: The Role of Public Education in the Transition to Aging Societies

This paper argues that the introduction of compulsory schooling in early industrialization promoted the growth process that eventually led to a vicious cycle of population aging and negative pressure on education policy. In the early phases of industrialization, public education was undesirable for the young poor who relied on child labor. Compulsory schooling therefore discouraged childbirth, while the accompanying industrialization stimulated their demand for education. The subsequent rise in the share of the old population, however, limited government resources for education, placing heavier financial burdens on the young. This induced further fertility decline and population aging, and the resulting cycle may have delayed the growth of advanced economies in the last few decades.

The Role of Public Education in Reducing Ladder-Related Morbidity and Mortality

4 he article in this issue of the American Journal of Preventive Medicine by D’Souza et al.1 addressing ladder-related injuries treated in U.S. emerency departments sheds light on a leading cause of all-related morbidity and mortality. Data from the U.S. onsumer Product Safety Commission’s National Elecronic Injury Surveillance System (NEISS) are seldom ined as thoroughly as these authors have managed. mong the key findings of this manuscript are that opulations at disproportionate risk to ladder-related njuries are male and early middle-aged. The most ommon type of injury is a fracture, and the legs and eet are the most common body parts injured. The ospital admission rate of ladder-related falls is twice hat of consumer product–related injuries overall. Given the prevalence and high severity of ladderelated injuries, more public education campaigns are arranted to advise ladder users as to the proper lacement, use, type, and behaviors. Yet relatively little s known about the circumstances of ladder-related falls nd users’ knowledge, attitudes, and behaviors conerning ladder safety. To help reduce the 180,000 adder injuries and 150 deaths that are reported on verage each year,2 the Home Safety Council (HSC), erner Ladder, and WestCo conducted public opinion esearch to help target their public education efforts. Adults fear falling from tall ladders. According to an mnibus Internet study of 1000 adults, climbing 25 feet igh on an extension ladder causes more anxiety than utting with a sharp knife, using a chainsaw, working ith electricity, public speaking, asking for a raise, alking to children about human sexuality, or getting ulled over by the police.3 One in three adults admits o having fallen or lost their balance on an extension adder. Perhaps home improvement stores might conider hosting ladder safety seminars to allow consumers o practice climbing up and down their extension adders.

Political Economy of Income Distribution Dynamics

Income distribution varies considerably across countries; it tends to decrease with development in some countries, but just the opposite occurs in other countries. This paper provides a theoretical and empirical investigation of the persistent differences in income distribution across countries over time. The analysis centers on the role of public education where specific investments interact with political involvement by different socio-economic groups. Socio-economic groups may form lobbies to influence educational policy making. The formation of lobbies is endogenous. Persistent inequality is caused by persistent lobbying efforts of the wealthy that lead to an allocation of public education spending more biased toward them. Empirical evidence from data on public spending at different school levels for a broad range of countries over the past 30 years confirms that different income distributions tend to be self-sustained through different allocations of public education spending.