Public schools

Officers and councillors of the Buffalo Historical Society, page [2] of wrapper. FAU Libraries' copy has original printed decorated wrappers; side stitched with cord.

Concerning "the true uses of Instruction. How much and how little of good or of evil does Education accomplish?" Page [40] blank. Appendix, page [31]-39, contains extracts from debates in the British Parliament on the subject of a system of national education. The title recorded in Checklist Amer. Imprints reads, "August 1823," presumably a typographical error. FAU copy edges trimmed to 21 cm.

Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did school leaders manage school climate change during the implementation? In this context, radical innovation is defined as an innovation that significantly changes the ways in which the school organization operates and delivers education to students (Zaltman, Duncan, & Holbek, 1973).

The purpose of this investigation was to compare the attitudes of district superintendents, school board chairpersons and elementary principals toward Florida public schools' responsibility for school-age child care. A survey was sent to 534 subjects and a total of 455 surveys were returned. Each participant indicated certain demographic information and, in addition, responded to the six attitude items. The demographic data were analyzed by each opinion item on the survey. Utilizing cross-tabulation procedures, chi-square statistics were reported. Cooper's test for item polarity was also utilized. In order to determine the strength of the association between the independent demographic variables and the dependent opinion variables, an analysis of variance was done. In addition, the Scheffe procedure was used. The findings of the study indicated that a majority of the respondents (65.1%) do not agree that school-age child care should be a responsibility of the public schools. However, if school-age child care is located in the public schools, a majority of the respondents (58.5%) agree with it being administered by public school personnel and a similar percentage disagree with the program being administered by community agencies. A large percentage (84.6%) agree that school-age child care should be primarily financed through fees paid by parents and 93.3% disagree with funding from school board budget. There is no significant difference in attitudes toward the issue among the three responding groups. In addition, there is no significant relationship between the number of K-12 students in the school district and the attitudes of corresponding respondents nor between the socio-economic level of the school's population and the attitudes. There is a significant relationship between the attitudes of the respondents and the following variables: geographic location of the school district; present status of the district involvement with school-age child care; and the principals' experience with school-age child care.

The face of North America's public education system is changing. Across the United States, hundreds of thousands of students have migrated away from traditional public school into charter schools. While both are considered public schools, often that is where the similarity ends. Claims and counter claims have been made about the virtues and advantages of a charter school versus the traditional public school. This study, focused on the nation's sixth-largest school system in Broward County, Florida, compares comments from stakeholders involved in charter programs to feedback from those still involved in the traditional public system. Three hypotheses are evaluated including: whether traditional schools are not adequately serving the needs of students; whether charter schools are better at serving student needs; or people believe that charter schools are doing a better job at serving the needs of students. Evidence suggests that while each model of education has its advantages and disadvantages, neither clearly provides a ""better" opportunity for students. Conclusions are that consumer perceptions are driving the shift in enrollment. This is attributed to the narrative about "choice" created by charter school advocates that aligns with American ideologies of liberty, freedom and independence. Ultimately, it is argued that the deconstruction of the traditional public education system is part of a larger effort to shift selected rights and privileges out of the public sphere and back into private control. For traditional public schools to regain momentum, they must learn to control the narrative and ultimately public policy and public opinion about our nation's public schools.