Journal articles: 'Columbine High School'

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Vith, Johannes Walter. "Remaking Columbine." JAAAS: Journal of the Austrian Association for American Studies 2, no. 1 (December 31, 2020): 47–64. http://dx.doi.org/10.47060/jaaas.v2i1.43.

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High school shootings in the United States generally receive enormous amounts of journalistic coverage and thus spark a lot of public interest. However, the topic appears to be taboo for mainstream cinema, and there are barely any films about real-life school shootings. This article seeks to show that Gus Van Sant's Elephant (2003) is both an enlightening exception to this seeming contradiction and an interesting response to the popular narratives surrounding the Columbine High School shooting of 1999. The film is not only unique in its portrayal of a real-life school shooting but also in the way that it approaches the topic. There are three important processes that make this depiction of the Columbine High School shooting so powerful: remaking, remediating, and reflecting. First, Van Sant's film is a remake of Alan Clarke's 1989 film of the same name. Clarke's film depicts several incidents of gun violence in Northern Ireland without any commentary, and Van Sant employs the same techniques in his film about gun violence at a school. Second, the film critiques the discourse around the shooting, as it remediates video games for its filmic rhetoric. Lastly, Gus Van Sant de-narrativizes the shooting and creates a reflective space for the audience. These three aspects all influence the film's storytelling and cinematography, which aim at promoting reflection rather than providing a straightforward narrative.

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Merz, Kee. "The Columbine High School tragedy: One emergency department’s experience." Journal of Emergency Nursing 25, no. 6 (December 1999): 526–28. http://dx.doi.org/10.1016/s0099-1767(99)70020-6.

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Hong, Jun Sung, Hyunkag Cho, Paula Allen-Meares, and Dorothy L. Espelage. "The social ecology of the Columbine High School shootings." Children and Youth Services Review 33, no. 6 (June 2011): 861–68. http://dx.doi.org/10.1016/j.childyouth.2010.12.005.

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Muschert, Glenn W. "Afterword: The Columbine Effect on Culture, Policy, and Me." Journal of Contemporary Criminal Justice 35, no. 3 (April 8, 2019): 357–72. http://dx.doi.org/10.1177/1043986219840238.

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This afterword considers the cultural effect of the 1999 Columbine High School shootings. I bring together the aspects of a traditional academic review with my personal reflections as a scholar who spent the past two decades researching its cultural and policy ramifications. Columbine is a noted milestone in the American cultural lexicon, and one that has become an important reference point for discussions of school violence and other social problems concerning youth. Columbine often serves as an inaccurate exemplar of the broader problem of youth violence, and this so-called “Columbine Effect” means that extreme cases exert a disproportionately strong influence on public discourse about the problem. Over the past 20 years, the net effect has been the acceleration of punitive anti-violence school policies that include policing, surveillance, and zero-tolerance policies. I consider my experience as a researcher in this area and conclude with modest suggestions for guiding policy development to mitigate the problem of violence in schools.

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King, Sanna, and Nicole L. Bracy. "School Security in the Post-Columbine Era: Trends, Consequences, and Future Directions." Journal of Contemporary Criminal Justice 35, no. 3 (April 15, 2019): 274–95. http://dx.doi.org/10.1177/1043986219840188.

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Harsh and reactionary school security measures, including policing, surveillance technology, and emergency preparedness strategies increased substantially in the two decades following the mass shooting at Columbine High School in 1999. These strategies have limited empirical support for preventing violence in general and mass shootings, in particular. Instead, they have proven to be problematic, often doing more harm than good by criminalizing student misbehavior, contributing to negative school climate, and having psychological impacts on students’ perceptions of safety. In recent years, many schools have started to explore promising alternative approaches, including threat assessment, positive behavioral interventions, restorative practices, and improving relationships between students and adults. This article reviews the trends in school security from the 1990s through the present, drawing on national data from the U.S. Department of Education and scholarly research on school security. Our specific focus will be on the changes in school security that have been made to prevent or minimize the impact of potential school shooters. We also discuss the consequences of the school security boom and the future directions to ensure school safety.

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R, M. I. "Threats of school violence in Pennsylvania after media coverage of the Columbine High School massacre." Journal of Developmental & Behavioral Pediatrics 23, no. 1 (February 2002): 61–62. http://dx.doi.org/10.1097/00004703-200202000-00017.

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Kostinsky, Spencer, Edward O. Bixler, and Paul A. Kettl. "Threats of School Violence in Pennsylvania After Media Coverage of the Columbine High School Massacre." Archives of Pediatrics & Adolescent Medicine 155, no. 9 (September 1, 2001): 994. http://dx.doi.org/10.1001/archpedi.155.9.994.

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Crepeau-Hobson, M. F., M. Filaccio, and L. Gottfried. "Violence Prevention after Columbine: A Survey of High School Mental Health Professionals." Children & Schools 27, no. 3 (July 1, 2005): 157–65. http://dx.doi.org/10.1093/cs/27.3.157.

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Verdone, Bailey, and Antony Farag. "Creating a safe community: The transition project." Phi Delta Kappan 103, no. 7 (March 28, 2022): 43–46. http://dx.doi.org/10.1177/00317217221092234.

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Currently, research surrounding transition programs for students entering high school focuses on academic achievement outcomes. However, the prevalence of school shootings in predominantly white, suburban communities shows that students in these often academically competitive schools may need support to help them become more connected to the school community. Antony Farag and Bailey Verdone describe how the Transition Project at Westfield High School in New Jersey, launched soon after the 1999 shooting at Columbine High School, has helped the school build a community of trust, beginning when students enter the school in 9th grade. The program links 9th graders with 11th- and 12th-grade who lead them in discussions about community building. The program has become an integral part of the school, receiving support from teachers, administrators, and the local community.

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Taubman, Janne S. "ED nurses caring for victims from Columbine High School appreciate support of colleagues." Journal of Emergency Nursing 25, no. 4 (August 1999): 261. http://dx.doi.org/10.1016/s0099-1767(99)70071-1.

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Moore, Sophie. "Elephant." Film Quarterly 58, no. 2 (2004): 45–48. http://dx.doi.org/10.1525/fq.2004.58.2.45.

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Abstract Elephant chronicles the day of a high school massacre similar to that which occurred at Columbine High School in Littleton, Colorado, in 1999. Visually rich and insightful about adolescent life, the film ultimately may not give viewers enough to work with in grappling with the terrible phenomenon it takes for material.

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Springhall, John. "Violent Media, Guns and Moral Panics: The Columbine High School Massacre, 20 April 1999." Paedagogica Historica 35, no. 3 (January 1999): 621–41. http://dx.doi.org/10.1080/0030923990350304.

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DeLisi, Matt. "The Columbine High School Massacre and criminal justice system response: an exploratory case study." Social Science Journal 39, no. 1 (March 1, 2002): 19–29. http://dx.doi.org/10.1016/s0362-3319(01)00178-1.

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Addington, Lynn A. "Black Girls Doing Time for White Boys’ Crime? Considering Columbine’s Security Legacy Through an Intersectional Lens." Journal of Contemporary Criminal Justice 35, no. 3 (April 2, 2019): 296–314. http://dx.doi.org/10.1177/1043986219840205.

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The 20th anniversary of the deadly shootings at Columbine High School provides an opportunity to take stock of policy changes it prompted. Two were the increased use of security personnel and exclusionary discipline. Although neither started in response to Columbine, both were greatly expanded in the wake of that event. Both also contributed to the current punitive school climate that has negatively affected students, particularly students of color. This article considers the experiences of Black girls. This focus is important given the general lack of attention given to Black girls despite their greater disparity in rates of discipline especially for minor, subjective infractions. This article seeks to provide a summary of the current literature to highlight trends in the use of security, the resulting disproportionate effect on Black girls, and the need to bring an intersectional perspective into current calls to reduce exclusionary discipline. The patterns summarized in this article highlight the need for criminologists, in particular, to include the experiences of Black girls in the post-Columbine security and policy discussions.

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Lickel, Brian, Toni Schmader, and David L. Hamilton. "A Case of Collective Responsibility: Who Else Was to Blame for the Columbine High School Shootings?" Personality and Social Psychology Bulletin 29, no. 2 (February 2003): 194–204. http://dx.doi.org/10.1177/0146167202239045.

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Bott, PhD, Robert, Braiden Frantz, PhD, and J. Eric Dietz, PhD, PE. "Active shooter mitigation techniques." Journal of Emergency Management 20, no. 2 (March 1, 2022): 95–109. http://dx.doi.org/10.5055/jem.0639.

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This paper looks at current active shooter mitigation techniques employed by schools throughout the country in an attempt to mitigate casualties during an active shooter event. The researchers modified an existing Columbine High School agent-based model created by Jae Lee, MS, to examine if the introduction of a school resource officer (SRO), concealed carry weapon (CCW) holder, or both would change the outcome of the previous research. RUN.HIDE.FIGHT® scenarios were modeled with the same parameters of the previous work, but now included armed first responders during the incident to assess whether their presence decreased casualties through a reduction in response time. The researchers determined that the addition of either an SRO, CCW holder, or both significantly reduced casualty rates during an active shooter scenario.

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Addington, Lynn A., and Glenn W. Muschert. "Introduction to Special Issue: The Legacy of Columbine—Implications for Policy After 20 Years." Journal of Contemporary Criminal Justice 35, no. 3 (April 9, 2019): 268–73. http://dx.doi.org/10.1177/1043986219840163.

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This introduction provides an overview to the special issue, which marks the twentieth anniversary of the shootings at Columbine High School by considering the effect on policy addressing school violence and mass shootings. We asked each of the contributors to consider changes in their area of interest over the past two decades as well as future research and policy issues. The resulting five contributions take various forms: three are traditional scholarly articles, one is a personal commentary, and one is an afterword that combines a scholarly format with professional reflection. In our introduction, we summarize each one. As each article identifies the need for continued work in this area, and we conclude by providing a few examples of this research.

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GRIDER, SYLVIA. "Public grief and the politics of memorial Contesting the memory of ?the shooters? at Columbine High School." Anthropology Today 23, no. 3 (June 2007): 3–7. http://dx.doi.org/10.1111/j.1467-8322.2007.00509.x.

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Rotunda, Ronald D. "CURRENT PROPOSALS FOR MEDIA ACCOUNTABILITY IN LIGHT OF THE FIRST AMENDMENT." Social Philosophy and Policy 21, no. 2 (June 4, 2004): 269–309. http://dx.doi.org/10.1017/s0265052504212109.

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The year 1999 witnessed the horrific shootings at Columbine High School in Littleton, Colorado, where two teenage boys killed twelve of their classmates, a teacher, and then themselves. What lessons are to be learned from this tragedy? Certainly, it tells us that in a nation with approximately one third of a billion people, even an infinitesimal percentage of mentally unstable persons can create mayhem. Are there other lessons?

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McConnell, Kathleen. "Chaos at the Mouth of Hell: Why the Columbine High School Massacre had Repercussions forBuffy the Vampire Slayer." Gothic Studies 2, no. 1 (April 2000): 119–35. http://dx.doi.org/10.7227/gs.2.1.10.

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Martaindale, M. Hunter, and J. Pete Blair. "The Evolution of Active Shooter Response Training Protocols Since Columbine: Lessons From the Advanced Law Enforcement Rapid Response Training Center." Journal of Contemporary Criminal Justice 35, no. 3 (April 9, 2019): 342–56. http://dx.doi.org/10.1177/1043986219840237.

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On April 20, 1999, two active shooters attacked Columbine High School. This attack became a catalyst that changed the manner in which law enforcement prepared for similar attacks at schools and other locations. Departments across the United States developed and adopted active shooter response training protocols. To assist law enforcement with this work, training centers were created including the Advanced Law Enforcement Rapid Response Training (ALERRT) Center. ALERRT was formed in 2002 and was named the national standard in active shooter training by the Federal Bureau of Investigation (FBI) in 2013. To date, ALERRT has trained more than 130,000 first responders from over 9,000 agencies in active shooter response. This commentary leverages our extensive expertise as directors of ALERRT. Specifically, we discuss how training protocols have evolved over the last two decades to include active shooter response teams, solo officer response, medical intervention training, integrated response training, and civilian response.

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Scharrer, Erica, Lisa M. Weidman, and Kimberly L. Bissell. "Pointing the Finger of Blame: News Media Coverage of Popular-Culture Culpability." Journalism & Communication Monographs 5, no. 2 (June 2003): 48–98. http://dx.doi.org/10.1177/152263790300500201.

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In the 1990s, three relatively high-profile tragedies occurred in which popular media products (including movies, recorded music, television talk shows, the Internet, tabloid newspapers, and video games) were argued to be the primary cause. This study analyzes the discourse surrounding the culpability that was placed on popular culture in major newspaper coverage of the car crash that killed Princess Diana, the murder associated with the “Jenny Jones” show, and the shootings at Columbine High School in Littleton, Colorado. The analysis reveals patterns in the assignment of blame—and relatively more rarely of exoneration—of popular culture, interpreting why and how popular culture was targeted as a cause of the tragedies.

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Rozentsvit, I. "Revolutionary Education: Fostering Emotional Intelligence and Empathic Imagination Across The Mainstream Curriculum. Interdisciplinary Inquiry." European Psychiatry 33, S1 (March 2016): S438. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1591.

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If fostering emotional intelligence and empathic imagination and solving ethical dilemmas were discussed openly and taught methodically in K-12 mainstream (“typical”) classrooms, would we need metal detectors at the inner city schools’ entrances, and would we need special anti-bullying programs, which intend to correct bullying culture, rather than build a new one, based on kindness, openness, and consideration for others?Will we learn lessons from the Columbine High School and the Sandy Hook Elementary School massacres, and radically change educational system, to incorporate empathic imagination and emotional intelligence into mainstream K-12 curriculum – as a mandatory discipline – instead of leaving this important part of learning and character formatting only to the special education sphere?This symposium represents a collaborative effort of four educators from various disciplines who crossed boundaries to emphasize and foster emotional intelligence and empathic imagination throughout the K-12 curriculum.The following are the parts of the proposed multidisciplinary panel:– multidisciplinary approach to revolutionary education, or paradigm shift towards fostering emotional intelligence and empathic imagination across the mainstream curriculum;– Descartes’ error, the triune brain, and neurobiology of emotional intelligence;– changing our consciousness: imagining the emotional experience of the other;– teaching social skills and play therapy in schools: report from the trenches of special education;– examining cultural artifacts, tools for personal, emotional, and academic development;– growing kind kids: mindfulness and the whole-brained child;– Emotional Imprint™ at the street squash: ‘If you talk, you don’t kill.’Disclosure of interestThe author has not supplied his declaration of competing interest.

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Davies, Susan, Kathryn Coxe, Hosea H. Harvey, Bhavna Singichetti, Jinhong Guo, and Jingzhen Yang. "Qualitative Evaluation of High School Implementation Strategies for Youth Sports Concussion Laws." Journal of Athletic Training 53, no. 9 (September 1, 2018): 873–79. http://dx.doi.org/10.4085/1062-6050-529-17.

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Context: All 50 states and the District of Columbia have enacted laws governing concussion management and education. These concussion laws, featuring common tenets regarding removal from play, return to play, and concussion education, have shaped school and district policies. Objective: To evaluate the strategies commonly used to implement concussion laws at the school and district levels, as reported by certified athletic trainers (ATs). Design: Qualitative study. Setting: High schools. Patients or Other Participants: We interviewed 64 ATs from high schools (1 per school) participating in High School Reporting Information Online. Data Collection and Analysis: Interviews were conducted with participants between April and October 2015 regarding implementation of the 3 core tenets of concussion laws. Research team members independently evaluated the interview transcripts and field notes to identify common themes in implementation strategies. Results: Of the 64 schools represented, 90.6% were public schools, 89.1% sponsored more than 15 sports, and all schools employed at least 1 AT and had a written concussion policy. Four commonly used strategies to implement removal from play were reliance on coaches, immediate response, referral and guidance after injury, and notification of key individuals. Use of assessment or baseline tests, communication among parties involved, reliance on AT assessments, and return-to-learn policies were 4 frequent strategies to implement return to play. Finally, 3 major implementation strategies to effectuate concussion education were use of existing educational tools, timing of education, and concussion training for school professionals. Conclusions: Although concussion laws were passed at different times and varied in content across states, common themes in implementation strategies emerged across jurisdictions. The identification of strategic approaches to implementation will help ensure proper concussion management and education, reducing negative health outcomes among youths with concussions.

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Johnson, James E., Allison K. Manwell, and Beau F. Scott. "An Examination of Competitive Balance within Interscholastic Football." Journal of Amateur Sport 5, no. 1 (July 18, 2019): 21–49. http://dx.doi.org/10.17161/jas.v5i1.6708.

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Interscholastic football has the highest participation rates among high school students in the United States. The popularity and nostalgic connection of football is widespread, but competitive balance is often challenged due to differing characteristics of high schools. This study utilized the theory of distributive justice and data from high school athletic associations in all 50 states and District of Columbia to consider which variables (public/private status, school population, rural/urban location, geographical region, and policies) may impact competitive balance at the state-championship level of interscholastic football. The results confirmed that traditionally strong private schools generally located in the Midwest and Northeast win state titles at disproportionately high rates. No other variable was as powerful or significant as the public/private variable. The findings of the study also challenged the effectiveness of existing policies designed to curb private school success. These results can serve pragmatic efforts to ensure competitive balance within interscholastic football.

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Kramer, Steven L. "Connecting Research to Teaching: Block Scheduling and High School Mathematics Instruction." Mathematics Teacher 89, no. 9 (December 1996): 758–68. http://dx.doi.org/10.5951/mt.89.9.0758.

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Block scheduling is not a new phenomenon. It has been widely used in British Columbia, Ontario, and Alberta since the 1970s. In the United States, block schedules have become increasingly popular throughout the 1990s, and currently they are spreading to high schools in many regions.

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Greathouse, K. Leigh, Jamie Chriqui, Richard P. Moser, Tanya Agurs-Collins, and Frank M. Perna. "The association of soda sales tax and school nutrition laws: a concordance of policies." Public Health Nutrition 17, no. 10 (November 14, 2013): 2201–6. http://dx.doi.org/10.1017/s1368980013003029.

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AbstractObjectiveThe current research examined the association between state disfavoured tax on soda (i.e. the difference between soda sales tax and the tax on food products generally) and a summary score representing the strength of state laws governing competitive beverages (beverages that compete with the beverages in the federally funded school lunch programme) in US schools.DesignThe Classification of Laws Associated with School Students (CLASS) summary score reflected the strength of a state's laws restricting competitive beverages sold in school stores, vending machines, school fundraisers and à la carte cafeteria items. Bridging the Gap (BTG) is a nationally recognized research initiative that provided state-level soda tax data. The main study outcome was the states’ competitive beverage summary scores for elementary, middle and high school grade levels, as predicted by the states’ disfavoured soda tax. Univariate and multivariate analyses were conducted, adjusting for year and state.SettingData from BTG and CLASS were used.SubjectsBTG and CLASS data from all fifty states and the District of Columbia from 2003 to 2010 were used.ResultsA higher disfavoured soda sales tax was generally associated with an increased likelihood of having strong school beverage laws across grade levels, and especially when disfavoured soda sales tax was >5 %.ConclusionsThese data suggest a concordance between states’ soda taxes and laws governing beverages sold in schools. States with high disfavoured sales tax on soda had stronger competitive beverage laws, indicating that the state sales tax environment may be associated with laws governing beverage policy in schools.

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Wells, Amy Stuart, Jennifer Jellison Holme, Awo Korantemaa Atanda, and Anita Tijerina Revilla. "Tackling Racial Segregation One Policy at a Time: Why School Desegregation Only Went So Far¹." Teachers College Record: The Voice of Scholarship in Education 107, no. 9 (September 2005): 2141–77. http://dx.doi.org/10.1177/016146810810700909.

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This article provides an overview of the major findings from the “Understanding Race and Education Study,” a 5-year research project conducted by the authors at Teachers College-Columbia University and UCLA. The central theme to emerge from the 5-year historical case study of six racially diverse high schools and their graduates from the late 1970s was that school desegregation faced enormous political obstacles in local communities, which compromised its effect. At the same time, this fairly radical policy fundamentally changed the people who lived through it but had a more limited impact on the society as a whole. This article presents data from this study of 540 interviews and document collection from these six sites, which show that in the 1970s racially diverse public schools were challenged because educators either tried to or were forced to facilitate racial integration amid a society that remained segregated in terms of housing and other social institutions. This context compromised many of the goals of desegregation as politically powerful Whites resisted meaningful equality within desegregated schools and Blacks and Latinos were often angered and frustrated by this resistance. Nonetheless, desegregation made the vast majority of the students who attended these schools less racially prejudiced and more comfortable around people of different backgrounds. After high school, however, their lives, mirroring the larger society, have been far more segregated. They lament that school desegregation was supposed to prepare them for the “real world,” but that world is far more segregated than their schools.

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Holligan, Simone D., Wei Qian, Margaret De Groh, Ying Jiang, Karen A. Patte, Katelyn Battista, and Scott T. Leatherdale. "Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 3 (June 19, 2020): 55–77. http://dx.doi.org/10.29173/cjfy29550.

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The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

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Holligan, Simone D., Wei Qian, Margaret De Groh, Ying Jiang, Karen A. Patte, Katelyn Battista, and Scott T. Leatherdale. "Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 3 (June 29, 2020): 55–77. http://dx.doi.org/10.29173/cjfy29585.

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The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

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D'Amico, Diana. "“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression." History of Education Quarterly 55, no. 3 (August 2015): 319–45. http://dx.doi.org/10.1111/hoeq.12124.

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From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.

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Deschambault, Ryan. "Fee-Paying English Language Learners: Situating International Students’ Impact on British Columbia’s Public Schools." Canadian Journal of Applied Linguistics 21, no. 2 (March 15, 2019): 46–79. http://dx.doi.org/10.7202/1057965ar.

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This article examines the relationship between international education and English as an additional language (EAL) education in British Columbia’s public education system. Drawing on a wide range of data generated as part of a longitudinal study of high school aged fee-paying international students (FISs) in an urban school district in British Columbia, I make the case that FIS recruitment and presence is having a socializing impact on EAL education in British Columbia’s public schools. In contrast to the way FISs are accounted for in official government statistics, I show how, across multiple actors and dimensions of the public system, FISs are routinely treated and represented as English language learners (ELLs). I argue that these routinized constructions are evidence of the multilayered socialization of EAL education by internationalization efforts in British Columbia’s K-12 sector, and discuss some of the ways this FIS socialization is consequential for EAL learning and teaching in public high schools. I situate my discussion of the FIS-EAL relationship within the larger context of applied linguistics and education-related research on internationalization and educational migration in K-12 settings, and raise questions about how FIS socialization is relevant to discussions of public education.

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Sulz, Lauren, Sandra Gibbons, Patti-Jean Naylor, and Joan Wharf Higgins. "Complexity of choice: Teachers’ and students’ experiences implementing a choice-based Comprehensive School Health model." Health Education Journal 75, no. 8 (July 28, 2016): 986–97. http://dx.doi.org/10.1177/0017896916645936.

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Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of teachers and students involved in a choice-based Comprehensive School Health model – Health Promoting Secondary Schools (HPSS). Setting: School communities in British Columbia, Canada. Design and methods: HPSS engaged teachers and students in the planning and implementation of a whole-school health model aimed at improving the physical activity and eating behaviours of high school students. The intervention components were specifically informed by self-determination theory. A total of 23 teachers and 34 school committee members participated in focus group interviews. The minutes of planning meetings were collected throughout the intervention process. Results: Analysis of the data revealed five themes associated with participants’ experiences and motivational processes: (a) lack of time for planning and preparation; (b) resources, workshops and collaboration; (c) teacher control impacts student engagement; (d) teacher job action inhibited implementation of HPSS action plans; and (e) choice-based design impacts participants’ experiences. Conclusion: Findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of school-based health promotion programmes and implementing choice-based educational change initiatives.

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Ronnick, Michele. "In Search of Helen Maria Chesnutt (1880-1969), Black Latinist." New England Classical Journal 48, no. 1 (May 14, 2021): 110–21. http://dx.doi.org/10.52284/necj/48.1/article/ronnick.

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Classical scholars have begun to delineate the dynamic pattern of black classicism. This new subfield of the classical tradition involves the analysis of the creative response to classical antiquity by artists as well as the history of the professional training in classics of scholars, teachers and students in high schools, colleges and universities. To the first group belongs Helen Maria Chesnutt (1880-1969). Born in Fayetteville, NC, Chesnutt was the second daughter of acclaimed African American novelist, Charles W. Chesnutt (1858-1932). She earned her B.A. from Smith College in 1902 and her M.A. in Latin from Columbia University in 1925. She was a member of the American Philological Association and the Classical Association of the Middle West and South. Her life was spent teaching Latin at Central High School in Cleveland, OH. This is the first full scale account of her career.

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Adams, William M., Samantha E. Scarneo, and Douglas J. Casa. "Assessment of Evidence-Based Health and Safety Policies on Sudden Death and Concussion Management in Secondary School Athletics: A Benchmark Study." Journal of Athletic Training 53, no. 8 (August 1, 2018): 756–67. http://dx.doi.org/10.4085/1062-6050-220-17.

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Context: Implementation of best-practice health and safety policies has been shown to be effective at reducing the risk of sudden death in sport; however, little is known about the extent to which these policies are required within secondary school athletics.Objective: To examine best-practice health and safety policies pertaining to the leading causes of sudden death and to concussion management in sport mandated at the state level for secondary school athletics.Design: Descriptive observational study.Setting: State high school athletic associations (SHSAAs), state departments of education, and enacted legislation.Patients or Other Participants: United States (including the District of Columbia) SHSAAs.Main Outcome Measure(s): A review of SHSAA health and safety policies for the 2016–2017 academic year, state department of education policies, and enacted legislation was undertaken to assess the polices related to the leading causes of sudden death and concussion management in sport. Current best-practice recommendations used to assess health and safety policies were specific to emergency action plans, automated external defibrillators, heat acclimatization, environmental monitoring and modification, and concussion management. The total number of best-practice recommendations required for each SHSAA's member schools for the aforementioned areas was quantified and presented as total number and percentage of recommendations required.Results: Four of 51 SHSAA member schools were required to follow best practices for emergency action plans, 7 of 51 for access to automated external defibrillators, 8 of 51 for heat acclimatization, and 3 of 51 for management of concussion.Conclusions: At the time of this study, SHSAA member schools were not required to follow all best-practice recommendations for preventing the leading causes of sudden death and for concussion management in sport. Continued advocacy for the development and implementation of best practices at the state level to be required of all secondary schools is needed to appropriately serve the health and well-being of our young student-athletes.

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Campbell, Peter G., Olatilewa O. Awe, Mitchell G. Maltenfort, Darius M. Moshfeghi, Theodore Leng, Andrew A. Moshfeghi, and John K. Ratliff. "Medical school and residency influence on choice of an academic career and academic productivity among neurosurgery faculty in the United States." Journal of Neurosurgery 115, no. 2 (August 2011): 380–86. http://dx.doi.org/10.3171/2011.3.jns101176.

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Object Factors determining choice of an academic career in neurological surgery are unclear. This study seeks to evaluate the graduates of medical schools and US residency programs to determine those programs that produce a high number of graduates remaining within academic programs and the contribution of these graduates to academic neurosurgery as determined by h-index valuation. Methods Biographical information from current faculty members of all accredited neurosurgery training programs in the US with departmental websites was obtained. Any individual who did not have an American Board of Neurological Surgery certificate (or was not board eligible) was excluded. The variables collected included medical school attended, residency program completed, and current academic rank. For each faculty member, Web of Science and Scopus h-indices were also collected. Results Ninety-seven academic neurosurgery departments with 986 faculty members were analyzed. All data regarding training program and medical school education were compiled and analyzed by center from which each faculty member graduated. The 20 medical schools and neurosurgical residency training programs producing the greatest number of graduates remaining in academic practice, and the respective individuals' h-indices, are reported. Medical school graduates of the Columbia University College of Physicians and Surgeons chose to enter academics the most frequently. The neurosurgery training program at the University of Pittsburgh produced the highest number of academic neurosurgeons in this sample. Conclusions The use of quantitative measures to evaluate the academic productivity of medical school and residency graduates may provide objective measurements by which the subjective influence of training experiences on choice of an academic career may be inferred. The top 3 residency training programs were responsible for 10% of all academic neurosurgeons. The influence of medical school and residency experiences on choice of an academic career may be significant.

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Wefer, Stephen H., and Keith Sheppard. "Bioinformatics in High School Biology Curricula: A Study of State Science Standards." CBE—Life Sciences Education 7, no. 1 (March 2008): 155–62. http://dx.doi.org/10.1187/cbe.07-05-0026.

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The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed secondary school science standards of 49 U.S. states (Iowa has no science framework) and the District of Columbia for content related to bioinformatics. The bioinformatics content of each state's biology standards was analyzed and categorized into nine areas: Human Genome Project/genomics, forensics, evolution, classification, nucleotide variations, medicine, computer use, agriculture/food technology, and science technology and society/socioscientific issues. Findings indicated a generally low representation of bioinformatics-related content, which varied substantially across the different areas, with Human Genome Project/genomics and computer use being the lowest (8%), and evolution being the highest (64%) among states' science frameworks. This essay concludes with recommendations for reworking/rewording existing standards to facilitate the goal of promoting science literacy among secondary school students.

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Göksel, Eva. "Playing with possibilities." Scenario: A journal for performative teaching, learning, research XIII, no. 1 (July 24, 2019): 1–20. http://dx.doi.org/10.33178/scenario.13.1.1.

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French as a Second Language (FSL) is not often a popular subject among Canadian elementary and high school students. Negative attitudes and low motivation for learning French contribute to attrition at the high school level. In this article, an alternative teaching approach is applied to the Canadian FSL context at the elementary school level in the province of British Columbia. This action research study conducted in 2010 investigated the outcomes of using a drama-based approach to instruct Core French to 12 year-old students at a Montessori elementary (public) school in British Columbia, Canada. Ten students worked with a teacher/researcher twice a week over a six-week period, using drama strategies and improvisational activities to practice and improve their French language and literacy skills. The use of drama strategies proved motivational for the students who participated with enthusiasm and expressed a desire to continue learning French through drama. The action research approach allowed the students a greater degree of autonomy as their feedback was used to develop lesson content. Engagement in their own learning contributed to improved student attitudes towards attending French class. Ways of further implementing this teaching approach in elementary classrooms needs to be the subject of future research.

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Xu, Zeyu, and Kennan Cepa. "Getting College-Ready during State Transition toward the Common Core State Standards." Teachers College Record: The Voice of Scholarship in Education 120, no. 6 (June 2018): 1–36. http://dx.doi.org/10.1177/016146811812000603.

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Background As of 2016, 42 states and the District of Columbia have adopted the Common Core State Standards (CCSS). Tens of millions of students across the country completed high school before their schools were able to fully implement the CCSS. As with previous standards-based reforms, the transition to the CCSS-aligned state education standards has been accompanied by curriculum framework revisions, student assessment redesigns, and school accountability and educator evaluation system overhauls. Purpose Even if the new standards may improve student learning once they are fully implemented, the multitude of changes at the early implementation stage of the reform might disrupt student learning in the short run as teachers, schools, and communities acclimate to the new expectations and demands. The goal of this study is not to evaluate the merits and deficiencies of the CCSS per se, but rather to investigate whether college readiness improved among high school students affected by the early stages of the CCSS implementation, and whether students from different backgrounds and types of high schools were affected differently. Research Design We focus on three cohorts of 8theighth-grade students in Kentucky and follow them until the end of the 11th -grade, when they took the state mandatory ACT tests. The three successive cohorts—enrolled in the 8theighth -grade between 2008 and 2010—each experienced different levels of exposure to CCSS transition. Using ACT scores as proxy measures of college readiness, we estimate cohort fixed-effects models to investigate the transitional impact of standards reform on student performance on the ACT. To gauge the extent to which the implementation of CCSS is directly responsible for any estimated cross-cohort differences in student ACT performance, we conduct additional difference-in-differences analyses and a falsification test. Data Our data include the population of 3 three cohorts of 8theighth -graders enrolled in Kentucky public schools between 2008 and 2010. The total analytic sample size is 100,212. The data include student test scores, student background characteristics, and school characteristics. Findings In the case of the CCSS transition in Kentucky, our findings suggest that students continued to improve their college -readiness, as measured by ACT scores, during the early stages of CCSS implementation. Furthermore, evidence suggests that the positive gains students made during this period accrue to students in both high- and low-poverty schools. However, it is not conclusive that the progress made in student college -readiness is necessarily attributable to the new content standards. Conclusions As we seek to improve the education of our children through reforms and innovations, policymakers should be mindful about the potential risks of excessive changes. Transition issues during the early stages of major educational changes sometimes lead to short-term effects that are not necessarily indicative of the longer-term effects of a program or intervention. Nevertheless, standards-based reforms are fairly frequent, and each takes multiple years to be fully implemented, affecting millions of students. Therefore, we encourage researchers and policymakers to pay more attention to the importance of transitional impact of educational reforms.

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Ochnio, Jan J., David W. Scheifele, Murray Fyfe, Mark Bigham, David Bowering, Paul Martiquet, Margaret Ho, and Douglas N. Talling. "The Prevalence of Hepatitis A in Children in British Columbia." Canadian Journal of Infectious Diseases and Medical Microbiology 16, no. 3 (2005): 175–79. http://dx.doi.org/10.1155/2005/460983.

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BACKGROUND: The risk of hepatitis A virus (HAV) infection during childhood is difficult to estimate without population serosurveys because HAV-related symptoms are often mild at this age. Few serosurveys have been conducted in Canada. The present study surveyed teenagers in two nonurban regions of British Columbia where the historical rate of reported HAV either exceeded (region A) or was less than (region B) the historical provincial rate.METHODS: A point prevalence survey of salivary HAV-specific immunoglobulin G was conducted in high schools among grade 9 students in regions A and B. A questionnaire was used to gather sociodemographic data. The survey was extended to grade 1 and grade 5 students in community 1 of region B. Associations between risk factors and prior infection were evaluated by logistic regression.RESULTS: Eight hundred eleven grade 9 students were tested. Antibody to HAV was detected in 4.7% of students in region A (95% CI 2.9% to 7.2%) and 9.6% of students in region B (95% CI 6.9% to 12.9%). The region B figure reflected HAV antibody prevalence rates of 19.5% in community 1 and 2.5% in the remainder of the region. Younger students in community 1 had low HAV antibody to HAV prevalence rates (3.9% for grade 1 and 3.1% for grade 5), and positive tests in this community were associated with a particular school, foreign travel and brief residence. The risk factors for HAV infection in grade 9 students were not determined.CONCLUSIONS: Children in nonurban areas of British Columbia are generally at low risk of HAV infection during the first decade of life regardless of the reported population rates, thereby permitting the consideration of school-based HAV immunization programs.

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Sweet, Robert, Ashley Pullman, Maria Adamuti-Trache, and Karen Robson. "Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?" Canadian Journal of Higher Education 49, no. 3 (January 9, 2020): 69–87. http://dx.doi.org/10.7202/1066636ar.

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We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.

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Sweet, Robert, Ashley Pullman, Maria Adamuti-Trache, and Karen Robson. "Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?" Canadian Journal of Higher Education 49, no. 3 (December 10, 2019): 69–87. http://dx.doi.org/10.47678/cjhe.v49i3.188531.

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We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.

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Dougherty, M. J., C. Pleasants, L. Solow, A. Wong, and H. Zhang. "A Comprehensive Analysis of High School Genetics Standards: Are States Keeping Pace with Modern Genetics?" CBE—Life Sciences Education 10, no. 3 (September 2011): 318–27. http://dx.doi.org/10.1187/cbe.10-09-0122.

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Science education in the United States will increasingly be driven by testing and accountability requirements, such as those mandated by the No Child Left Behind Act, which rely heavily on learning outcomes, or “standards,” that are currently developed on a state-by-state basis. Those standards, in turn, drive curriculum and instruction. Given the importance of standards to teaching and learning, we investigated the quality of life sciences/biology standards with respect to genetics for all 50 states and the District of Columbia, using core concepts developed by the American Society of Human Genetics as normative benchmarks. Our results indicate that the states’ genetics standards, in general, are poor, with more than 85% of the states receiving overall scores of Inadequate. In particular, the standards in virtually every state have failed to keep pace with changes in the discipline as it has become genomic in scope, omitting concepts related to genetic complexity, the importance of environment to phenotypic variation, differential gene expression, and the differences between inherited and somatic genetic disease. Clearer, more comprehensive genetics standards are likely to benefit genetics instruction and learning, help prepare future genetics researchers, and contribute to the genetic literacy of the U.S. citizenry.

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Luiz, Valente, and Almeida Onésimo. "George Monteiro (1932-2019)." Journal of Lusophone Studies 4, no. 2 (January 1, 2020): 5–7. http://dx.doi.org/10.21471/jls.v4i2.331.

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The Professor Emeritus of English and Portuguese and Brazilian Studies George Monteiro passed away on November 5, 2019 from a heart attack. Born in Valley Falls, Rhode Island, in 1932, he was a graduate of Cumberland High School. He received an AB from Brown in 1954, an AM from Columbia U in 1956, and a PhD from Brown in English and American Literature in 1964. Monteiro spent his whole professional career at Brown.

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Protti, D. J. "Health Information Science at the University of Victoria: The First Ten Years." Methods of Information in Medicine 33, no. 03 (1994): 268–72. http://dx.doi.org/10.1055/s-0038-1635025.

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Abstract:The University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 40 courses and 4 CO-OP work terms over 4.3 years. The School admits 30 students each September of which 60% are normally female. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 42 with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 5 full-time faculty, 3 professional staff and 4 part-time faculty. The majority of the faculty have health backgrounds, totalling 135 person-years of practising health care experience. As of November 1992, the School had 113 graduates; 75% are employed in British Columbia, 18% are in other parts of Canada and 7% outside the country. Forty-five percent of the graduates work in government departments including community health agencies; 29% work in hospitals; 26% work in management consulting firms, software houses, or computer hardware firms. They work as systems/project analysts, systems consultants, research assistants, planning analysts, system-support staff, trainers/developers and client account representatives. Some are already in senior management positions.

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Pickett, Kate E., and Richard G. Wilkinson. "Child wellbeing and income inequality in rich societies: ecological cross sectional study." BMJ 335, no. 7629 (November 16, 2007): 1080. http://dx.doi.org/10.1136/bmj.39377.580162.55.

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Objectives To examine associations between child wellbeing and material living standards (average income), the scale of differentiation in social status (income inequality), and social exclusion (children in relative poverty) in rich developed societies. Design Ecological, cross sectional studies. Setting Cross national comparisons of 23 rich countries; cross state comparisons within the United States. Population Children and young people. Main outcome measures The Unicef index of child wellbeing and its components for rich countries; eight comparable measures for the US states and District of Columbia (teenage births, juvenile homicides, infant mortality, low birth weight, educational performance, dropping out of high school, overweight, mental health problems). Results The overall index of child wellbeing was negatively correlated with income inequality ( r =−0.64, P=0.001) and percentage of children in relative poverty ( r =−0.67, P=0.001) but not with average income ( r =0.15, P=0.50). Many more indicators of child wellbeing were associated with income inequality or children in relative poverty, or both, than with average incomes. Among the US states and District of Columbia all indicators were significantly worse in more unequal states. Only teenage birth rates and the proportion of children dropping out of high school were lower in richer states. Conclusions Improvements in child wellbeing in rich societies may depend more on reductions in inequality than on further economic growth.

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G, Iverson, Terry D, Caccese J, Büttner F, and Merz Z. "A-128 Age of First Exposure to Football is not Associated with Midlife Brain Health Problems." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 921. http://dx.doi.org/10.1093/arclin/acaa068.128.

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Abstract Objective This study examined if earlier age of first exposure (AFE) to football is associated with worse brain health in middle-aged men who played high school football. Method Using an online crowdsourcing platform, we recruited 123 men ages 35–55 who played high school football. Participants completed self-report measures that assessed (i) demographic information; (ii) medical history, sport participation, and concussion history; (iii) current depression symptomatology (i.e., Patient Health Questionnaire-8; PHQ-8); and (iv) current concussion-like symptoms (i.e., the British Columbia Post-Concussion Symptom Inventory; BC-PSI). Approximately half (n = 62; 50.4%) reported football participation starting before the age of 12 (AFE12 years). The two groups were compared using chi-squared and Mann–Whitney U-Tests. Results Former high school football players who began playing football before age 12 did not differ in the rates at which they had been prescribed medications for psychological problems or in the rates at which they had recently experienced symptoms of anxiety, depression, memory loss, chronic pain, or headaches compared with former high school football players who began playing football at or after age 12. Additionally, there were no group differences in lifetime history of treatment by a mental health professional (χ2 = 0.20, p = .66) or regarding the PHQ-8 (U = 1,839.0, p = .791) or BC-PSI total scores (U = 1828.5, p = .751). Conclusion These findings suggest that earlier AFE to football is not associated with worse brain health in middle-aged men in this sample who played high school football.

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Parent, Amy. "Visioning as an Integral Element to Understanding Indigenous Learners’ Transition to University." Canadian Journal of Higher Education 47, no. 1 (April 27, 2017): 153–70. http://dx.doi.org/10.47678/cjhe.v47i1.186168.

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This article focuses on high school to university transitions for Indigenous youth at universities in British Columbia, Canada. The study is premised on an Indigenous research design, which utilizes the concept of visioning and a storywork methodology (Archibald, 2008). The results challenge existing institutional and psychological approaches to transitions in revealing that they are deeply impacted by a variety of lived experiences and that a visioning process is vital to Indigenous youths’ participation in university. The paper concludes with implications for practitioners working in educational and Aboriginal community-based settings.

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Ciavarelli, Anthony P. "HFES 51st Annual Meeting: Assessing Safety Climate and Organizational Risk." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 51, no. 20 (October 2007): 1406–10. http://dx.doi.org/10.1177/154193120705102007.

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Research conducted at the Navy Postgraduate School, over the past 10 years, has focused on key organizational factors that may influence the likelihood of an accident or organizational failure. The concept of “high-reliability-organizations”, originated by Dr. Karlene Roberts and her colleagues at UC Berkeley, California, and was used as a point of departure for understanding how different organizations manage the risk of accidents and other organizational failures. High-reliability organizations are those that are very successful at reducing the risks of operational hazards that typically underlie accidents and organizational disasters, such as the Challenger and Columbia Shuttle accidents. Included in the concept of high-reliability organizations are factors related to the safety culture of the organization. The author and his colleagues at the Naval Postgraduate School and UC Berkeley have developed and validated a web-based safety climate assessment and feedback system now in use in Naval Aviation and in other aviation, aerospace, and medical applications. This paper reviews recent findings in the application of safety climate and culture assessments conducted in naval aviation and US hospitals.

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Borthistle, Glenn, Darryl Hunter, Samira ElAtia, and Komla Essiomle. "Canadian School Administrators' Statistical Reasoning about Probability, Effect, and Representativeness." Alberta Academic Review 5, no. 1 (September 2, 2022): 6. http://dx.doi.org/10.29173/aar141.

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How do Canadian school leaders interpret data to inform their decisions? How do they reason with probability concepts? These are the questions we are investigating in the first year of this longitudinal bilingual project conducted in Alberta, British Columbia, and Ontario. Our theoretical framework is inspired by the semiotic perspective of Charles Sanders Peirce (1839-1914) which suggests that interpretation is a triadic process integrated in a social context that puts in relation a sign, an object, and an interpretant. To this end, we conducted two individual interviews in which we asked 10 English-speaking school leaders and 9 French-speaking school leaders some questions about data presented in a tabular form (mock data on class level student performance and school level health data), line graph (PISA 2018 report on reading scores from 2009 to 2018) and box plots (mock data on student performance in reading in different countries). Our preliminary results reveal that principal’s reason abductively when it comes to interpreting statistics and want to know the context or the story behind the numbers before making any decisions. Also, they prefer to interpreting data collaboratively with their colleagues and feel more comfortable with data grouped in tables and line graphs. They considered themselves "data-driven" but not statisticians and use verbal terms rather than ratios or percentages (e.g., high probability, high likelihood, high odds) to express probabilistic ideas. In the next years, we will study how their professional experiences influence their conceptions of causality and how they reason about sampling and representativeness.

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Journal articles on the topic 'Columbine High School'

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