Public and Private Education: Conceptualizing the Distinction

Common wisdom and public discourse seem to suggest that there are two types of schools, private and public. Policy debates, media outlets, and comparisons of outcomes on standardized tests and interscholastic athletic competitions make use of the distinction. This essay argues that while such a distinction can be helpful, it also tends to obscure differences in the social organization of schools. Employing a sociological analysis and providing a historical overview of educational developments, the authors focus on centralization versus decentralization of school controls and discuss the ramifications of a broad versus a narrow market niche for schools

Institutional assessment as an instrument of rationalization back to the school as a formal organisation

O papel central da avaliação, da avaliação institucional e dos processos de garantia da qualidade de escolas e universidades nas políticas educacionais é objeto de discussão, também considerando a reforma do Estado. As teorias da nova gestão pública e as perspectivas gestionárias são consideradas como algumas das principais fontes de inspiração e de legitimação no contexto dominante de uma educação contábil. Dados empíricos preliminares resultantes do processo de avaliação externa de escolas básicas e secundárias portuguesas são apresentados e interpretados de acordo com os principais conceitos e representações organizacionais de escola presentes nos relatórios externos. Examinando algumas das imagens e dos significados de escola, cultura de escola, autonomia, objetivos, liderança e eficácia presentes nos relatórios de avaliação, o autor releva a importância das imagens formais, racionais e burocráticas de escolas. Várias questões de investigação são apresentadas tendo por base aquilo a que o autor chama o processo da hiperburocratização das organizações educativas. Algumas dimensões do conceito de burocracia de Max Weber são revisitadas, em articulação com perspectivas neocientíficas de garantia da qualidade e com as tecnologias da informação e comunicação. O autor sugere que maior relevância deve ser atribuída aos modelos formais e racionais de interpretação das organizações educativas, pois os processos de avaliação e de garantia da qualidade estão a contribuir para a formalização de escolas e universidades e para a intensificação do seu processo de racionalização, isto é, para a emergência de uma imagem analítica das escolas como hiperburocracias.The central role of evaluation, institutional assessment and quality assurance processes of schools and universities in education policy is object of discussion also considering the reform of the state. New Public Management theories and managerialist perspectives are considered some of the main sources of inspiration and legitimation in the dominant context of an audit education. Preliminary empirical data from external assessment of Portuguese primary and secondary schools are introduced and interpreted according to the main concepts and organizational representations of school found in external reports. Examining some of the central organizational images and meanings of school, school culture, autonomy, goals, leadership and effectiveness included in the external reviews, the author stresses the importance of formal, rational and bureaucratic images of schools. Several new research questions are presented for further inquiry based on the hypothesis of what it is called by the author the process of hyperbureaucratization of educational organizations. Some of the main dimensions of the concept of bureaucracy as presented by Max Weber are revisited in close relation with neo-scientific approaches of quality assurance and taking in consideration the use of information and communication technologies. Accordingly the author suggests that much more importance must be given to formal and rational models of interpreting educational organizations because assessment and quality assurance procedures are contributing to the formalization of schools and universities and to the intensification of their process of rationalization, i. e., to the emergence of an analytic image of schools as hyperbureaucracies.(undefined

A cycle of brain gain, waste and drain - a qualitative study of non-EU migrant doctors in Ireland.

BACKGROUND: Ireland is heavily reliant on non-EU migrant health workers to staff its health system. Shortages of locally trained health workers and policies which facilitate health worker migration have contributed to this trend. This paper provides insight into the experiences of non-EU migrant doctors in the Irish health workforce. METHOD: In-depth interviews were conducted with 37 non-EU migrant doctors in Ireland in 2011/2012. RESULTS: Respondents believed they had been recruited to fill junior hospital doctor 'service' posts. These posts are unpopular with locally trained doctors due to the limited career progression they provide. Respondents felt that their hopes for career progression and postgraduate training in Ireland had gone unrealised and that they were becoming de-skilled. As a result, most respondents were actively considering onward migration from Ireland. DISCUSSION & CONCLUSIONS: Failure to align the expectations of non-EU migrant doctors with the requirements of the health system has resulted in considerable frustration and a cycle of brain gain, waste and drain. The underlying reasons for high mobility into and out of the Irish medical workforce must be addressed if this cycle is to be broken. The heavy reliance on non-EU migrant doctors to staff the medical workforce has distracted from the underlying workforce challenges facing the Irish medical workforce

Polymorphisms in immunoregulatory genes and the risk of histologic chorioamnionitis in Caucasoid women: a case control study

BACKGROUND: Chorioamnionitis is a common underlying cause of preterm birth (PTB). It is hypothesised that polymorphisms in immunoregulatory genes influence the host response to infection and subsequent preterm birth. The relationship between histologic chorioamnionitis and 22 single nucleotide polymorphisms in 11 immunoregulatory genes was examined in a case-control study. METHODS: Placentas of 181 Caucasoid women with spontaneous PTB prior to 35 weeks were examined for histologic chorioamnionitis. Polymorphisms in genes IL1A, IL1B, IL1RN, IL1R1, tumour necrosis factor (TNF), IL4, IL6, IL10, transforming growth factor beta-1 (TGFB1), Fas (TNFRSF6), and mannose-binding lectin (MBL2) were genotyped by polymerase chain reaction and sequence specific primers. Multivariable logistic regression including demographic and genetic variables and Kaplan-Meier survival analyses of genotype frequencies and pregnancy outcome were performed. RESULTS: Sixty-nine (34%) women had histologic evidence of acute chorioamnionitis. Carriage of the IL10-1082A/-819T/592A (ATA) haplotype [Multivariable Odds ratio (MOR) 1.9, P = 0.05] and MBL2 codon 54Asp allele (MOR 2.0, P = 0.04), were positively associated with chorioamnionitis, while the TNFRSF6-1377A/-670G (AG) haplotype (MOR 0.4, P = 0.03) and homozygosity for TGFB1-800G/509T (GT) haplotype (MOR 0.2, P = 0.04) were negatively associated. CONCLUSION: These findings demonstrate that polymorphisms in immunoregulatory genes IL10, MBL2, TNFRSF6 and TGFB1 may influence susceptibility to chorioamnionitis

Bidwell, Charles E., and Robert Dreeben, School Organization and Curriculum, pp. 345-362 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992.

Examines the relationship between school organization and curriculum in the U. S. from colonial times to the present

Public and Private Education: Conceptualizing the Distinction

Common wisdom and public discourse seem to suggest that there are two types of schools, private and public. Policy debates, media outlets, and comparisons of outcomes on standardized tests and interscholastic athletic competitions make use of the distinction. This essay argues that while such a distinction can be helpful, it also tends to obscure differences in the social organization of schools. Employing a sociological analysis and providing a historical overview of educational developments, the authors focus on centralization versus decentralization of school controls and discuss the ramifications of a broad versus a narrow market niche for schools

Teen perspectives on HIV and the relevance of Hawaii's health providers.

Based on focus group interviews with adolescents from an urban Honolulu community, the present article describes how these adolescents view HIV, HIV-prevention and the role of health care providers in addressing HIV-related needs. Although medical providers are known to be knowledgeable experts in a variety of health care areas, other research points to an underutilization of this potential. While knowledgeable about HIV, many of the youth in this study continue to engage in risky behavior. Few perceive they have others they can meaningfully talk to about their HIV and other health concerns. Even when probed for, almost none of these teens saw health care providers as pertinent to HIV or their health beyond the traditional illness/prescription role. Suggestions for ways to get more involved in the prevention of HIV and, more generally, positive health development in teens are discussed.R01 MH47649-02S1/MH/NIMH NIH HHS/United State