Cotton confirms these results. Where queue system it would seem to have a positive correlation is between the smaller schools and a best behavior of the boys, b the greater participation in extracurricular activities, c the lower absenteeism of the students, d lower abandonment rates, e greater sense of belonging, f greater participation of parents, and g better relationships between the boys and the latter and the teachers Cotton,. Among others, the reasons why some schools would appear to be superior to others would reside in the greater flexibility that allows the smaller size to adapt to changes, greater possibilities of knowledge of the teaching and management team by the community and greater probability of participation by the community. The boys in the school activities to a smaller number of students, the likelihood that queue system app students will be involved in them for example, specific school events and programs, etc. Is greater.
This, in turn, is in line with one of the queue system display pioneering works on the subject Barker and Jump,, cited by Swanson and King,, which, although they did not specify the optimal size of the schools, they concluded that schools should be small enough so that all their students are needed for their projects. A school must be small enough so that its students are not redundant. Howler also opted, finally, for not be issued about the specific size that an establishment should have.
Therefore, he concluded that schools share queue system display certain characteristics that lead us to recognize them as such and not as something else. An institution that tries to be a school, but that is very large or very small, ceases to be a school. The smaller schools may look like families and the big schools may look like factories or prisons. One of the most striking aspects of cost studies regardless of whether it is analysis of past situations or future projections is In order to understand the reasons why these and not others are the resources necessary to carry out a particular action or policy, it is practically unnecessary to resort to monetary values, strictly speaking, only once the study of the current situation or projections has been developed. Future, as the case may be, corresponds to value the results found. That is, with the requirements of teachers in hand, costs can be estimated from the current salary structure. But the main and most arduous work has already been done. In fact, the essence of an analysis or projection of costs in our case, educational is not to multiply the quantities queue system in banks of input necessary for their respective price, but to determine those quantities.
That is why, in the complex case of educational see here costs, so much emphasis is placed on the determination of the number of teachers, since they explain around of the resources allocated to the sector. Of course, salaries are not a minor issue and their influence is gravitating on pectoral spending. But as you know, This is not due to the depressed magnitude they have in our countries but to the large number of teachers working in them. For the rest, the discussion on salaries and professional careers as teachers is part of a discussion with its own status in education systems and will be discussed in the next chapter. Regardless of the latter, what is interesting to note here is that the analysis of costs and budgets -in our case, educational- constitute, in reality, the study of the determinants and ingredients required to carry out the objectives proposed by the administration of the school network. In other words, the challenge is to know what and how to carry out a project aimed at addressing or solving a problem and, as is known, it is even more difficult to detect the real problem. Once these questions have been clarified, budgeting is a logical and natural phase of the entire process.
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This, in turn, is in line with one of the queue system display pioneering works on the subject Barker and Jump,, cited by Swanson and King,, which, although they did not specify the optimal size of the schools, they concluded that schools should be small enough so that all their students are needed for their projects. A school must be small enough so that its students are not redundant. Howler also opted, finally, for not be issued about the specific size that an establishment should have.
Therefore, he concluded that schools share queue system display certain characteristics that lead us to recognize them as such and not as something else. An institution that tries to be a school, but that is very large or very small, ceases to be a school. The smaller schools may look like families and the big schools may look like factories or prisons. One of the most striking aspects of cost studies regardless of whether it is analysis of past situations or future projections is In order to understand the reasons why these and not others are the resources necessary to carry out a particular action or policy, it is practically unnecessary to resort to monetary values, strictly speaking, only once the study of the current situation or projections has been developed. Future, as the case may be, corresponds to value the results found. That is, with the requirements of teachers in hand, costs can be estimated from the current salary structure. But the main and most arduous work has already been done. In fact, the essence of an analysis or projection of costs in our case, educational is not to multiply the quantities queue system in banks of input necessary for their respective price, but to determine those quantities.
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That is why, in the complex case of educational see here costs, so much emphasis is placed on the determination of the number of teachers, since they explain around of the resources allocated to the sector. Of course, salaries are not a minor issue and their influence is gravitating on pectoral spending. But as you know, This is not due to the depressed magnitude they have in our countries but to the large number of teachers working in them. For the rest, the discussion on salaries and professional careers as teachers is part of a discussion with its own status in education systems and will be discussed in the next chapter. Regardless of the latter, what is interesting to note here is that the analysis of costs and budgets -in our case, educational- constitute, in reality, the study of the determinants and ingredients required to carry out the objectives proposed by the administration of the school network. In other words, the challenge is to know what and how to carry out a project aimed at addressing or solving a problem and, as is known, it is even more difficult to detect the real problem. Once these questions have been clarified, budgeting is a logical and natural phase of the entire process.
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