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Igreja e escola na perspectiva das práticas musicais em colégios históricos americanos de confissão protestante (São Paulo: 1870-1920); The Church and School in the perspective of musical practices in historical American schools professing the protestant faith (São Paulo: 1870 1920).

Santos, Jane Borges de Oliveira
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 08/06/2009 PT
Relevância na Pesquisa
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A pesquisa teve como objetivo estudar as escolas americanas de confissão protestante na província e depois estado se São Paulo, na perspectiva de conhecer como se deu a presença da música nestas escolas. O período que está sendo enfocado nesta pesquisa é de 1870 a 1920. A educação musical no período é um campo particularmente fértil, por não ter sido suficientemente estudada, seja no campo da História da Educação ou no campo da Educação Musical. Neste período, verifica-se uma nova conformação cultural que se deu na sociedade brasileira e, em particular na sociedade paulista, com a presença das denominações protestantes no Brasil e o desenvolvimento de uma rede de escolas americanas protestantes num cenário onde circulavam as tradicionais influências portuguesas, francesas e alemãs. Apoiada na bibliografia, esta pesquisa constatou que essas escolas se apresentavam enquanto a possibilidade de uma melhor formação, que a oferecida pelas escolas nacionais, sendo por isso, apoiadas pelos liberais e republicanos, os quais valorizavam o seu caráter democrático, os métodos atualizados e um particular interesse pela educação feminina. Foi retomado o estudo da inserção da música a partir da Reforma Protestante com o propósito de entender como foi utilizada a música na igreja e para verificar se esta teria influenciado o ensino da música nas escolas americanas dessa confissão. Em seguida foram estudadas três escolas protestantes em São Paulo ligadas a três Igrejas Históricas (Presbiteriana...

Equitable and Inclusive Education for All? Public Funding for Denominational Schools in Ontario

Medway, James
Fonte: Brock University Publicador: Brock University
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Roman Catholic separate schools’ denominational right to receive public funding is a contentious issue in Ontario’s educational system. Ontario’s publicly funded denominational schools historically served a purpose at Confederation; however, in light of Ontario’s evolving demographics, publicly funding denominational schools today may no longer serve the needs of Ontario. The research problem in this study is expressed through growing problems reconciling Roman Catholic schools with diversity and current public views. Additionally, recent tensions, public views, and political consensus suggest it is time to revisit the existing policy. In order to understand both the history of denominational schools and the present context, this study conducted II policy analyses as its research design by completing 2 policy cycles. The first policy cycle determined that based upon Upper and Lower Canada’s pre-Confederation diversity, extending public funding to denominational schools at Confederation was an effective way of protecting minority rights; however, the analysis in the second policy cycle; which examined how equitable and inclusive denominational schools are today, concluded that the denominational school system no longer serves the diversity and equity needs of contemporary Ontario. Building on these findings...

Emerging Evidence on Vouchers and Faith-based Providers in Education : Case Studies from Africa, Latin America, and Asia

Barrera-Osorio, Felipe; Patrinos, Harry Anthony; Wodon, Quentin
Fonte: World Bank Publicador: World Bank
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The case studies in this book provide useful information on the characteristics of students and the performance of various types of schools that benefit from public-private partnerships. While these case studies are empirically grounded, their results are not necessarily of universal application, because context also matters. The authors are careful to point out that while one of the case studies is based on an experiment, the other case studies use instruments or matching methods that have their limitations. Yet a key result from this work is that sound analyses of existing data are feasible and can yield useful conclusions about the contribution that private service providers can offer to educational development. These case studies will encourage more researchers to undertake similar work to demonstrate the many options that developing countries have to reach their education goals.

Performance of Fe y Alegría High School Students in Colombia : Is it a Matter of Fe (Faith) or Alegría (Joy)?

Osorio, Juan Carlos Parra; Wodon, Quentin
Fonte: Banco Mundial Publicador: Banco Mundial
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Fe y Alegria is a catholic network of schools that started operations in Colombia in 1971, and in 2009 served more than 72,000 students in 61 schools. This paper assesses the performance of Fe y Alegria secondary schools in Colombia using test scores for Spanish and mathematics, as well as detailed information on the characteristics of the household to which students belong. Simple statistics suggest that Fe y Alegria schools perform worse than other schools for all years in the sample. However, Fe y Alegria schools also cater to poorer students who come from disadvantaged backgrounds. Once controls are included for student background, Fe y Alegria schools actually often perform as well and in some cases better than other schools for mathematics and Spanish, thus partially reversing the previous finding.

Development and Faith : Where Mind, Heart, and Soul Work Together

Marshall, Katherine; Van Saanen, Marisa
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
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This book aims to advance the shared understanding that is emerging from a dialogue on global development issues. It takes stock of a decade of exchanges and partnerships that have marked the effort to bridge what were too often diverging worlds. It recognizes the complexity and challenge inherent in dialogue on difficult issues, where conflicting views and areas of uncertainty abound. But it also highlights the wealth of experience gained. This is a book about partnerships between development and faith institutions. It is grounded in our common, abiding resolve to deepen our efforts to combat poverty, and it highlights several areas of shared focus and endeavor. The first section in this book focuses on the MDG framework and diverse faith-based and faith-secular partnerships that are tackling particular MDG dimensions. Chapter 2 discusses broad alliances among faith institutions inspired in good measure by the Millennium Development Goals (MDGs). This chapter highlights the engagement of these institutions in the global MDG mobilization...

Faith-Based Schools in Latin America : Case Studies on Fe Y Alegria

Parra Osorio, Juan Carlos; Wodon, Quentin
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
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Many observers consider Fe y Alegría a successful organization, but very few rigorous evaluations have been conducted. This volume is devoted to an assessment of the performance and selected aspects of the management and pedagogical practices of Fe y Alegría, a federation of Jesuit schools serving approximately one million children in 20 countries, mostly in Latin America. The available quantitative evidence suggests that the federation’s schools often do reach the poor, and that students in Fe y Alegría schools tend to perform as well on test scores, if not slightly better than comparable students in other schools. Qualitative data and case studies suggest that the factors that lead to good performance are complex and related not only to the types of “inputs” or resources used by the schools in the education process, but also to the management of these resources, and the ability to implement and test innovative programs. Other factors that support this argument include the capacity and flexibility to implement and test innovative programs that take into account the local realities. This volume will be of interest to researchers, policy makers and practitioners working in service provision through public-private partnerships and especially by faith-based organizations.

Education in Sub-Saharan Africa : Comparing Faith-Inspired, Private Secular, and Public Schools

Wodon, Quentin
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
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The purpose of this study is to build a stronger evidence base on the role of faith-inspired, private secular, and public schools in sub-Saharan Africa using nationally representative household surveys as well as qualitative data. Six main findings emerge from the study: (1) Across a sample of 16 countries, the average market share for faith-inspired schools is at 10-15 percent, and the market share for private secular schools is of a similar order of magnitude; (2) On average faith-inspired schools do not reach the poor more than other groups; they also do not reach the poor more than public schools, but they do reach the poor significantly more than private secular schools; (3) The cost of faith-inspired schools for households is higher than that of public schools, possibly because of a lack of access to public funding, but lower than that of private secular schools; (4) Faith-inspired and private secular schools have higher satisfaction rates among parents than public schools; (5) Parents using faith-inspired schools place a stronger emphasis on religious education and moral values; and (6) Students in faith-inspired and private schools perform better than those in public schools, but this may be due in part to self-selection.

Faith-Inspired Education in Ghana : A Historical Case Example

Olivier, Jill; Wodon, Quentin
Fonte: Taylor and Francis Publicador: Taylor and Francis
Tipo: Artigo de Revista Científica
EN_US
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In order to understand the current role of faith-inspired schools (FISs) in Africa and some of the debates about the magnitude of the services they provide, it is useful to consider their presence in a historical perspective. Faith-inspired schools have a long and distinguished tradition in sub-Saharan Africa. The purpose of this article is to sketch that history using the case of Ghana, a country where FISs date back to early Islamic schools and, as of the 16th century, to Christian missionary activities.

Faith-Inspired Schools in Sub-Saharan Africa : An Introduction to the Summer 2014 Issue

Wodon, Quentin
Fonte: Taylor and Francis Publicador: Taylor and Francis
Tipo: Artigo de Revista Científica
EN_US
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At a time when many sub-Saharan African countries may not achieve the education targets set forth in the Millennium Development Goals, and discussions on the post-2015 agenda are the topic of the day in development circles, the contribution of private providers of education, including faith-inspired schools (FISs), is crucial. For these providers to work alongside the state in the delivery of services, and possibly benefit from state support, basic information is required on their market share, reach to the poor, cost for households, and satisfaction of users with the services received. Yet today little systematic evidence is available on the role of FISs, at least in sub-Saharan Africa, and how they compare to other (public and private secular) schools. This special issue of The Review of Faith & International Affairs aims to bridge this knowledge gap. The purpose of this introduction is to briefly summarize the articles’ main findings and suggest some areas for further research.

Assessing the Role of Faith-Inspired Primary and Secondary Schools in Africa : Evidence from Multi-Purpose Surveys

Tsimpo, Clarence; Wodon, Quentin
Fonte: Taylor and Francis Publicador: Taylor and Francis
Tipo: Artigo de Revista Científica
EN_US
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What is the share of students attending faith-inspired schools (FISs) in Africa? Do FISs reach the poor in priority? How much do they cost for households? And how do FISs compare with public schools and private secular schools in these areas? This article provides tentative answers to these questions using evidence from multi-purpose household surveys.

Public, Private, and Faith-Inspired Schools in Ghana : A Comparative Assessment

Adoho, Franck; Tsimpo, Clarence; Wodon, Quentin
Fonte: Taylor and Francis Publicador: Taylor and Francis
Tipo: Artigo de Revista Científica
EN_US
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There is no doubt that the contribution of private schools, both faith-inspired and secular, is significant in Africa: private schools fill a gap left by insufficient public education and they provide choice to households. Yet detailed evidence on their market share and characteristics is often not available. How large is the market share of private secular and faith-inspired schools (FISs) in Africa in comparison to public schools? Is it correct to assume that while private secular schools are often affordable only for wealthier families, FISs do reach the poor and provide services at low cost to households? Is it also correct to assume that the education provided by private schools, whether faith-inspired or secular, is on average of better quality than that provided by public schools, or at least that the satisfaction of parents with the schooling provided to their children is higher in private schools than in public schools? The purpose of this article is to consider these questions through a case study of Ghana.

What Drives the Choice of Faith-Inspired Schools by Households? Qualitative Evidence

Gemignani, Regina; Shojo, Mari; Wodon, Quentin
Fonte: Taylor and Francis Publicador: Taylor and Francis
Tipo: Artigo de Revista Científica
EN_US
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Why do some parents send their children to faith-inspired schools (FISs), while others choose to rely on public schools? Within FISs, are the motivations to send a child to a Christian school different from those to send a child to an Islamic school? How well are FISs performing—along various dimensions—according to the students’ parents? This article provides tentative answers to those questions using qualitative and small sample data collected in 2010 in Burkina Faso and Ghana.

The future of religious freedom in Australian schools

Babie, P.; Mylius, B.
Fonte: Rowman & Litchfield Publishers, Inc Publicador: Rowman & Litchfield Publishers, Inc
Tipo: Artigo de Revista Científica
Publicado em //2012 EN
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This article explores the place of religion within Australian primary and secondary education. It is divided into three parts. The first examines religion within the Australian legal and constitutional structure. The second considers the accommodation of religion in government (public or state) and nongovernment (private) schools, using the State of South Australia as a representative example. The overarching question addressed in the third part is twofold: (1) Does religion find a place in Australia's schools, both government and nongovernment? (2) To the extent that it does, are there current legal threats to that place--in other words, to the freedom of religious faith in schools? The final section offers some brief concluding observations about the place of religion in Australian life generally, suggesting that there may still be some judicial support for the place of religion in the public sphere, which may auger well for its future in Australian education.; http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ984630&ERICExtSearch_SearchType_0=no&accno=EJ984630; Paul Babie and Ben Mylius

Haiti : Can Non-Public Schools Fill the Gap for Poor Children?

World Bank
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research; Publications & Research :: Brief
ENGLISH; EN_US
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Worldwide, some 57 million primary school age children don't have the chance to go to school. Many factors hold these children back: poverty, poor health and overcrowded or faraway facilities. The problem is most acute in Sub-Saharan Africa, where some 30 million primary school age children aren't enrolled, but many countries in other regions are also still struggling to reach universal primary school enrollment. In some places, education experts and policymakers are looking to low-cost private schools- whether run by private providers, faith-bases groups or non-governmental organizations to educate more children, especially where the public system is unable to do so. In order to make private schools accessible, governments usually set a per student subsidy that is supposed to cover tuition. In turn, schools agree to charge fees to families. Development experts and policymakers have to consider numerous issues before implementing such approaches, from how to reach the target population to how to ensure schools maintain quality standards...

Finding Global Balance : Common Ground Between the Worlds of Development and Faith

Marshall, Katherine; Keough, Lucy
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
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This book relates the latest chapter in the story of a remarkable partnership between the worlds of faith and development, launched in 1998 by Jim Wolfensohn and then Archbishop of Canterbury, George Carey, when they convened a meeting of faith and development leaders in Lambeth Palace. The intervening years have seen the growth and enhancement of a network of world faith and development leaders who share a common passion to eradicate global poverty, extend social justice and ensure global security for all of the world's people. Periodically this group of leaders gathers together to debate issues of common concern and global significance. The most recent meeting took place in Dublin, Ireland in January 2005. Debates over two days were rich and provocative, examining issues ranging from the recent Asian tsunami, to HIV/AIDS, gender and youth, and the roots of conflict, all viewed through the lens of equity. References to the ethical dimensions of poverty alleviation and the need for a strong moral underpinning as a foundation for equitable and sustainable development lay at the heart of every session. The uniqueness of this partnership is the fresh perspective it offers on critical development issues and the opportunity for faith leaders and development leaders to seek new avenues for collaboration. The book tells the story of this partnership...

Madrasas and NGOs : Complements or Substitutes? Non-State Providers and Growth in Female Education in Bangladesh

Asadullah, Mohammad Niaz; Chaudhury, Nazmul
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
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There has been a proliferation of non-state providers of education services in the developing world. In Bangladesh, for instance, Bangladesh Rural Advancement Committee runs more than 40,000 non-formal schools that cater to school-drop outs from poor families or operate in villages where there's little provision for formal schools. This paper presents a rationale for supporting these schools on the basis of their spillover effects on female enrollment in secondary (registered) madrasa schools (Islamic faith schools). Most madrasa high schools in Bangladesh are financed by the sate and include a modern curriculum alongside traditional religious subjects. Using an establishment-level dataset on student enrollment in secondary schools and madrasas, the authors demonstrate that the presence of madrasas is positively associated with secondary female enrollment growth. Such feminization of madrasas is therefore unique and merits careful analysis. The authors test the effects of the Bangladesh Rural Advancement Committee primary schools on growth in female enrollment in madrasas. The analysis deals with potential endoegeneity by using data on number of the number of school branches and female members in the sub-district. The findings show that madrasas that are located in regions with a greater number of Bangladesh Rural Advancement Committee schools have higher growth in female enrollment. This relationship is further strengthened by the finding that there is...

YOUR Blessed Health: An HIV-Prevention Program Bridging Faith and Public Health Communities

Griffith, Derek M.; Campbell, Bettina; Allen, Julie Ober; Robinson, Kevin J.; Stewart, Sarah Kretman
Fonte: Association of Schools of Public Health Publicador: Association of Schools of Public Health
Tipo: Artigo de Revista Científica
Publicado em //2010 EN
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African American faith-based institutions are not necessarily equipped to balance their moral and spiritual missions and interpretation of religious doctrine with complex health issues such as human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS). YOUR Blessed Health (YBH) is a faith-based, six-month pilot project designed to increase the capacity of faith-based institutions and faith leaders to address HIV/AIDS and sexually transmitted infections (STIs) in 11- to 19-year-old African Americans. In addition to increasing the knowledge and skills of young people, the intervention seeks to change churches' norms to provide more open settings where young people can talk with faith leaders about sex, relationships, STIs, and HIV/AIDS. YBH expands the roles of adult faith leaders, particularly pastors' spouses, to include health education as they implement the intervention in their congregations and communities. The intervention includes a flexible menu of activities for faith leaders to select from according to their institutional beliefs, doctrines, and culture.

Faith primary schools: better schools or better pupils?

Gibbons, Stephen; Silva, Olmo
Fonte: Centre for the Economics of Education, London School of Economics and Political Science Publicador: Centre for the Economics of Education, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /11/2006 EN; EN
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We provide estimates of the effect of attending a Faith school on educational attainment progress during the Primary education phase in England. We argue that there are no credible instruments for Faith school attendance. Instead, we control for selection on religious schooling by tracking pupils over time and comparing attainments of students who exhibit different levels of commitment to religious education through their choice of Secondary school and residence. Our findings suggest that, once family preferences and selection into religious education are controlled for, Faith schools have only a very small effect on pupil educational progression in Primary school, this effect being between zero and under one-percentile on test scores at age 11, conditional on scores at age 7.

Faith primary schools: better schools or better pupils?

Gibbons, Stephen; Silva, Olmo
Fonte: University of Chicago Press Publicador: University of Chicago Press
Tipo: Article; PeerReviewed Formato: application/pdf
Publicado em /07/2011 EN; EN
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We estimate the causal effect of attending a state Faith school on primary education achievement in England using administrative student-level data and implementing various strategies to control for students' selection into Faith schooling. Our regressions control for fixed effects in prior achievement and residential postcode to compare pupils who are close residential neighbors and have identical observable ability. We also use information on future school choices to control for preferences for Faith schooling. Results show that pupils progress faster in Faith primary schools, but all of this advantage is explained by sorting into Faith schools according to preexisting characteristics and preferences.

Policymakers should embrace greater school choice to include private and faith schools to address the achievement gap

Jeynes, William
Fonte: Blog post from London School of Economics & Political Science Publicador: Blog post from London School of Economics & Political Science
Tipo: Website; NonPeerReviewed Formato: application/pdf
Publicado em 31/03/2014 EN; EN
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For decades education policymakers have been concerned with the achievement gap between school students from low and high income backgrounds. William Jeynes argues that one way to tackle this problem would be to allow greater school choice, which would include private and faith schools. He writes that faith schools yield better educational results for students than traditional public schools or charter schools, and do so at much lower cost.