Global ETD Search

281	Dynamic capacities and priorities in stable matching Bobbio, Federico 01 1900 (has links) Cette thèse aborde les facettes dynamiques des principes fondamentaux du problème de l'appariement stable plusieurs-à-un. Nous menons notre étude dans le contexte du choix de l'école et de l'appariement entre les hôpitaux et les résidents. Dans la première étude, en utilisant le modèle résident-hôpital, nous étudions la complexité de calcul de l'optimisation des variations de capacité des hôpitaux afin de maximiser les résultats pour les résidents, tout en respectant les contraintes de stabilité et de budget. Nos résultats révèlent que le problème de décision est NP-complet et que le problème d'optimisation est inapproximable, même dans le cas de préférences strictes et d'allocations de capacités disjointes. Ces résultats posent des défis importants aux décideurs qui cherchent des solutions efficaces aux problèmes urgents du monde réel. Dans la seconde étude, en utilisant le modèle du choix de l'école, nous explorons l'optimisation conjointe de l'augmentation des capacités scolaires et de la réalisation d'appariements stables optimaux pour les étudiants au sein d'un marché élargi. Nous concevons une formulation innovante de programmation mathématique qui modélise la stabilité et l'expansion des capacités, et nous développons une méthode efficace de plan de coupe pour la résoudre. Des données réelles issues du système chilien de choix d'école valident l'impact potentiel de la planification de la capacité dans des conditions de stabilité. Dans la troisième étude, nous nous penchons sur la stabilité de l'appariement dans le cadre de priorités dynamiques, en nous concentrant principalement sur le choix de l'école. Nous introduisons un modèle qui tient compte des priorités des frères et sœurs, ce qui nécessite de nouveaux concepts de stabilité. Notre recherche identifie des scénarios où des appariements stables existent, accompagnés de mécanismes en temps polynomial pour leur découverte. Cependant, dans certains cas, nous prouvons également que la recherche d'un appariement stable de cardinalité maximale est NP-difficile sous des priorités dynamiques, ce qui met en lumière les défis liés à ces problèmes d'appariement. Collectivement, cette recherche contribue à une meilleure compréhension des capacités et des priorités dynamiques dans les scénarios d'appariement stable et ouvre de nouvelles questions et de nouvelles voies pour relever les défis d'allocation complexes dans le monde réel. / This research addresses the dynamic facets in the fundamentals of the many-to-one stable matching problem. We conduct our study in the context of school choice and hospital-resident matching. In the first study, using the resident-hospital model, we investigate the computational complexity of optimizing hospital capacity variations to maximize resident outcomes, while respecting stability and budget constraints. Our findings reveal the NP-completeness of the decision problem and the inapproximability of the optimization problem, even under strict preferences and disjoint capacity allocations. These results pose significant challenges for policymakers seeking efficient solutions to pressing real-world issues. In the second study, using the school choice model, we explore the joint optimization of increasing school capacities and achieving student-optimal stable matchings within an expanded market. We devise an innovative mathematical programming formulation that models stability and capacity expansion, and we develop an effective cutting-plane method to solve it. Real-world data from the Chilean school choice system validates the potential impact of capacity planning under stability conditions. In the third study, we delve into stable matching under dynamic priorities, primarily focusing on school choice. We introduce a model that accounts for sibling priorities, necessitating novel stability concepts. Our research identifies scenarios where stable matchings exist, accompanied by polynomial-time mechanisms for their discovery. However, in some cases, we also prove the NP-hardness of finding a maximum cardinality stable matching under dynamic priorities, shedding light on challenges related to these matching problems. Collectively, this research contributes to a deeper understanding of dynamic capacities and priorities within stable matching scenarios and opens new questions and new avenues for tackling complex allocation challenges in real-world settings. Stable matching capacity expansion integer programming dynamic preferences school choice computational complexity families Appariement stable Expansion des capacités Programmation en nombres entiers Préférences dynamiques Choix de l’école Complexité de calcul Familles
282	Three essays in matching mechanism design Nesterov, Alexander 26 September 2016 (has links) In diese Dissertation, betrachte ich das Problem der Aufteilung der unteilbaren Objekte unter Agenten, ihren Vorlieben entsprechend, und die Transfers fehlen. In Kapitel 1 studiere ich den Kompromiss zwischen Fairness und Effizienz in der Klasse der strategy-proof Aufteilungsmechanismen. Das wichtigste Ergebnis ist, dass für die strategy-proof Mechanismen folgende Effizienz- und Fairness-Kriterien nicht miteinander vereinbar sind: (1) Ex-post-Effizienz und Neidfreiheit, (2) Ordnung-Effizienz und schwache Neidfreiheit und (3) Ordnung-Effizienz und gleiche-Teilung-untere-Grenze. In Kapitel 2 ist der Fokus auf zwei Darstellungen einer Zuteilung: als probabilistische Zuordnung und als Lotterie über deterministische Zuordnungen. Um die Gestaltung der praktischen Lotterie-Mechanismen zu erleichtern schlagen wir neue Werkzeuge für den Erhalt der stochastischen Verbesserungen bei Lotterien vor. Als Anwendungen schlagen wir Lotterie Mechanismen, die die weit verbreiteten Random serial dictatorship Mechanismus verbessern, und eine Lotterie-Darstellung seiner Konkurrent, die Probabilistic serial Mechanismus, vor. In Kapitel 3 schlage ich einen neuen Mechanismus vor, der Schüler an Grundschulen zuweist: Adaptive Acceptance (AA). AA sammelt von Neumann-Morgenstern Präferenzen von Studenten über Schulen und implementiert die Zuordnung unter Verwendung eines iterativen Verfahrens, das ähnlich der vorherrschenden Immediate Acceptance (IA) ist. AA verfügt über eine starke Kombination von Anreize und Effizienzeigenschaften im Vergleich zu IA und sein Rivale, Deferred Acceptance (DA). / I consider the problem of allocating indivisible objects among agents according to their preferences when transfers are absent. In Chapter 1, I study the tradeoff between fairness and efficiency in the class of strategy-proof allocation mechanisms. The main finding is that for strategy-proof mechanisms the following efficiency and fairness criteria are mutually incompatible: (1) Ex-post efficiency and envy-freeness, (2) ordinal efficiency and weak envy-freeness and (3) ordinal efficiency and equal division lower bound. In Chapter 2, the focus is on two representations of an allocation when randomization is used: as a probabilistic assignment and as a lottery over deterministic assignments. To help facilitate the design of practical lottery mechanisms, we provide new tools for obtaining stochastic improvements in lotteries. As applications, we propose lottery mechanisms that improve upon the widely-used random serial dictatorship mechanism, and a lottery representation of its competitor, the probabilistic serial mechanism. In Chapter 3, I propose a new mechanism to assign students to primary schools: the Adaptive Acceptance rule (AA). AA collects von Neumann-Morgenstern utilities of students over schools and implements the assignment using an iterative procedure similar to the prevalent Immediate Acceptance rule (IA). AA enjoys a strong combination of incentive and efficiency properties compared to IA and its rival, the Deferred Acceptance rule (DA). In case of strict priorities, AA implements the student-optimal stable matching in dominant strategies, which dominates each equilibrium outcome of IA. In case of no priorities, AA is ex-post efficient while some equilibrium outcomes of IA are not; also, AA causes loss of ex-ante efficiency less often than DA. If, in addition, students have common ordinal preferences, AA is approximately strategy-proof and ex-ante dominates DA. probabilistische Zuordnung Randomisierung Random Serial Dictatorship strategy-proofness Ex-post-Effizienz Neidfreiheit freie Schulwahl Immediate Acceptance Deferred Acceptance probabilistic assignment randomization Random Serial Dictatorship strategy-proofness ex-post efficiency envy-freeness school choice Immediate Acceptance Deferred Acceptance 330 Wirtschaft 17 Wirtschaft QH 234 ddc:330
283	LE POLITICHE EDUCATIVE AMERICANE: EVOLUZIONE E SVILUPPI FUTURI SIDOTI, LAURA 31 March 2011 (has links) Questa ricerca presenta una panoramica introduttiva delle principali variabili (storiche, sociali, economiche, istituzionali, culturali, ideologiche e valoriali) che condizionano il policy-making educativo degli Stati Uniti e descrive le riforme e innovazioni più significative introdotte negli ultimi trent’anni nel sistema scolastico americano. Quali fattori socio-culturali, urgenze storiche, azioni e convinzioni politiche stanno alla base delle riforme in atto? Come stanno mutando gli equilibri di potere fra governo federale, stati membri e autorità locale e quali sono le ricadute di questo riallineamento sulla governance scolastica? L’approccio seguito per esaminare le principali riforme ed innovazioni (dal movimento per gli standard comuni, al collegamento fra i test scolastici e accountability per i risultati, alle charter school) è quello proprio della policy research, disciplina pressoché sconosciuta a quanti s’interessano di problematiche pedagogiche in Italia ma che può arricchire la capacità di lettura e comprensione di molte questioni dibattute quando si parla di riforme dell’istruzione. / this research provides a comprehensive introduction to the field of education policies in the United States. Blending together theoretical analysis and practical examples, it examines the main variables (history, economy, demographics, political structures, ideologies, values, political culture) that influence the policy environment. What social and economic needs does the U.S. education system cater to? What sociocultural factors, pressing historical circumstances, political choices and actions and beliefs (independent) underlie the current education reforms? What are the implications of the shift of power over education policy from the school and local levels to the federal and state levels? Current issues such as charter schools, high-stakes testing, standards-based reform, and school choice are analyzed in retrospective and perspective using a policy research approach to public problems and policy alternatives. Almost unknown to Italian educational experts, particularly in academia, policy research can expand our general understanding and knowledge about problems and choices when education reform is under discussion. M-PED/04: PEDAGOGIA SPERIMENTALE M-PED/01: PEDAGOGIA GENERALE E SOCIALE
284	Traditions and Challenges : Special Support in Swedish Independent Compulsory Schools / Traditioner och utmaningar : Särskilt stöd i fristående grundskolor i Sverige Magnússon, Gunnlaugur January 2015 (has links) This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%). Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools. The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm. Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system. The theoretical interpretation of the results suggests that Skrtic’s theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment. Keywords: Special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic / Denna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %). Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor. Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning. Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem. De teoretiska tolkningarna av resultaten visar att Skrtic’s teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten. Nyckelord: Specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic / Fristående skolors arbete med elever i behov av särskilt stöd / Speciella yrken? – om speciallärares och specialpedagogers arbete och utbildning Thomas M. Skrtic
285	Le choix de l’école secondaire par des parents dans le marché scolaire montréalais. Une étude compréhensive des conditions, stratégies et effets sociaux de l'exercice d'un devoir parental Castonguay-Payant, Justine 09 1900 (has links) Notre système d’éducation, comme on le connait, est le fruit de la Révolution tranquille des années 1960. S’appuyant sur un principe de démocratisation, le système scolaire est rapidement devenu le levier de développement économique et social d’une société « en retard » par rapport au reste du pays (Proulx et Charland, 2009). Cependant, d’après Lessard (2019), le système scolaire du Québec fait piètre figure en matière d’équité : il est le moins équitable des systèmes canadiens, et ce, pour plusieurs raisons. Depuis la Révolution tranquille, la Loi sur l’instruction publique québécoise (LIP) régit les droits et obligations des élèves et des institutions scolaires, et reconnait également certains droits des parents d’élèves, comme les choix d’écoles au primaire et au secondaire. Ces choix semblent par ailleurs évoluer de manière croissante, en particulier depuis les années 1980. En effet, sur fond de courants politiques et économiques globaux (la Nouvelle gestion publique – NGP, la Gestion axée sur les résultats - GAR, etc.), et aussi nationaux et locaux (la Loi sur l’instruction publique du Québec, politiques municipales et urbaines diverses, etc.), ces pratiques de choix tendent à profiter d’une conjoncture favorable qui stimule leur montée (Bélanger, 2011; Turmel, 2014; Felouzis et coll., 2013). En outre, ils feraient partie des leviers favorisant ce que Felouzis et ses collègues (2013) appellent les « marchés scolaires » (Felouzis et coll., 2013). Dans les marchés scolaires, les prix ne constituent pas une mesure de la qualité éducative. La relation offre-demande éducative s’appuie alors sur l’élaboration de jugements sur la qualité perçue, une qualité non mesurable basée sur des critères sociaux différents en fonction des intentions éducatives et origines sociales variées des familles (Felouzis et coll., 2013, p. 4). Le fait est que ces jugements différenciés participent ultimement à la construction de possibilités de choix inégalement réparties entre les familles. Considérant que le paysage scientifique québécois abordant les processus de choix scolaires est, à ce jour, relativement vierge, cette thèse a donc pour visée d’éclaircir la question et donner une intelligibilité à la construction de jugements de qualité d’une bonne école secondaire. Embrassant une posture interprétative compréhensive, cette thèse s’inspire de la sociologie interactionniste de van Zanten (2009) sur les choix scolaires de même que de la sociologie de la famille (de Singly, 2010; Déchaux, 2010; Valois, 2009), tout en portant une attention particulière au poids des capitaux dans la sociologie de la reproduction sociale selon la perspective de Bourdieu (1979) et Bourdieu et Passeron (2011). Basée sur vingt-sept entretiens semi-dirigés qui ont été conduits auprès de parents résidant dans cinq arrondissements montréalais (Ahuntsic-Cartierville, Côte-des-Neiges-Notre-Dame-de-Grâce, Mercier-Hochelaga-Maisonneuve, Montréal-Nord, Rosemont-La-Petite-Patrie), l’analyse inductive des données révèle une variabilité importante des processus de choix parentaux, élaborés en fonction de conditions, de ressources différenciées, de perceptions subjectives et contraintes objectives. En effet, celles-ci sont fortement indexées en fonction de l’offre de services éducatifs dans les secteurs de résidence des familles et conditionnées par la position socioéconomique des parents et le statut EHDAA des enfants. Il a également été constaté que les qualités sociales de l’établissement sont souvent, spécialement aux yeux des parents de classes moyennes, corrélées avec les qualités de l’instruction. Ce constat a été noté chez plusieurs répondants, bien que seuls ceux disposant de ressources économiques et culturelles suffisantes soient en mesure de mettre en place des stratégies pouvant satisfaire leurs préférences et leur vision de la qualité éducative souhaitable pour leur enfant. / The Quebec education system is based on a democratization principle and rapidly became a lever for the economic and social development of a society “lagging behind” the rest of the country (Proulx & Charland, 2009). However, according to Lessard (2019), while being above average compared to the rest of OECD countries regarding performance, the Quebec school system does much worse with regards to equity: it is the least equitable of the Canadian systems. Since the Quiet Revolution, the Quebec Education Act (Loi sur l'instruction publique) regulates the rights and obligations of students and institutions, and also recognizes certain rights to the parents. School choice, for elementary or high school, is among the individual rights of parents recognized by the Education Act. Throughout the world, many global political and economic trends (New Public Management or NPM, accountability, etc.) as well as provincial and local policies (the Education Act in Quebec and various municipal and urban policies, etc.) stimulate the growth of choice practices, and the situation in Quebec, especially in Montreal, is no different. Researchers have yet to meaningfully address school-choice processes, but international studies have shown tangible links between the high school-choice processes of middle- and upper-class parents and increased inequality through social segregation (Felouzis et coll., 2013; van Zanten, 2009a). This dissertation aims to clarify the current debates on school choice in Montreal and highlights parental perceptions related to the singular feelings, experiences, and trajectories entailed in the choice of high schools. This research is essentially based on previous work by Felouzis et coll. (2013) and Karpik (2007) on judging quality of a public service. It also borrows conceptual notions from the sociology of the contemporary family (Singly, 2010) as well as studies by Déchaux (2009) and Valois (2009). Furthermore, following Bourdieu (1979) and Bourdieu and Passeron (2012), it illuminates the importance of cultural, economic, and social capital in the judgment and decision-making process of parents when they attempt to choose the right high school for their child. Finally, it feeds off of the interactionist sociology of van Zanten (2009) on school-choice decisions. The study first examined the decision-making processes of twenty-seven Montreal parents whose child is transitioning from elementary to high school. It then studied the educational supply in the five Montreal boroughs in which these parents reside: Ahuntsic-Cartierville, Côte-des-Neiges-Notre-Dame-de-Grâce, Mercier-Hochelaga-Maisonneuve, Montréal-Nord, and Rosemont-La-Petite-Patrie. This thesis also embraces comprehensive and interpretive sociology and is based on semi-structured interviews (Kaufmann, 2011; Boutin, 1997). The inductive data analysis revealed great variability in parents’ school-choice processes following their differentiated conditions and resources. Only some parents could actually consider enrolling their child in the school of their choice. The limitations observed came down to places available in the institutions, the successful completion of a qualifying examination, the payment of relatively high school fees, the limited geographical access to certain schools or their child’s handicaps, social maladjustments or learning difficulties. Finally, the results extracted from the analysis highlight that the subjective perceptions and objective constraints that come into play in the school-choice process are also strongly conditioned by the supply of educational services in the families’ area of residence where there is indeed a differentiated access to education services. It shows that families living in these areas do not all have access to the same provision, to the same “quality” of education services and that the possibility of choosing a school or relocating to a given area of residence is tied to family income. Montréal Québec Marché scolaire École publique École privée Jugements Dispositifs de jugement Ségrégation Qualité éducative Égalité Inégalité Mixité sociale Education Markets Public Schools Private Schools Judgments Judgment Devices Inequalities Equality School Mix School Quality School Choice
286	Charter schools and neighborhood revitalization in Indianapolis (2000-2010) Marking, Janea L. January 2014 (has links) Indiana University-Purdue University Indianapolis (IUPUI / Charter schools are a major movement in American education and increasingly used as a city strategy for neighborhood rehabilitation. Indianapolis is one of a growing number of urban areas to promote charter schools as catalysts for neighborhood revitalization. Previous studies find mixed results about the causes of neighborhood change or how residents make mobility decisions. The present study seeks to create an empirical model that discovers the impact of charter schools as a neighborhood amenity. This is based on two measures of well-being: change in percentage poverty and change in percentage school-aged residents. Data indicate a negative relationship between charter schools in a census tract and the school-aged resident population. However, statistical analysis did not support a significant relationship between either measure and charter schools in the ten year time frame. Charter schools Neighborhood revitalization Neighborhoods -- Indiana -- Indianapolis School improvement programs -- Research Charter schools -- Political aspects Social change -- Indiana -- Indianapolis City planning -- Indiana -- Indianapolis
287	An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools Doaks, Synthia 01 January 2014 (has links) The focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) reading and their participation in high school advanced academic courses. The advanced academic choice programs selected for this study consisted of the four Florida articulated accelerated college credit seeking programs: Advanced Placement (AP), Dual-Enrollment (DE), International Baccalaureate (IB) Diploma Programme, and the Cambridge Advanced International Certificate of Education (AICE). The proportion comparison consisted of student membership data and eighth-grade FCAT scores from 2007-2008 and the student membership data and high school course load data from the 2008-2009, 2009-2010, 2010-2011, and 2011-2012 academic school years. Chi-square goodness-of-fit tests were run to analyze the proportions by race and gender of the sample groups and student membership populations. For each respective year involved in this study, there was a statistically significant difference in the race and gender proportions of the samples and the student membership populations. Advanced placement aice ap brevard brevard public county schools central florida choice chi square goodness of fit dual enrollment expectancy theory florida gender ib public school choice proportion comparison proportions race vroom victor vroom Education Educational Leadership
288	A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population Galindo, Marilys 08 November 2013 (has links) From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration. Florida Comprehensive Assessment Test FCAT racial concentration ethnic concentration socio-economic status SES Title I ESOL English for Speakers of Other Languages School Climate No Child Left Behind state standardized test M-DCPS Miami-Dade County Public Schools Florida school choice vouchers magnet program charter school academic achievement school segregation dominant culture educational attainment tracking social segregation residential segregation neighborhood poverty homeownership parental influence parent involvement parents' education family structure perceptions of education School Climate Survey Curriculum and Instruction
289	Transformation or Tragedy?A Retrospective Phenomenological Study of School Closure Glenda, Toneff-Cotner E. 03 June 2015 (has links) No description available. Developmental Psychology Economic Theory Education Finance Education Policy Educational Leadership Educational Psychology Educational Sociology Psychology Public Policy School Administration School Counseling School Finance Social Psychology Social Research Sociology Sustainability Teacher Education Urban Planning Education Behavioral Psychology Academic Guidance Counseling Behavioral Sciences Counseling Education Counseling Psychology Disaster Capitalism Human Capital No Child Left Behind Act Place Attachment Place Identity Privatization of Education Race to the Top School Choice School Closure School Transition Social Capital Systems Thinking Urban Renewal White Flight
290	”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden / ”The food is crappy, but the teachers are kind” : Reviews of schools – basis for decision-making for upper secondary school election on a school market Barakat, Mohammed, Östergren, Rolf January 2019 (has links) Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information). / Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information). School high school secondary school upper secondary school review reviews rating system review texts rating ratings devolution decentralization municipalization independent education reform school reform school choice customer choice systems customer choice models voucher system check system school vouchers freedom of choice discourse market discourse marketization market-oriented education system market school market school marketing school market schools marketing school information school reviews student reviews open house exit voice information society information problems information asymmetry identity identity creation segregation school segregation content analysis discourse analysis Thomas Ziehe Ulrich Beck Zygmunt Bauman liquid modernity the risk society Skola skolan gymnasiet gymnasium gymnasieskola gymnasieskolan gymnasieskolor recension recensioner recensionssystem recensionstext recensionstexter betyg recensionsbetyg omdöme omdömen decentralisering decentraliseringen kommunalisering kommunaliseringen friskolereform friskolereformen skolreformer skolval kundval kundvalssystem kundvalsmodell kundvalsmodellen vouchersystemet vouchersystem voucher checksystem skolpeng valfrihet valfriheten skolval skolvalet gymnasieval gymnasievalet frisökning diskurs marknadsdiskurs marknadisering marknadsanpassad marknadsanpassning marknadsskola marknadsskolan skolmarknad skolmarknaden skolors marknadsföring skolinformation skolrecensioner elevrecensioner öppet hus gymnasiemässa sorti sorti-strategi protest exit voice informationssamhälle informationssamhället informationsproblem informationsproblemet informationsasymmetri identitet identitetsskapande segregation skolsegregation innehållsanalys diskursanalys Thomas Ziehe Ulrich Beck Zygmunt Bauman den flytande moderniteten risksamhället Pedagogical Work Pedagogiskt arbete

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