Do more decentralized local governments do better? an evaluation of the 2001 decentralization reform in Colombia

In this paper I evaluate the impact of the 2001 decentralization reform in Colombia. I use data from Colombia's municipalities. I look at the effect of the 2001 reform on enrolment in pre-college schools. While all municipalities received earnmarked national transfers, withthe reform some of then now have more responsabilities to provide education (deeper decen-tralization) than others. Particulary important, the reform entitle the more decentralizedmunicipalities to sign subsidy contracts with private school. Departments (the regional gov-ernments) are entitle to sign this type of contracts for the less decentralized municipalities.Since the rule for municipalities to receive more responsabilities follows and exogenous popu-lation threshold, I can implement Regression Discontinuity Design. Enrolment is measuredthrough two variables: the number of students enroled in public schools and the number of subsidized students enroled in private schools. Results sugest that more decentralized mu-nicipalities subsidize more students in private schools. The difference is significant at all thelevels of pre-college school for the period 2004-2006. In 2005, the difference accounts for20% of enrolment in private schools and 3% of population of school age. Besides, there are not significant differences among municipalities regarding enrolment in public schools.

A Supervisão Pedagógica geradora de dinâmicas colaborativas entre professores de Matemática e Ciências Físico- Químicas

Numa escola que se encontra em transformação no sentido de se adaptar aos contextos sociais, culturais e políticos que a rodeiam, cabe aos professores serem agentes ativos na definição do caminho a percorrer, visando o aumento da qualidade educativa a proporcionar aos nossos jovens. O questionamento inerente à reflexão sobre o percurso profissional levou à identificação da situação problema e à formulação daquela que é a questão de partida deste trabalho: Como pode a supervisão pedagógica promover a troca de experiências e o trabalho colaborativo entre os docentes de Matemática e de Ciências Físico Químicas? Para dar resposta a esta questão, elaborámos o enquadramento teórico, orientado pelas palavras-chave e com recurso a autores de referência, no qual pretendemos salientar as principais investigações que conferem suporte às temáticas subjacentes: Cultura profissional docente, Supervisão pedagógica, Gestão curricular. Como o objetivo geral do trabalho de projeto é conceber um projeto de supervisão pedagógica que promova a troca de experiências e o trabalho colaborativo entre os professores de Matemática e de Ciências Físico Químicas, a terceira parte foi estruturada com base nos princípios subjacentes à metodologia de projeto. Recolhemos opiniões através de Inquéritos por Questionário, aplicados a todos os professores dos grupos disciplinares de Matemática e de Ciências Físico-Químicas. A análise dos questionários permitiu constatar que o que é prescrito na literatura especializada não parece ser posto em prática, verificando-se incongruências entre o que deve ser feito e o que é levado a cabo na prática, o que nos leva a salientar a necessidade de formação em supervisão e mais concretamente em trabalho colaborativo. É pois tendo por base o que aqui é referido que se propõe, como plano de intervenção, a realização de uma oficina de formação que, em primeiro lugar, seria destinada aos docentes de Matemática e de Ciências Físico Químicas, devendo posteriormente ser alargada a outros grupos disciplinares e a todos os departamentos.

University of Illinois at Urbana-Champaign : graduate college ...

Title changed to "Graduate school departments at Urbana" in 1941.

The alumni record of the University of Illinois, Chicago departments; colleges of medicine and dentistry, School of pharmacy,

Mode of access: Internet.

Aids to English composition, prepared for students of all grades; embracing specimens and examples of school and college exercises and most of the higher departments of English composition, both in prose and verse.

Mode of access: Internet.

Aids to English composition : prepared for students of all grades : embracing specimens and examples of of school and college exercises and most of the higher departments of English composition, both in prose and verse /

Mode of access: Internet.

Seroprevalence and sociocultural conditionants of Chagas disease in school aged children of marginal zones of Asunción

Chagas disease is becoming a public health problem in Latin America due to the wide distribution, the high prevalence, the magnitude of the damage caused and the difficulties to control it. In Paraguay, the disease is mainly distributed in the departments of Paraguari, Cordillera and Central. Prevalence in marginal zones, where migrations from rural populations and endemic areas make possible the urbanization of the disease, has no been studied yet. This is a descriptive study with a cross-sectional sampling and a probabilistic system recruitment carried out in school aged children from marginal zones of Asuncion to determine the prevalence of Chagas' disease. Serological methods, parasite isolation and questionnaires were used to achieve the goals. Nine hundred and fifty three children were studied to determine the prevalence of Chagas' disease in marginal zones which was 1.4%.

Teaching ethnic diversity in journalism school

It has been found that the symbolic elites have a prominent role in the discursive reproduction of racism in society, because they control the public discourse through which many ethnic prejudices are spread and shared. This special position of the mass media requires that the professional education of journalists, also featuring such topics as ethnic studies, diversity and racism, is optimally adapted to the multicultural societies in Europe, North America and Australia. This paper reports about an extensive research project examining ethnic education of journalists in these white-dominated countries, by examining the websites of many journalism and communication departments. Consistent with the general finding that white symbolic elites primarily deny or ignore (their) racism in society, none of the academic programs, anywhere in the world, mentions special classes on racism in the mass media. Finally, a practical proposal is made for a course on ethnic reporting in multicultural societies.

Proactive and Preventive Student Welfare Activities in Finnish Preschool and Elementary School: Handling of Transition to Formal Schooling and a National Anti-Bullying Program as Examples

Prerequisites and effects of proactive and preventive psycho-social student welfare activities in Finnish preschool and elementary school were of interest in the present thesis. So far, Finnish student welfare work has mainly focused on interventions and individuals, and the voluminous possibilities to enhance well-being of all students as a part of everyday school work have not been fully exploited. Consequently, in this thesis three goals were set: (1) To present concrete examples of proactive and preventive psycho-social student welfare activities in Finnish basic education; (2) To investigate measurable positive effects of proactive and preventive activities; and (3) To investigate implementation of proactive and preventive activities in ecological contexts. Two prominent phenomena in preschool and elementary school years—transition to formal schooling and school bullying—were chosen as examples of critical situations that are appropriate targets for proactive and preventive psycho-social student welfare activities. Until lately, the procedures concerning both school transitions and school bullying have been rather problem-focused and reactive in nature. Theoretically, we lean on the bioecological model of development by Bronfenbrenner and Morris with concentric micro-, meso-, exo- and macrosystems. Data were drawn from two large-scale research projects, the longitudinal First Steps Study: Interactive Learning in the Child–Parent– Teacher Triangle, and the Evaluation Study of the National Antibullying Program KiVa. In Study I, we found that the academic skills of children from preschool–elementary school pairs that implemented several supportive activities during the preschool year developed more quickly from preschool to Grade 1 compared with the skills of children from pairs that used fewer practices. In Study II, we focused on possible effects of proactive and preventive actions on teachers and found that participation in the KiVa antibullying program influenced teachers‘ self-evaluated competence to tackle bullying. In Studies III and IV, we investigated factors that affect implementation rate of these proactive and preventive actions. In Study III, we found that principal‘s commitment and support for antibullying work has a clear-cut positive effect on implementation adherence of student lessons of the KiVa antibullying program. The more teachers experience support for and commitment to anti-bullying work from their principal, the more they report having covered KiVa student lessons and topics. In Study IV, we wanted to find out why some schools implement several useful and inexpensive transition practices, whereas other schools use only a few of them. We were interested in broadening the scope and looking at local-level (exosystem) qualities, and, in fact, the local-level activities and guidelines, along with teacherreported importance of the transition practices, were the only factors significantly associated with the implementation rate of transition practices between elementary schools and partner preschools. Teacher- and school-level factors available in this study turned out to be mostly not significant. To summarize, the results confirm that school-based promotion and prevention activities may have beneficial effects not only on students but also on teachers. Second, various top-down processes, such as engagement at the level of elementary school principals or local administration may enhance implementation of these beneficial activities. The main message is that when aiming to support the lives of children the primary focus should be on adults. In future, promotion of psychosocial well-being and the intrinsic value of inter- and intrapersonal skills need to be strengthened in the Finnish educational systems. Future research efforts in student welfare and school psychology, as well as focused training for psychologists in educational contexts, should be encouraged in the departments of psychology and education in Finnish universities. Moreover, a specific research centre for school health and well-being should be established.

Ontario high school sport : an investigation of organizational design and its context

In 2002, The Ontario Federation of School Athletic Associations (OFSAA) identified that in providing extracurricular sport programs schools are faced with the 'new realities' of the education system. Although research has been conducted exploring the pressures impacting the provision of extracurricular school sport (Donnelly, Mcloy, Petherick, & Safai, 2000), few studies within the field have focused on understanding extracurricular school sport from an organizational level. The focus of this study was to examine the organizational design (structure, systems, and values) of the extracurricular sport department within three Ontario high schools, as well as to understand the context within which the departments exist. A qualitative multiple case study design was adopted and three public high schools were selected from one district school board in Ontario to represent the cases under investigation. Interviews, observations and documents were used to analyze the extracurricular sport department design of each case and to better understand the context within which the departments exist. As the result of the analysis of the structure, systems and values of each case, two designs emerged- Design KT1 and Design KT2. Differences in the characteristics of design archetype KT1 and KT2 centered on the design dimension of values, and therefore this study identified that contrasting organizational values reflect differences in design types. The characteristics of the Kitchen Table archetype were found to be transferable to the sub-sector of extracurricular school sport, and therefore this research provides a springboard for further research in organizational design within the education sector of extracurricular high school sport. Interconnections were found between the data associated with the external and internal contexts within which the extracurricular sport departments exist. The analysis of the internal context indicated the important role played by organizational members in shaping the context within which the departments exist. The analysis of the external context highlighted the institutional pressures that were present within the education environment. Both political and cultural expectations related to the role of extracurricular sport within schools were visible and were subsequently used by the high schools to create legitimacy and prestige, and to access resources.

Getting pupils to 'see the point' of school subjects: history, a case study

This paper examines the factors that influence pupil take up of a subject, in this case history, at GCSE. The research indicates that pupils enjoy history but significant factors prevent many from choosing it for further study; these include factors that are beyond the control of teachers, such as government policy and the way this is interpreted by senior managers in school, and factors that are within the control of teachers. The paper suggests that there are lessons that departments can learn from more successful departments but there are also important side effects of government policy that are having unintended consequences.

Departmental differences in attitudes to special educational needs in the secondary school

As trends in favour of inclusion continue, questions arise concerning the extent to which teachers in mainstream schools feel prepared for the task of meeting pupils' special educational needs. Little previous research has considered how the subject taught impacts upon the attitudes of mainstream teachers towards pupils with special educational needs. In this article, Jean Ellins, research fellow at the University of Birmingham, and Jill Porter, senior lecturer at the University of Bath, report on their research into the attitudes of teachers in one mainstream secondary school. Building a detailed case study using documents, records of pupil progress, an interview and a questionnaire using a Likert-type attitude scale and open-ended questions, these researchers set out to explore distinctions between the attitudes of teachers working in different departments. Their findings suggest that the teachers of the core subjects, English, mathematics and science, had less positive attitudes than their colleagues. Further, pupils with special educational needs made least progress in science where teacher attitudes were the least positive. Jean Ellins and Jill Porter review the implications of these findings and make recommendations for future practice and further enquiry.

America's state health departments and the enhancement of health communication through podcasting

Perhaps it was foreshadowing the influence emerging technologies would have on health when the term "podcast" beat out "bird flu" for the 2005 word of the year, an honor given by The New Oxford American Dictionary. From medical school courses to medical journal summaries, podcasting has found a niche in the health field and with studies showing a high proportion of people using the Internet to seek health information, it is imperative that the online information be accurate and easily accessible. With the responsibility of health departments to reach out to their respective communities with effective health communication strategies, this study assessed the proportion of 50 states' and the District of Columbia's health departments utilizing podcasting as a tool for health communication. Additionally, to assess any trends, the prevalence of podcasting was compared to select state demographic characteristics (age, sex, and median income), the organization of the health department (freestanding or super-agency), and the respective United Health Foundation 2007 health ranking. ^ Prevalence data were collected from each state health department's website to find evidence of podcasting to any extent. If a podcast was present, characteristics including creator, release frequency, and transcript were further assessed. The study found that 51% (26/51) of all health departments were utilizing podcasts in some capacity and almost 20% (5/26) of these had created their own podcasts. The most common use of podcasting was to link to outside podcast resources, most notably, the Centers for Disease Control's podcast series. No significant associations were found between the state-specific variables and the podcasting outcomes; however, higher percentages of young adults in some states suggest potential podcasting opportunities for targeting these known podcast users with age-specific health messages. Another recommendation is a future assessment of local health departments' use of podcasting as their smaller, more defined target audiences may be a more efficient use of podcasting as a health communication tool. Additionally, there is a need for evaluations of podcasts' overall effectiveness as a health communication tool to (1) reach a target audience; and (2) convey a specific health message. In conclusion, the findings from this project illuminate the extent of podcast influence in states' and the District of Columbia's health departments as a health communication tool; however evaluations of effectiveness are imperative for future studies.^

Reorganization plan no. 16 of 1950 : transferring the functions of the General Services Administration relating to assistance to local school districts and water pollution control to the Federal Security Agency : report.

Also in Congressional serial volume 11368.