349,880 results on '"SCHOOLS"'
Search Results
202. Data Visualization in Public Education: Longitudinal Student-, Intervention-, School-, and District-Level Performance Modeling
- Author
-
Lacefield, Warren E. and Applegate, E. Brooks
- Abstract
Accountability seems forever engrained into the K-12 environment, as has been the expectation of delivering quality education to school aged children and adolescents. Yet, repeated failure of this expectation has focused the public's and policy maker's attention on the limitations of major accountability systems. This paper explores applications of machine learning, predictive analytics, and data visualization to student information available to educational decision makers. In particular, we demonstrate how to use individual academic performance histories to identify "at-risk" students in real time for advising, academic coaching, and other support services and how to aggregate longitudinal data at the school or district level for system modeling, profiling, comparison, and intervention evaluation.
- Published
- 2018
203. Stereotypes of Teenagers' Images in Audiovisual Media Texts about Schools and Universities
- Author
-
Fedorov, Alexander, Levitskaya, Anastasia, Gorbatkova, Olga, and Mamadaliev, Anvar
- Abstract
Having analyzed over a thousand of audiovisual media texts, the authors of the article conclude that in the Soviet, Russian and Western cinema stereotypes of teenagers as positive characters can be divided into the following main groups: 1) positive leaders (high achievers); 2) "nerds" (overly diligent students), 3) average performers. Naturally, the Soviet cinematography had to be more or less ideologically filled with communist values, while in the West and in modern Russian cinema, individual, family and / or group values come to the fore. Stereotypes of teenagers as villains/ evil characters can be, in the opinion of the authors, represented by the following groups: 1) offenders and criminals; 2) narrow-minded/struggling students; 3) "silver spoons" (representatives of the rich "golden youth"). There are nuances, too. For example, in the Soviet cinema heirs of wealthy families were replaced by handsome egoists from the intellectual background, and there were far fewer juvenile offenders than in the American and European media texts. The Soviet cinema (with the exception of a few "perestroika" pictures) did not emphasize schoolchildren's sexuality. In general, the analysis of stereotypes of teenage images in audiovisual media texts on the theme of the school and university shows that, despite the national, sociocultural and ideological differences, the stereotypes of these images have more similarities than differences.
- Published
- 2018
204. Professional Risk: Sex, Lies, and Violence in the Films about Teachers
- Author
-
Fedorov, Alexander, Levitskaya, Anastasia, Gorbatkova, Olga, and Mikhaleva, Galina
- Abstract
Pedagogical issues are rather popular in the world's cinematography. Images of school and university teachers occupy a special place in it. Hoping to attract as many viewers as possible the cinematography prefers to refer not to everyday routine education process but to "hot spots" of teaching associated mainly with sex, lies and violence (in this regard deception is successfully combined with narrative moves of violence and sex) in recent decades. Thus, the title of the French film "Risky Business" ("Les risques du métier," 1967) contains the essence of the media presentation of the teacher's image whose profession is undoubtedly linked to serious risks and challenges. The review and analysis of 1300 Western films about school and university, study of more than 7000 published materials (books, research articles and film reviews) on the declared topic have enabled us to reveal the following basic types of teacher's images in the Western cinematography: positive (super)hero (often a male, a school teacher recently employed) who reeducates an aggressive and disobedient class; a negative personage who hates students (in some cases he/she can even be a robot-killer or an alien); a loser/clown, outsider suffering from his job; a bureaucrat-administrator. The authors of the article point to the fact that the teacher's image on the Western screen has significantly transformed over time. The self-censorship that existed practically till the 1960s did not allow film makers to touch upon such radical aspects as violence, sex, obscene language, racial and religious problems in schools and universities. But after the lifting of the Hays Code and the advent of the so-called sexual revolution of the 1970s the Western screen began to successively exploit the topics forbidden before, thus creating new horrifying narratives movies every year. On the other hand, the tendency for reflection on the pedagogical mission and real professional challenges involved stills remains in the Western cinematography. Such hermeneutic analysis of Western audiovisual media texts about school and university allowed the authors to integrate the structure of media stereotypes of school and university teachers in films.
- Published
- 2018
205. Documentation to the 2015-16 Common Core of Data (CCD) Universe Files. NCES 2017-074
- Author
-
National Center for Education Statistics (ED) and Glander, Mark
- Abstract
The Common Core of Data (CCD) is a national statistical program that collects and compiles administrative data from SEAs covering the universe of all public elementary and secondary schools and school districts in the United States. The first CCD collection was for SY 1986-87. The predecessor to CCD was the Elementary and Secondary General Information System. The CCD includes five basic collections and several supplemental ones. The basic collections are divided into two main data content areas: nonfiscal (or universe) data and fiscal data. They are further divided into hierarchical levels (school, LEA, and state). This documentation addresses the three nonfiscal, universe data files, the methods, and editing procedures used in the nonfiscal, universe portion of the school year (SY) 2015-16 Common Core of Data (CCD) collection. The National Center for Education Statistics (NCES) will publish updated versions of this document with each school year collection. The CCD universe collection is a comprehensive listing of the public elementary and secondary schools and the local education agencies (LEAs) that administer and support them. The CCD includes directory, enrollment, and staffing data at state, LEA, and school levels. State education agencies (SEAs) report these data in a series of file submissions throughout the school year.
- Published
- 2017
206. Hindrances to Recognition in Finnish Music Schools
- Author
-
Elmgren, Heidi
- Abstract
This article examines recognition relations between students and teachers in Finnish music schools. The research is based on written texts by music school students. The texts are analysed for difficulties in recognition relations, namely, hindrances to recognition in music schools. In the texts, some of the respondents describe situations that can be analysed as hindrances to recognition. The author analyses four different types of recognition-related problems in the data, the main issue being a tension between caring for people (respecting them) and promoting musical values (emphasising esteem). In addition to discerning problems, the article attempts to alleviate this tension. This might be achieved if different kinds of excellence, rather than just one, were to be developed in music schools. Students' different abilities and motivations might then have a chance to emerge. Caring for people in the context of studying music would mean helping them to find the musical values they can and want to promote.
- Published
- 2021
- Full Text
- View/download PDF
207. Developing Sustaining Authentic Partnership between MBE Researchers and Local Schools
- Author
-
Liu, Yang and Zhang, Yu
- Abstract
One of the most important goals of Mind, Brain, and Education (MBE) researchers is bridging the connection between science and educational practice. To achieve this goal, we propose a novel authentic partnership model based on the analyses of demands, capacities, and responsibilities of both researchers and local schools. The Peiyuan Project in Beijing is introduced as an example to demonstrate the model. We argue that more discussions should be encouraged along this practical direction. More successful models and practices should be shared and learned to facilitate wider adoptions and further achievement of the MBE community.
- Published
- 2021
- Full Text
- View/download PDF
208. Human-Animal Interaction Research in School Settings: Current Knowledge and Future Directions
- Author
-
Gee, Nancy R., Griffin, James A., and McCardle, Peggy
- Abstract
The involvement of animals is almost commonplace in many schools, although actual data documenting the extent and nature of human-animal interaction (HAI) in these settings are sparse. We provide an overview of the existing research and argue that the inclusion of animals in classroom settings can have an indirect effect on learning by directly affecting motivation, engagement, self-regulation, and human social interaction through those activities in which the interaction with animals is embedded. We support this theory with examples from the growing body of work indicating that, under specific conditions, with proper safeguards, HAI activities can benefit both typically developing children and those with developmental disabilities by reducing stress and anxiety and improving social interactions and by enhancing motivation, engagement, and learning. Nonetheless, a more comprehensive evidence base is needed to support this theory and to inform policies and practices for HAI in education settings, activities, and interventions.
- Published
- 2017
209. Communication Efficiency in Education: Increasing Emotions and Storytelling
- Author
-
Ferrés, Joan and Masanet, Maria-Jose
- Abstract
The research supporting this paper addresses the problem of educational communication efficacy using a dual methodology strategy. Over 1,200 questionnaires were given out to professionals in four institutions dedicated to persuasive communication; two traditional--the church and schools--and two more recently created--journalism and advertising. Probably they are the four groups with more socialising force in the last centuries. For this paper the educators' responses were specifically analysed to determine their conception of the communication process and the requirements for effective communication, and these were compared with those from the other groups, especially from advertising professionals. Lastly, all the responses were compared to contributions from neuroscience that have been made in recent decades about how the human mind functions, particularly with regards to decision-making, to determine which communication proposals provide a greater guarantee of efficacy. The results indicate the need for educators to break away from a strictly cognitive polarized communication that focuses on transmission. They are more related with guaranteeing the supply than creating a demand, and open up to the communicative potential of emotions, interaction and storytelling.
- Published
- 2017
210. Prevention for Schools and School Districts. Prevention Fact Sheet
- Author
-
Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
- Abstract
School preparedness is strengthened by prevention, protection, mitigation, response, and recovery activities (also known as the five preparedness mission areas). This fact sheet describes what prevention is, how prevention is connected to the other preparedness missions, what prevention efforts planning teams may want to consider, and how prevention activities can be integrated into planning efforts; additional resources are provided, as well.
- Published
- 2017
211. Split-Half Administration of the 2015 School Crime Supplement to the National Crime Victimization Survey. Methodology Report. NCES 2017-004
- Author
-
National Center for Education Statistics (ED), Synergy Enterprises, Inc., Lessne, Deborah, and Cidade, Melissa
- Abstract
This report outlines the development, methodology, and results of the split-half administration of the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The National Crime Victimization Survey (NCVS) is sponsored by the U.S. Department of Justice, Bureau of Justice Statistics (BJS). The National Center for Education Statistics (NCES) collaborated with BJS to design the SCS as a supplement to the NCVS. Census conducted the SCS along with the NCVS in 1989, 1995, 1999, and every two years from 1999 to the present. The survey is administered to youth ages 12-18 in participating NCVS households who were enrolled in any of the grades 6-12 and attended public or private school for at least part of the school year concurrent with the survey year. The 2015 SCS was administered between January and June of 2015. The results of these analyses indicated that the bullying estimates derived from the new 2015 SCS bullying items were not similar to estimates derived from the historic bullying items alone. However, it also was determined that the two new bullying estimates (version 1 + RP, and version 2) were not similar to each other, although both were designed to make explicit to students the same elements--repetition and power imbalance--of the uniform bullying definition. Further analysis is planned to help determine what constructs are being measured by the two new versions of the bullying questions. For the 2015 SCS, NCES recommends use of only the data collected from the historic questions presented in version 1 to derive national estimates of reported bullying victimization in school among 12 to 18 year olds. This will allow for continuity with previous NCES data and prevent the dissemination of conflicting estimates of bullying victimization from the 2015 data. The following are appended: (1) School Crime Supplement to the National Crime Victimization Survey Details of Survey Question Changes From 2013 to 2015; and (2) 2015 School Crime Supplement Questionnaire.
- Published
- 2016
212. Attitude of Postgraduate Students towards the Teaching Profession
- Author
-
Vinodh Kumar, R.
- Abstract
The purpose of the present study was to investigate postgraduate students' attitude towards the teaching profession according to their gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents. A descriptive survey design was adopted with a sample of 207 postgraduate students selected using a purposive sampling technique. A three-point attitude scale was constructed and validated by the investigator to collect data. The scale comprised of 40 statements including both positive and negative statements. The collected data were analysed with statistical techniques such as mean, standard deviation, and "t"-test. The results revealed that postgraduate students had favourable attitude towards the teaching profession. Further, it was found that the variables such as gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents had no influence on postgraduate students' attitude towards the teaching profession. This shows that the postgraduate students had similar attitude towards the teaching profession.
- Published
- 2016
213. Guide to Using the Teacher Data Use Survey. REL 2017-166
- Author
-
Regional Educational Laboratory Appalachia (ED), National Center for Education Evaluation and Regional Assistance (ED), CNA, Wayman, Jeffrey C., Wilkerson, Stephanie B., Cho, Vincent, Mandinach, Ellen B., and Supovitz, Jonathan A.
- Abstract
The Teacher Data Use Survey can be used to query teachers, administrators, and instructional support staff about how teachers use data to support instruction, their attitudes toward data, and the supports that help teachers use data. This guide provides step-by-step instructions to help district and school planners implement the survey. The Teacher Data Use Survey offers schools and districts a way to rigorously gauge what data teachers use, how they use these data, and how they feel about their data use. It also enables assessment of the network of supports that surround teacher data use. The questions on the Teacher Data Use Survey are derived from a conceptual framework that views teacher data use as part of a larger system. This framework views the actions teachers take with data as influenced by their competence in using data, their attitudes toward data, their collaboration with other teachers, and the organizational supports available to them. By administering the Teacher Data Use Survey, school or district leaders will have evidence on which to base a number of decisions, such as appropriation of resources to support teacher data use, supports school leaders might provide, and district policy around data use. The following are appended: (1) Survey-Teacher version; (2) Survey-Administrator version; (3) Survey-Instructional support staff version; (4) Survey scales, questions, and items; and (5) Survey emails.
- Published
- 2016
214. Exploring Changes in Perceptions and Practices of Sustainability in ESD Communities in Australia during the COVID-19 Pandemic
- Author
-
Beasy, Kim and Gonzalez, Laura Ripoll
- Abstract
Education for sustainable development (ESD) aims to empower future generations to address current global environmental threats, though it faces challenges to implementation, often linked to narrow perceptions of sustainability. To observe such changes in practice and draw their implications for ESD, we explore the effects of COVID-19 in perspectives and practices of sustainability across an education community. We reflect on how disruptions or threats can trigger a (re)imagination of individual and collective action. Our findings suggest that the COVID-19 pandemic and its effects on individuals and societies have altered perceptions and practices of sustainability through envisaging previously unimaginable global environmental restoration, and experiencing personal, professional and collective changes. Our study shows that the perceived restorative effects on the environment of the pandemic lifted the education community spirits and enhanced "a willingness to change" by leveraging the social network around the education community to promote collective action.
- Published
- 2021
- Full Text
- View/download PDF
215. A Descriptive Secondary Analysis of Evidence-Based Interventions for Students with Autism Spectrum Disorder
- Author
-
Martin, Ryan J., Anderson, Cynthia M., Gould, Kaitlin, Morganelli, Marissa, and Kleinert, Whitney L.
- Abstract
As the prevalence of autism spectrum disorder (ASD) continues to increase, more students with ASD will require support in educational settings. Recent systematic reviews have identified numerous evidence-based interventions for individuals with ASD, but none have focused specifically on intervention in schools. This is important because educators face several unique challenges and resource limitations that contribute to the gap between research and practice. We conducted a descriptive secondary analysis of articles included in the two most comprehensive reviews of the literature to date, with the aim of determining the extent to which evidence-based interventions have been evaluated in schools. Result indicates that evidence-based interventions have been disproportionately validated in non-school settings, and the extent to which they have been examined in schools varies by intervention. Further, the majority of school-based intervention studies feature tightly controlled study conditions that may limit external validity. Implications for future research are discussed.
- Published
- 2021
- Full Text
- View/download PDF
216. An Ethnography of Vulnerability: A New Materialist Approach to the Apparatus of Measurement, the Algorithm
- Author
-
Riberi, Valentina, González, Erika, and Rojas Lasch, Carolina
- Abstract
During an ethnographic study of two Chilean schools over a period of three years, we observed the discursive assemblage of "what is vulnerable" emerging from an algorithm used to allocate public resources. In this article, we unravel the ways in which the algorithm intra-acts with other elements in the process of producing what is vulnerable and how this affects our approach to ethnography. We conclude by considering two methodological dilemmas that arose from our work.
- Published
- 2021
- Full Text
- View/download PDF
217. The Effect of the Community Eligibility Provision on the Ability of Free and Reduced-Price Meal Data to Identify Disadvantaged Students
- Author
-
Koedel, Cory and Parsons, Eric
- Abstract
The Community Eligibility Provision (CEP) is a policy change to the federally administered National School Lunch Program that allows schools serving low-income populations to classify all students as eligible for free meals, regardless of individual circumstances. This has implications for the use of free and reduced-price meal (FRM) data to proxy for student disadvantage in education research and policy applications, which is a common practice. We document empirically how the CEP has affected the value of FRM eligibility as a proxy for student disadvantage. At the individual student level, we show that there is essentially no effect of the CEP. However, the CEP does meaningfully change the information conveyed by the share of FRM-eligible students in a school. It is this latter measure that is most relevant for policy uses of FRM data.
- Published
- 2021
- Full Text
- View/download PDF
218. Economic Evaluations of Public Health Interventions to Improve Mental Health and Prevent Suicidal Thoughts and Behaviours: A Systematic Literature Review
- Author
-
Inna Feldman, Mihretab Gebreslassie, Filipa Sampaio, Camilla Nystrand, and Richard Ssegonja
- Abstract
To review the literature on economic evaluations of public health interventions targeting prevention of mental health problems and suicide, to support evidence based societal resource allocation. A systematic review of economic evaluations within mental health and suicide prevention was conducted including studies published between January 2000 and November 2018. The studies were identified through Medline, PsychINFO, Web of Science, the National Health Service Economic Evaluation Database and Health Technology Assessment. The quality of relevant studies and the transferability of their results were assessed using a criterion set out by the Swedish Agency for Health Technology Assessment. Nineteen studies of moderate to high quality were included in this review, which evaluated 18 interventions in mental health and four interventions in suicide prevention. Fourteen (63%) of all interventions were cost-effective based on the conclusions from original papers. None of the studies that evaluated suicide prevention was of high quality. The interventions largely focused on psychological interventions at school, the workplace and within elderly care as well as screening and brief interventions in primary care. Nine studies (around 50% of included articles) had a high potential for transferability to the Swedish context. Public health interventions aiming to improve mental health have a high potential to be economically beneficial to society, but high-quality evidence on the cost-effectiveness of suicide prevention is limited.
- Published
- 2021
- Full Text
- View/download PDF
219. The Importance of Pedagogical and Social School Climate to Bullying: A Cross-Sectional Multilevel Study of 94 Swedish Schools
- Author
-
Hultin, Hanna, Ferrer-Wreder, Laura, Engström, Karin, Andersson, Filip, and Galanti, Maria Rosaria
- Abstract
Background: Bullying is a public health issue with long-term effects for victims. This study investigated if there was an association between pedagogical and social school climate and student-reported bullying victimization, which dimensions of pedagogical and social school climate were associated with bullying, and if these associations were modified by individual-level social factors. Methods: The study had a cross-sectional multilevel design with individual-level data on bullying from 3311 students nested in 94 schools over 3 consecutive school years. School climate was measured with student and teacher questionnaires, aggregated at the school level. The association between school climate and bullying victimization was estimated with multilevel mixed-model logistic regression. Results: In schools with the most favorable school climate, fewer students reported being bullied. This was especially evident when school climate was measured with the student instrument. Students in schools with favorable climate had an adjusted odds ratio of bullying of 0.74 (95% CI: 0.55-1.00) compared to students in schools with the worst climate. Results from the teacher instrument were in the same direction, but less consistent. Conclusions: Improvement in school climate has the potential to affect students both academically, and socially, as well as decrease the prevalence of bullying.
- Published
- 2021
- Full Text
- View/download PDF
220. Community-Based Standards and Community Cultural Wealth in Freedom Schools
- Author
-
Ares, Nancy, Smith, Jeremy, and Wu, Xia
- Abstract
This project contributes to the understanding and support of the social and academic development of racialised, minoritized students using criteria grounded in community goals and standards for their children. Results are from a 2-year case study of a Children's Defence Fund-sponsored Freedom School (FS) in the US that engaged in critical multicultural education and culturally relevant pedagogy. Collaborative research worked to identify: (1) FS staffs' criteria for themselves, each other, and their students; (2) forms of cultural capital in this FS summer programme; and (3) to understand the relationship between staffs' standards and the identified forms of cultural capital. The importance of such efforts for oppressed communities' claims to educational sovereignty is highlighted.
- Published
- 2021
- Full Text
- View/download PDF
221. Tools of the Trade: A Look at Educators' Use of Assessment Systems
- Author
-
Farley-Ripple, Elizabeth N., Jennings, Austin, and Jennings, Amanda B.
- Abstract
Test-based accountability policy in the US has resulted in increased availability and use of assessment systems to support instructional decision making. Though limited, literature to date suggests an important role for these systems as tools, mediating teacher knowledge and action. We examine system log data from NWEA's MAP assessment to better understand how and when educators use the system, report features valued by educators, and patterns of use at the individual, school, and district levels. Findings reveal limited engagement with the system, occurring primarily around testing windows with a small subset of reports. We describe the features of those reports as well as how those features relate to use across the school year. We also find use is primarily an individualized practice, with little variability in use accounted for among schools and districts. We conclude with implications for research as well as local policy and practice.
- Published
- 2021
- Full Text
- View/download PDF
222. Reconsidering Time in Schools: An Everyday Aesthetics Perspective
- Author
-
Marini, Guillermo and Rodríguez Merchán, Juan David
- Abstract
The main purpose of this article is to describe and analyse time in schools from an everyday aesthetics perspective. Expanding on current scholarship, the article calls attention to the way everyday sensory experiences in schools models time in peculiar ways that have serious educational implications. On the one hand, based on the work of Katya Mandoki, we discuss how schedules and classroom movements tend to project an ominous sense of time, where students' sensibilities are neglected in favour of objective, regular and efficient rhythms. On the other hand, based on Yuriko Saito's account of Japanese garden design, we offer an alternative understanding of time that incorporates interruption, delay and 'unwrapping' as means to an enriched experience. The article concludes by identifying new questions and pedagogical orientations that contribute to reconsidering how schools teach to perceive, conceive and live time.
- Published
- 2021
- Full Text
- View/download PDF
223. 'Failures' in a Failing Education System: Comparing Structural and Institutional Risk Factors to Early Leaving in England and Portugal
- Author
-
Savvides, Nicola, Milhano, Sandrina, Mangas, Catarina, Freire, Carla, and Lopes, Sara
- Abstract
In this paper, we draw on a conceptual framework of five key categories of risk to Early Leaving (EL) to analyse and compare 'Structural Factors' (SF) and 'Institutional Factors' (IF) of risk in a region in England and in Portugal. We draw on data from an EU-funded project, which explored risks and support strategies to EL across five European countries. Our two-country comparison involved analysis of 59 semi-structured interviews and focus groups with 209 educational stakeholders across 18 educational settings. We discuss key similarities and differences across the data, reflecting on plausible factors these are attributed to. SF was the most discussed risk category in England but not in Portugal, albeit largely for the same reason: that they are difficult to address, relating to rigid and entrenched educational systems and policies, socio-economic disadvantage and inequalities. Educators were cognisant of how SF hinders educational institutions and stakeholders from addressing EL, given the lack of freedom and flexibility they engender. Young people focused more on how the IF of schooling are impacting EL. We explore the implications of our findings for EL risk and offer recommendations that will be of interest to a range of educational stakeholders, including policymakers, educators and employers.
- Published
- 2021
- Full Text
- View/download PDF
224. From Being the Most Vulnerable Children to Becoming Conventional Members of Society: Four Cases from Manchester Certified Industrial Schools, c. 1880-1920
- Author
-
Santoki, Makiko
- Abstract
This paper analyses the factors central to the practices and realities of historical educational support for destitute and neglected children in the Manchester Certified Industrial Schools (MCIS) to determine how the schools acted to support the lives of children who were removed from parental guardianship. In nineteenth-century England, the most vulnerable children, destitute and often neglected (specifically, those considered to have improper guardianship), posed a serious challenge to public order in urban society. This study employs primary records to trace the experiences of four children during and after MCIS enrolment. Prior to the current study, none of these records had been used in research. The analysis of records demonstrates that MCIS officers supported and followed up students even after they were discharged to help them survive without their parents and become conventional members of society.
- Published
- 2021
- Full Text
- View/download PDF
225. Mitigating the Effects of Adverse Childhood Experiences: How Restorative Practices in Schools Support Positive Childhood Experiences and Protective Factors
- Author
-
Breedlove, Meghan, Choi, Jihyeon, and Zyromski, Brett
- Abstract
Many students in the United States suffer from mental health issues resulting from Adverse Childhood Experiences (ACEs). Often, students exhibit negative behavior as a result of these issues and many schools continue to implement punitive approaches to discipline, such as suspensions or expulsions, which serve to further isolate and disconnect students from school. Positive Childhood Experiences (PCEs) and Protective Factors (PFs) can mitigate the negative effects of ACEs. In this paper, we suggest that restorative practices (RPs) in schools may be an integral component in promoting PCEs and PFs for all students. Documented outcomes of restorative experiences in schools are aligned with PCEs and PFs at the individual, interpersonal, and school-wide level. Considerations of RP implementation and implications for training teachers and mental health professionals conclude the manuscript.
- Published
- 2021
- Full Text
- View/download PDF
226. Civic Engagement in Changing Contexts: Challenges and Possibilities for Democracy. SpringerBriefs in Education
- Author
-
Kennedy, Kerry J. and Kennedy, Kerry J.
- Abstract
This book addresses contemporary issues on civic and citizenship education, challenging not just schools but society as a whole. It highlights emerging social influences on civic engagement and democracy in the third decade of the 21st century and analyzes the interaction between these influences and their impact on society. It demonstrates that changes are so complex and the challenges so new that an entirely revised agenda is needed for civic and citizenship education. The book takes society and the changes occurring within it as the starting point and assesses the implications of these changes for schools.
- Published
- 2021
- Full Text
- View/download PDF
227. Understanding Digitalization and Educational Change in School by Means of Activity Theory and the Levels of Learning Concept
- Author
-
Pettersson, Fanny
- Abstract
As shown in research and practice digitalization processes are many times limited to implementation of digital technologies without pedagogical and organizational change. In this study it is argued for a broader perspective on the concept of digitalization, viewing it as a process involving change and transformation in different stages and several organizational levels. Based on cultural-historical activity theory and the concept of levels of learning, this study will elaborate on the concept of digitalization as well as how schools are dealing with digital and educational change. Two schools known for their large-scale digitalization processes are analyzed. In the analysis, it is indicated that the object of digitalization harbors an idea that influence how digitalization is planned for and enacted within the school organization. How schools conceptualized--what is theoretically and practically meant by digitalization--influence how they plan their budget, professional development, and organizational change. With this backdrop, it is a concluded need for explicit discussions and conceptual clarifications on what digitalization is and what it involves in different school contexts.
- Published
- 2021
- Full Text
- View/download PDF
228. Recruiting and Retaining Elementary Bilingual Teachers: A Phenomenological Study in a Texas School District
- Author
-
Crystal Roach
- Abstract
Quality bilingual teachers are needed to close achievement gaps for students who are English Learners (ELs). The problem addressed in this study focused on finding strategies through teachers' experiences for effectively recruiting and retaining elementary bilingual teachers. The purpose of this qualitative study with a phenomenological research design was to understand bilingual teachers' experiences with recruitment and retention. The following research question was the central phenomenon: What is the bilingual teacher's experience with school district and campus recruiting and retaining strategies? The sampling frame included ten bilingual elementary teachers in the same school district. The researcher interviewed participants through a one on one video interview. A synthesis of the coded data from the interviews produced basic themes. The first major finding concerned the influence of job fairs, interviews, and internships in the recruitment process. Other considerations for improving recruiting efforts related to pay, equity, and support. One of the major findings for retaining bilingual teachers included a need for strong school leaders that developed relationships with staff, students, and families to make them feel valued. Implications for practice based on bilingual teacher experiences can assist district and school leaders in improving their teacher recruiting efforts and the steps they take to retain high quality teachers in bilingual classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2021
229. Effectiveness of School-Based Mentoring: A Qualitative Study of the Perceptions of Mentors
- Author
-
Keith Ernest Parton
- Abstract
Since 2000, school-based mentoring programs have become a popular intervention for students who are struggling in school. The goals of school-based mentoring programs target the reduction of office visits and tardiness, while working to increase grades and social development. Past research includes recommendations for more qualitative examinations of school-based mentoring programs to better understand the inner workings of mentoring school children. This qualitative phenomenological study of the perceptions of school-based mentors sought to add information to the current research base. Six school-based mentors in the southwestern region of Pennsylvania were interviewed. Interview transcripts were read and analyzed multiple times to identify and synthesize common themes that emerged from participant mentoring efforts. Themes were compared and organized into categories with headings that identified the essence of the mentoring experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2021
230. Using Systems-Level Consultation to Establish Data Systems to Monitor Coaching in Schools: A Framework for Practice
- Author
-
Barrett, Courtenay A.
- Abstract
Coaching has been widely implemented to support the delivery of evidence-based practices in schools. Although coaching is effective in rigorous research studies, scholars question the effective translation of coaching in authentic schools. Data systems that monitor the fidelity and impact of coaching offer one solution to address three implementation challenges described in the literature: (1) operationalizing coaching, (2) ensuring sufficient resource allocation, and (3) training in-service coaches. The purpose of this article is to outline a framework to guide systems-level consultants as they collaborate with schools to establish data systems for coaching, which include coaching data, teacher or classroom instructional data, and student data, which can be analyzed within the problem-solving process to monitor the fidelity and progress of coaching. Finally, a case example illustrates how these three levels of data can capture the multi-faceted process of coaching to address implementation challenges that impede the impact of coaching in schools.
- Published
- 2021
- Full Text
- View/download PDF
231. Inspecting for Ofsted: A Personal Reflection
- Author
-
McArthur, Martin
- Abstract
Since its inception in 1993, Ofsted has been charged with maintaining standards in schools in England. But how has this worked out? A former inspector gives his account of the journey from the inside. His point of view can be summarised from a conversation he had with a senior Ofsted inspector on his first Inspection: 'You're still on their side. The side of the teachers.' 'No. I'm not and I'm not on your side either. (Pointing to the pupils.) I'm on their side'.
- Published
- 2021
- Full Text
- View/download PDF
232. Buyer Beware: Using External Providers to Improve Schools
- Author
-
VanGronigen, Bryan A. and Meyers, Coby V.
- Abstract
Governments have injected billions of dollars into the massive school improvement industry, but little is known about the providers that offer services and whether their services actually improve schools. Bryan VanGronigen and Coby Meyers highlight their research the topic, which has found that few states monitor and evaluate provider performance and many state-approved or recommended providers offer services not based in or informed by research. They offer considerations for school, district, and state educational leaders about how to navigate some of the many challenges present within these murky waters.
- Published
- 2020
- Full Text
- View/download PDF
233. Nothing Is New, but Everything Has Changed: A Viewpoint on the Future School
- Author
-
Nóvoa, António and Alvim, Yara
- Abstract
This Viewpoint argues that the debates about the future of education and the need to rethink the school model started long before the pandemic crisis. But the situation we are experiencing has accelerated this need and showed that changes are possible. Consumerist trends in education have been accentuated, now with the massive use of digital tools. These trends, which, since the beginning of the twenty-first century, have supported "personalization of learning", can lead to the disintegration of the school. But dynamics of transformation and metamorphosis of the school have also emerged, reinforcing education as a public and common good. The authors seek to enunciate these dynamics that redefine three bases of the school model: the social contract around education, the organizational structure of the school, and the pedagogy of the lesson.
- Published
- 2020
- Full Text
- View/download PDF
234. What Counts in Calculating School and District Level Performance Index Scores: A Summary and Analysis of Academic Performance Index Metrics across the 50 States. A White Paper Report
- Author
-
Columbia University, Teachers College (TC), Ni, Xinyu, Bowers, Alex J., and Esswein, Jennifer
- Abstract
The purpose of this report is to summarize the key elements of school and district level Performance Index scores (PI scores) for the 50 states and the District of Columbia (D.C.) across the United States. PI scores are partial or overall summative ratings of schools or districts currently used across US state accountability systems to assess organizational performance. In this study, we first extracted 14 elements from 49 PI calculation metrics for states in the U.S and conducted a descriptive analysis to provide an overview of which data elements are used across the different calculation metrics for each state and what role PI scores play in state accountability systems. Second, we categorized the fourteen elements into seven categories proposed by the most recent ESSA regulations (81 FR 34539 §200.14-16, 2016) and examined how each state integrated each element in their PI score calculations. Third, we conducted a multidimensional scaling (MDS) analysis to compare the similarities and differences of PI calculation metrics across the states. The results indicate that there are few commonalities in PI score calculation metrics across the states, as each state has its own methods in addressing the requirements of NCLB and now ESSA. The goal of this report is to inform decisions across states on PI score calculations through summarizing overall ratings and metrics nationally used to hold schools and districts accountable as states move toward implementing the recent Every Child Succeeds Act (ESSA) regulations.
- Published
- 2016
235. Barriers to Mitigate Carbon Footprint in a Selected Academic Institution in Bacoor City, Cavite, Philippines
- Author
-
Adanza, Jonathan R.
- Abstract
Carbon footprint is an environmental menace that needs to be addressed at once. Various mitigating measures were proposed and yet manifestations of its proliferation are very much observable. This study seeks to determine primarily the barriers of non-adherence to identified measures to mitigate carbon footprint in the environment. Using the mixed method, 612 respondents from the academe were recruited to participate in the study, using the proportionate stratified random sampling, lottery method. The results show high adherence to measures to mitigate carbon footprint (M = 3.60/5, SD = 0.80). Moreover, results show that to an extent, there are barriers for those in the academe to adhere completely to mitigating measures and even to adopt an advocacy that advances the ideology of saving the earth from suffocation because of carbon footprints. In the order of importance, they are social barriers (M = 2.98, SD = 0.99), political barriers (M = 2.91, SD = 0.96), and psychological-cognitive barriers (M = 2.87, SD = 1.05). Moreover, those in the academe believe that they cannot completely adhere to measures to mitigate carbon footprint because of reasons such as lack of knowledge about these measures and even the concept itself; Filipino concept about laws and legalities; and the lack of enforcement of relevant laws.
- Published
- 2016
236. Practice-Oriented Model of Professional Education in Russia
- Author
-
Svirin, Yury A., Titor, Svetlana E., Petrov, Alexander A., Smirnov, Evgenii N., Morozova, Ekaterina A., and Scherbakova, Olga Y.
- Abstract
The relevance of the chosen problem is caused by the necessity of finding a model of qualitative growth of specialists training in conditions when cuts in expenditure of the state budget allocated to education occurs annually. Besides, the development of technology inevitably leads to the expansion of the list of subspecialties employers need. The imbalance of demand and supply of labour in the labour market takes place in Russia today. This is due to consequence of inconsistencies between the structures of workforce development in the field of education and the structure of needs of the industries. With this purpose some new models of professional education have been investigated, one of which was dual (or practice-based) learning system. The aim of the study was to analyze and to form the basic principles and proposals on legal regulation of practice-based model of professional education. Methodology: empirical, comparative-historical, system analysis, structural-functional, statistical methods, and scientific methods of cognition are used in the study. Besides the dialectical method of cognition, which allows to consider the phenomena in their interrelation and development is used. The paper formulates the basic principles, benefits of practice-oriented model of professional training, the concept of social partnership in the field of education and forms of implementation of the model. Formed principles and proposals for improving the legislative framework in practice-based learning will help to implement this training model, which allows to overcome the imbalance of staffing requirements on the labour market.
- Published
- 2016
237. Becoming a Lifelong Learning City: Lessons from a Provincial City in South Korea
- Author
-
Kwon, In Tak, Kim, Junghwan, and Lim, Doo Hun
- Abstract
This paper is designed to explore Jeonju City's strategies to build a successful lifelong learning city by analyzing the practices for the Lifelong Learning City Movement (LLCM) and then draw the limitations and needed tasks for building a Lifelong Learning City at the local government level. As Cunningham (1993) pointed out, we found some gaps between the ideal and the reality for Jeonju LLCM. Accordingly, in order to promote LLCM at the local government level successfully, the city/county should give residents autonomous rights to solve community problems with their collective efforts. It should make full use of the local resident autonomous facilities and organizations in fostering lifelong learning. It needs to place lifelong educators who plan local lifelong education projects at lifelong learning centers and institutions, offer various lifelong education programs to the citizens, and hold various lifelong education events at lifelong education institutions. In sum, Jeonju City's LLCM should provide learning opportunities for adult learners by strengthening administrative organizational structures with regard to citizen education, and allow residents to play an important role in building local learning communities by voluntarily organizing study groups under the support of the city. [For full proceedings, see ED570489.]
- Published
- 2015
238. Vision and Action: Two Sides of the Coin for Systemic Change in Educational Systems
- Author
-
Reigeluth, Charles M. and Karnopp, Jennifer R.
- Abstract
Systemic change is far more difficult than piecemeal reforms because it requires far more interrelated and interdependent sets of changes to occur. Systemic change has two potential areas of failure: (1) the change process (action) may never reach full implementation of the new system, and (2) the new system (vision) may not be well designed. This paper describes Reigeluth and Karnopp's (2020) compilation of a growing body of research-based knowledge about systemic change in education that includes both sides of the coin: (1) the vision, for which they describe 25 principles organized into six core ideas, and (2) the action by which the vision is created and implemented. The action knowledge base includes guidance about values, principles, and both sequential and continuous activities. The sequential activities are different for a school district than for an independent school. We define "independent school" as one that is not part of a district or other organization but may be a public school.
- Published
- 2020
- Full Text
- View/download PDF
239. The Complete Learning Disabilities Resource Guide. 2021 Edition
- Abstract
"The Complete Learning Disabilities Resource Guide" (formerly "The Complete Learning Disabilities Directory") has been a comprehensive and sought-after resource for professionals, families and individuals with learning disabilities since 1992. This twenty-second edition is the most comprehensive and current source of resources for the LD community available today, and a continual National Health Information Awards Winner for providing "...the Nation's Best Consumer Health Information Programs and Materials in the category of Health Promotion/Disease and Injury Prevention Information." Following the Introduction are two in-depth reports, "About Learning Disabilities" and "Forward Together," designed to "help educators unlock the power of students who learn differently." The third front matter piece is an article, "Children with Disabilities Face Health Risks, Disruption, and Marginalization under Coronavirus," by Michelle Phoenix, McMaster University. Ending the Front Matter is User Guide and User Key. This twenty-second edition, with over 4,600 listings, provides a comprehensive look at the variety of resources available for the many different types of learning disabilities, from those that occur in spoken language, to those that affect organizational skills. It includes a wide array of testing resources, crucial for early diagnosis, and is arranged in subject-specific chapters for quick, effective research. The Table of Contents is your guide to this database in print form. "The Complete Learning Disabilities Resource Guide" is arranged into 21 major chapters and 100 subchapters, making it easy to pinpoint the exact type of desired reference, including Associations, National/State Programs, Publications, Audio/Video, Web Sites, Products, Conferences, Schools, Learning/Testing Centers, and Summer Programs. Listings provide thousands of valuable contact points, including key executives, web sites, fax numbers, descriptions, founding year, designed-for age products, and size of LD population for schools. With valuable information for not only those individuals with LD, but also for parents, teachers and professionals, this edition offers answers to legal and advocacy questions, as well as specially designed computer software and a full range of assistive devices. "The Complete Learning Disabilities Resource Guide" gives you the confidence that this one resource is all you need. It assures those in the LD community that this crucial information is readily available at every school and library across the country, not just at state or district level special education resource centers. Now, every special education teacher, student, and parent can have, right at their fingertips, a wealth of information on the critical resources that are available to help individuals achieve in school and in their community.
- Published
- 2020
240. A Mixed Methods Research Strategy to Study Children's Play and Urban Physical Environments in Dhaka
- Author
-
Bhuyan, Md. Rash and Zhang, Ye
- Abstract
Mixed methods research (MMR) is useful for addressing complex and multidisciplinary urban problems. This article demonstrates an integrated MMR approach with a novel two-phase exploratory sequential design while studying play, play space, and children's (age 7-15 years) location preference for play in three residential areas in Dhaka. We used directly administered survey and interviews in the first phase to describe play and play space from children's perspective. Informed by the first, we employed GIS-based spatial and statistical analysis in the second phase to study patterns of children's location preference for play. Our article contributes to the methodological literature by combining MMR with urban spatial analysis in children's play environment studies.
- Published
- 2020
- Full Text
- View/download PDF
241. Development and Reliability of the Comprehensive Crisis Plan Checklist, 2nd Edition
- Author
-
McCleary, Daniel F. and Aspiranti, Kathleen B.
- Abstract
As the research base for school crisis intervention and prevention expands, the need for well-developed tools to assess school readiness in the event of a crisis increases. This paper describes how the Comprehensive Crisis Plan Checklist (CCPC) was updated to reflect advances in crisis management and crisis planning. An extensive literature search and pilot study were used to refine existing items and create new items for the checklist. The Comprehensive Crisis Plan Checklist, 2nd Edition (CCPC-2) has 102 items separated into three sections: prevention, intervention, and postvention. The CCPC-2 can be used by crisis teams to create new crisis plans or evaluate existing ones. Users are encouraged to carefully consider the inclusion of all items and articulate why individual items are not necessarily based on their specific needs. The CCPC-2 was given to 10 pairs of raters to evaluate school-based crisis plans; average interrater reliability was 89.04%. Discussion focuses on item analysis and how to use the checklist within a school setting.
- Published
- 2020
- Full Text
- View/download PDF
242. Storytelling, Leadership, and the Law: Using Amicus Briefs to Understand the Impact of School District Policies and Practices Related to Transgender Student Inclusion
- Author
-
Lewis, Maria M. and Eckes, Suzanne E.
- Abstract
Purpose: In 2017, the U.S. Supreme Court agreed to hear a highly publicized case brought by a transgender student, G.G., who was denied access to the bathroom that corresponds with his gender identity. Ultimately, the Court never heard this case, but the documents submitted to the Court remain a part of the historical record, worthy of examination beyond their legal value. In this study, we analyze the first person accounts presented in the "friend of the court" (amicus) briefs to better understand the human impact of policies and practices related to transgender student inclusion. Method: This research utilizes legal research methods to bound the study design. We draw from legal storytelling, which originates in law, and narrative inquiry, which can be found in educational research. In doing so, we provide a synthesis of all amicus briefs submitted in the G.G. case that include personal, firsthand accounts, stories, and experiences. Findings: Overall, the personal stories highlight the implications of inclusive and noninclusive policies and practices. Where noninclusive policies were in place, individuals shared experiences of bullying, academic harm, medical concerns, and inconsistencies in implementation. On the other hand, inclusive policies were associated with confidence building and academic engagement, and a benefit to all students. Stories also reveal that common fears such as safety or privacy did not materialize in the experiences of individuals represented in the briefs. Implications: Informed by these stories, we present implications for research, policy, and practice. Stories reveal the importance of leadership, communication, and professional development.
- Published
- 2020
- Full Text
- View/download PDF
243. Applications of Social Systems Theory Relative to Inclusivity in the Context of K-12 Schools
- Author
-
Tessa R. Sutton
- Abstract
This single case study explored K-12 school leaders' perceptions of their district's structure for implementing diversity and creating inclusion as a framework (Getzels & Guba, 1957). Previous research that highlighted the views and perceptions of school leaders with respect to diversity and inclusion in schools as social systems focused on the humane side of the behaviors of individuals (Hoy & Miskel, 2005). Nevertheless, traditional educational leadership programs typically focus on accreditation factors specific to lesson planning, classroom management, and curriculum implementation and exclude the human element (Duffett et al., 2003; Johnson, 2016). The lack of focus on change management systems creates a gap for managing diversity and creating systemic inclusiveness in schools as a social system (Crook et al., 2011). The researcher conducted six in-depth interviews with board, executive, assistant principal, and director-level leaders. The findings revealed a systemic framework for K-12 schools to create inclusion and implement diversity: the top executive leader influences a culture of inclusion in terms of equity, diversity, and inclusivity, and inclusion must exist in the strategic plan rather than solely being compliant with laws and regulations. In addition, leaders demonstrate commitment and hold staff at all levels accountable for achieving the equity, diversity, and inclusion objectives (Gardenswartz & Rowe, 2010). They understand that creating an equitable district is an important challenge that requires dedicated staff members to lead the implementation process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2020
244. A Proposed Unified Conceptual Framework for Quality of Education in Schools
- Author
-
Garira, Elizabeth
- Abstract
Quality of education in schools requires accurate descriptions of all its components to judge its realization and plan for its improvement. However, it can be difficult to obtain such descriptions in an effective manner. This article aims to propose a unified conceptual framework for quality of education in schools to facilitate an understanding of the quality of education. The conceptual framework proposed here is multi-dimensional in nature and based on operational experience by the authors with studying education systems' performance in general, and particularly, quality of education in schools. The unified conceptual framework proposed here is informed by systems theory and acknowledges the interdependence among the components of quality of education and levels of the education system. In conclusion, we reiterate the importance of a conceptual framework for quality of education that explicates the relationships among the numerous education components (inputs, processes, and outputs) among the various education levels of the education system (national, tertiary, school, and pre-school) as a primary science for understanding the quality of education in schools as an essential step toward providing a scientific base for the study of education quality in schools.
- Published
- 2020
- Full Text
- View/download PDF
245. Group Supervision: Understanding the Experiences and Views of Emotional Literacy Support Assistants in One County in England
- Author
-
France, Emily and Billington, Kate
- Abstract
This study was interested in the views of Emotional Literacy Support Assistants (ELSAs) in one English county. Support staff from ten schools experienced 7 days of ELSA training over one academic year and attended four supervision sessions led by educational psychologists over the subsequent 12 months. Five ELSAs were interviewed about their views at the end of their first year of ELSA supervision; these interviews were carried out in respective ELSA's school. The interviews were transcribed: six overarching themes were identified through thematic analysis, carried out by two researchers. The themes identified were: "session format"; "learning in the moment"; "applying learning from supervision sessions"; "communication, relationships and emotional support"; "schools' approach to ELSA"; and "challenges". Implications for practice are discussed.
- Published
- 2020
- Full Text
- View/download PDF
246. A Grounded Theory of Educational Psychologists' Mental Health Casework in Schools: Connection, Direction and Reconstruction through Consultation
- Author
-
Zafeiriou, Maria Evrydiki and Gulliford, Anthea
- Abstract
Educational psychologists (EPs) in England are identified as key to specialist mental health provision in schools yet are underrepresented in policy development. This study examined EPs' mental health casework in schools as one aspect of the professional contribution in this area. Data gathered from interviews with EPs were analysed though constructivist grounded theory (GT) methods. The resulting GT drew from psychotherapeutic attachment theories, person-centred counselling, self-determination theory, solution-focused thinking, and from ecological and consultation theories. EPs used two distinct but interacting processes in mental health casework. One involved facilitating a secure base offering emotional containment for overwhelmed adults (staff, parents). The other engaged adults in cognitively demanding problem-solving activities, challenging perceptions, leading to cognitive and behavioural change, and in turn to systemic adaptations. Limitations and implications are discussed.
- Published
- 2020
- Full Text
- View/download PDF
247. 'Say What You Really Believe': Freedom Schools, Youth Empowerment, and Black Power in 1960s Milwaukee
- Author
-
Suchor, Katerina
- Abstract
Background: The historical literature on the civil rights movement has tended to underemphasize the movement's educational activities, while literature on the civil rights and Black Power movements has overemphasized ideological and tactical differences between these chapters in the struggle for Black liberation. A few studies have examined Freedom Schools--educational projects established as part of larger civil rights campaigns--but these studies have focused almost exclusively on Freedom Schools in the Southern context. Purpose: Focusing on Freedom Schools organized as part of a school desegregation campaign in Milwaukee during the mid-1960s, this article explores the pedagogical purpose and philosophy of the Freedom Schools, as distinct from other protest activities undertaken as part of the campaign, as well as the legacy of the Freedom Schools after the campaign's conclusion. Research Design: This historical analysis examines materials such as lesson plans, flyers, and correspondence from the archives of the Milwaukee United School Integration Committee (MUSIC), the organization responsible for the school desegregation campaign. Findings: This article shows that core components of the Freedom School curriculum, which sought to challenge deficit-oriented policies and empower youth to create social change, foreshadowed key tenets of Black Power ideology. Conclusions: These findings suggest that the Freedom Schools, as important sites of ideological development, highlight continuity between the civil rights and Black Power movements and situate the Freedom Schools as part of a longer tradition of education for liberation and self-determination.
- Published
- 2020
- Full Text
- View/download PDF
248. The Psychosocial Effects of Native American Mascots: A Comprehensive Review of Empirical Research Findings
- Author
-
Davis-Delano, Laurel R., Gone, Joseph P., and Fryberg, Stephanie A.
- Abstract
Approximately 2,000 teams in the U.S. utilize Native American mascots, the majority of which are associated with schools. Across the nation there continue to be many intense conflicts over these mascots. Most conflicts focus on differences in opinion, rather than on the effects of these mascots. The purpose of this article is to provide educational decision-makers with a comprehensive review of research on the psychosocial effects of Native American mascots. This body of research suggests that these mascots generate undesirable effects. First, they are psychologically detrimental to Native American students. Second, for non-Native persons, they are associated with negative stereotypes of Native Americans. Third, these mascots undermine intergroup relations by increasing negative stereotyping of Native Americans. Lastly, supporters of these mascots are more apt to believe prejudicial ideas. We discuss these findings relative to broader societal contexts.
- Published
- 2020
- Full Text
- View/download PDF
249. Building Capacity of Occupational Therapy Students to Address the Mental Health Needs of Children and Youth during a Level II Fieldwork in a School Setting
- Author
-
Bazyk, Susan, Pataki, Kristen, and DeBoth, Kelle
- Abstract
To explore the meaning and outcomes of a virtual "building capacity process" designed to promote knowledge translation of a public health approach to mental health with children and youth by occupational therapy students completing a Level II Fieldwork experience in school settings. building capacity process. A one-group (n= 19) mixed design using quantitative (pretest-posttest survey) and qualitative methods (phenomenological analysis of written reflections) was used to explore the meaning and outcomes of participation in the virtual "building capacity process." Statistically significant improvements (p <.00) in pretest-posttest scores of knowledge, beliefs and actions related to addressing mental health were found in 7 of the 9 categories. Four qualitative themes emerged from the data: New thinking regarding 'mental health'; Gearing up for change; Planning led to implementation; and the "Building capacity process" was meaningful and enjoyable. The "building capacity process" expanded student knowledge of a public health approach to mental health resulting in increased awareness and application of embedded strategies to address the mental health needs of students during a Level II Fieldwork experience in school settings.
- Published
- 2020
- Full Text
- View/download PDF
250. Perceptions of Aspiring School Leaders: Scenario-Based Simulations and Their Impact on School Principal Efficacy
- Author
-
Benjamin C. White
- Abstract
Two overlapping trends in the U.S. educational environment have given rise to this study: the changes in the demands placed on school principals over the past decade (Hess & Kelly, 2005; Davis, Darling-Hammond, LaPointe, & Meyerson, 2005; National Association of Secondary School Principals & National Association of Elementary School Principals, 2013; Tucker & Codding, 2002) and the surge in school principals feeling underprepared for these new demands (Farkas, Johnson, & Duffett, 2003; School Leaders Network, 2014). Meanwhile, the standards that govern principal preparation have evolved to provide more realistic expectations for preparing aspiring school principals. Preservice training for principals should include training to meet these more realistic standards (Mitgang & Gill, 2012). Scenario-based simulations offer new ways for training to be offered, with major outcomes being candidates gaining a sense of self-efficacy (confidence in their competence) in more rapidly using the simulator compared to traditional preparation classes and related activities (Christensen, Knezek, Tyler-Wood, & Gibson, 2014; Liaw et al., 2016; Spero, 2012). In this qualitative study of eight aspiring school leaders in a small liberal arts college in the Northeast, data were collected from participants to show perceptions simulations had on their sense of self-efficacy as aspiring principals and their confidence in meeting the Professional Standards for Educational Leadership (PSEL). This study found significant qualitative results highlighting a positive relationship between the use of these simulations and the variables of principal self-efficacy and confidence in the PSEL. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2020
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.