Assignment: Annotated Bibliography

Assignment: Annotated Bibliography

Assignment: Annotated Bibliography

Ghimire, Shurendra, and Kamal Prasad Koirala. “How Do Public and Private Schools Differ in School Management and Quality Education? A Phenomenological Study of Teachers’ Experiences.” International Journal of Disability Development and Education, vol. 12, 2020, pp. 125–43, www.researchgate.net/publication/350754275.

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In a phenomenological study Ghimire and Koirala investigate how public and private schools differ in various aspects of school management and quality education. The researchers explore variations in the professional accountability of the teachers, parent involvement in students’ learning, and the managerial role of headteachers in public and public schools. Regarding differences in professional accountability of teachers, Ghimire and Koirala reveal that educators in private schools are more sensitive in handling students due to the fear of punishment. Conversely, teachers in public schools have a sense of freedom from surveillance and punishment by the school management. Equally, the study reveals that private schools emphasize parent involvement in students learning by perceiving them as direct clients. This factor is lacking in public schools. Finally, the researchers reveal that headteachers in private schools play a surveillance role instead of encouraging innovation, creativity, and change for quality education. Headteachers in public schools just demonstrate leadership traits alongside managerial competencies. The researchers conclude that public schools lack three essential aspects: Professional accountability of teachers, supervision of headteachers, and the responsibility toward students as clients. This article provides a comprehensive analysis of the major differences between private and public schools. Therefore, its findings are empirically justifiable.

Suprayogi, Muhamad Nanang, et al. “Differentiated Instruction in Public and Private Schools in Indonesia.” Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities, 2018, pp. 36–44, https://doi.org/10.5220/0009999600360044.

In this scholarly study, Suprayogi et al investigate the major differences between public and private schools in Indonesia based on the Differentiated Instruction Implementation Scale (DIIS) and its elements, including the level and nature of differentiated instruction implementation and identifiable differences in quality. The researchers define differentiated instruction (DI) as “a practice that starts from the assumption that learners are different and they learn differently” (36). Based on this dimension, the researchers investigate various themes consistent with DI implementation, including coping with student diversity, adopting scientific teaching strategies, invoking a variety of learning activities, monitoring individual student needs, and pursuing optimal learning outcomes. The researchers reveal that private school teachers adopt interactive learning strategies compared to public school teachers who favor group-based learning. Also, they argue that private school teachers often utilize teaching aids more than public school teachers due to differences in resources and endowments. Finally, the study unearths deficiencies in parental support and student motivation in public schools compared to private schools. The researchers concluded that the Indonesian Ministry of Education should set a national plan to prioritize educational quality and the implementation of differentiated instructions, especially in public schools. This article provides insights into the differences between private and public schools front the lenses of differentiated instructions. Therefore, it can explain the subsequent variations in academic performance among students in private and public schools.

Costa-Santos, Cristina, et al. “Do Students from Public Schools Fare Better in Medical School than Their Colleagues from Private Schools? If So, What Can We Learn from This?” BMC Medical Education, vol. 18, no. 1, Mar. 2018, pp. 1–7, https://doi.org/10.1186/s12909-018-1162-x.

In this study, Costa-Santos et al investigate performance differences among students in private and public schools in Portugal. To fulfill this objective, the researchers focus on students’ performance in medical schools and the subsequent lessons from the discrepancies in performance among learners front private and public schools. The study indicates that before joining the University, learners from private schools enjoy an unfair advantage, including inflated internal grades and admission processes that increase their chances of accessing higher education compare to their colleagues in public schools. Also, private schools have the autonomy for deciding curricula and class schedules, meaning learners access more learning opportunities than in public schools. Although the study reveals less significant differences in performance in the university among students from private and public schools, researchers highlight the need to address unfair advantages in accessing higher education for learners in public schools. This article underscores differences in resources, curricula, and students’ assessment criteria in private and public schools that create disproportionate access to higher education. Therefore, it can provide the basis for comparing private and public schools.

Works Cited

Costa-Santos, Cristina, et al. “Do Students from Public Schools Fare Better in Medical School than Their Colleagues from Private Schools? If So, What Can We Learn from This?” BMC Medical Education, vol. 18, no. 1, Mar. 2018, pp. 1–7, https://doi.org/10.1186/s12909-018-1162-x.

Ghimire, Shurendra, and Kamal Prasad Koirala. “How Do Public and Private Schools Differ in School Management and Quality Education? A Phenomenological Study of Teachers’ Experiences.” International Journal of Disability Development and Education, vol. 12, 2020, pp. 125–43, www.researchgate.net/publication/350754275.

Suprayogi, Muhamad Nanang, et al. “Differentiated Instruction in Public and Private Schools in Indonesia.” Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities, 2018, pp. 36–44, https://doi.org/10.5220/0009999600360044.