Mathematics for Basic Schools

Hlavním cílem této práce je uplatnit gamifikační prvky ve webové aplikaci, která umožňuje procvičování matemických příkladů pro základní školy. Aplikace je vytvořena jazykem PHP a SQL, a Nette Frameworkem. K procvičování příkladů je využit framework Khan academy. Aplikace je otestována s uživateli a v závěru je navrhnut další vývoj.Main goal of this thesis is use gamification elements in web aplication, which allows exercise math problems for elementary schools. Aplication is created in PHP and SQL language and Nette Framework. There is used Khan academy framework to exercise problems. Aplication is tested with users and there is suggestion of next development at the end.

The impact of private provision of public education : empirical evidence from Bogota's concession schools

In 1999 the city of Bogota, Colombia launched the concession school program designed to broaden the coverage and quality of basic education. It consists of a contract between a group of private schools and the public educational system such that private agents provide education for low-income students. This paper tests three main hypotheses concerning the impact of concessions on the quality of education: first, dropout rates are lower in concession schools than in similar public schools; second, other public schools nearby the concession schools have lower dropout rates in comparison with other public schools outside the area of influence; and third, test scores from concession schools are higher than scores in similar public schools. The paper presents evidence in favor of the three hypotheses using propensity score and matching estimators.Tertiary Education,Education For All,Secondary Education,Primary Education,Teaching and Learning,Economics of Education

Eroding Confidentiality in Delinquency Proceedings: Should Schools and Public Housing Authorities Be Notified?

In this Article, Professor Henning examines how schools and public housing authorities obtain juvenile records and explains how these institutions may use the records to exclude children and their families from the basic benefits of education and housing. Drawing on recent research in the field of developmental psychology, Professor Henning reevaluates early assumptions about adolescents\u27 amenability to treatment and the impact of stigma on children and explores the practical implications of sharing records with schools and public housing authorities, questioning whether new confidentiality exceptions actually will yield the expected benefits of improved public safety. She concludes that legislators should deny public housing authorities access to juvenile records but allow schools limited access to records through a series of school liaisons. These liaisons should attempt to accommodate, on a case-by-case basis, the often competing values of preserving safety in schools while enabling the rehabilitation of children in the juvenile justice system

A survey of UK medical schools' arrangements for early patient contact

Background: Many U.K. medical schools have patient contact in the first two years of the undergraduate course. Aim: To compare the purposes and organization of early patient contact in UK medical schools and to relate these arrangements to the schools' curricular objectives. Methods: A telephone survey of lead educators in UK medicals schools. Categories of contact were plotted against phases of the course to discern patterns of organisation. Results: The quantity of contact varies considerably (four to 65 days). There is a pattern, with learning objectives around the social context of health and illness preceding skills based work and integrated clinical knowledge for practice coming later. Schools fall into three categories: close adherence to the preclinical/clinical split, with limited early contact acting as an introduction to social aspects of health; provision of substantial patient contact to maximize the integration of knowledge and skills; and transitional, with limited clinical goals. General practice provides between one third and one half of early patient contact. Conclusions: Arrangements meet the objectives set by each school and reflect differing educational philosophies. Change is toward more early contact. There appears to be no national guidance which supports a minimum quantity of patient contact or specific educational purpose in the early years of U.K. basic medical training

Deprivation of Education in Urban Areas: A Basic Profile of Slum Children in Delhi, India

This paper showed the basic educational status of slum children between 5 and 14 years old. The attendance ratio of slum children is much lower than that of children in Delhi as a whole. Parental perception of education and financing education are the major constraints. Even if children are attending schools, the majority of them are over-aged. There are both demand and supply side reasons for discouraging slum children from attending schooling. As opposed to school-based surveys in previous literature, children in slums are more likely to go to government schools rather than low-fee paying private schools. Some policies are suggested.Education, Slum, India, Children, Poverty

Parental Valuation of Charter Schools and Student Performance

This paper reports evidence that parental value of charter schools is primarily determined by the schools’ academically effectiveness. Data on the New Jersey charter schools indicate that not all charter schools are equally effective, measured by student test scores, or equally valued, measured by the number of students on their waiting list. The charter school value model estimates the effect of tests score, student demographics and school characteristics for both the charter school and the home district traditional public schools. The estimates indicate that the charter school test scores have the largest and most robust effect on the size of the waiting list. Neither the charter school students’ race or income nor traditional public school students’ test scores affect charter school parental value. Thus this research supports a basic tenet for competitive, market based public school improvement--parents choose academically effective schools.Charter Schools, School Choice

Public health and education spending in Ghana in 1992-98 : issues of equity and efficiency

Using primary data from the health and education ministries, and household survey data from the Ghana Statistical Service, the authors analyze equity, and efficiency issues in public spending on health, and education in Ghana in the 1990s. Public expenditures in the education sector, declined in the second half of the 1990s. Basic education enrollment has been stagnant, or declining in public schools, but increasing in private schools, resulting in a moderate increase in total enrollment. Regional disparities are significant, with lower public resource allocations, and lower enrollment ratios in the three poorest regions. The quality of basic education in public schools remains poor, while it has steadily improved in privateschools. Enrollments in higher levels are lagging behind those in basic education. Ghana ranks high among West African countries in health indicators, although its health expenditures tend to favor the non-poor. While more of the rural population have gained access to health services in recent years, many still have limited access, or none. Moreover, there is no link between the pattern of public expenditures - especially the pattern of immunization across Ghana - and health outcomes. To ensure that social services are efficiently, and equitably delivered in a fiscally constrained economy, the authors argue, public expenditures need to be linked to outcomes.Primary Education,Curriculum&Instruction,Teaching and Learning,Public Health Promotion,Health Monitoring&Evaluation,Primary Education,Teaching and Learning,Gender and Education,Health Monitoring&Evaluation,Curriculum&Instruction

Tackling poverty and disadvantage in schools: working with the community and other services

The link between disadvantage and educational underachievement is still strong. Most schools still fail to target support specifically at disadvantaged learners and only a few analyse data effectively enough to identify disadvantaged learners. Most schools do not use their assessment and tracking systems well enough to monitor the progress of disadvantaged learners. The few schools that support their disadvantaged learners well implement systematic, whole-school approaches for teaching and learning that benefit all learners and support individual disadvantaged learners by providing mentoring or help with basic skills and homework. Nearly all schools see themselves as community-focused and work with a range of agencies. However, school leaders do not usually co-ordinate multi-agency working systematically enough to ensure that disadvantaged learners are supported in the most effective and timely way. Only a few schools plan explicitly to raise disadvantaged learners’ aspirations. Although many schools offer a range of out-of-hours learning, only in a few are these extra activities carefully planned to increase disadvantaged learners’ confidence, motivation and self-esteem. Where schools have had the greatest impact on raising learners’ achievement, staff plan out-of-hours learning to match the needs of learners and to complement the curriculum. School leaders generally have not received enough training on working with the community or services, or on using data to evaluate initiatives to tackle disadvantage. Schools do not share best practice or collaborate effectively with each other in this area. Most local authorities do not do enough to offer schools practical guidance on how to work with local communities and services, or how best to analyse outcome data for disadvantaged learners. Local authorities that work systematically with schools to tackle poverty and disadvantage have the greatest impact on learner achievement