Academic literature on the topic 'Middle schools – United States – Administration'
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Journal articles on the topic "Middle schools – United States – Administration"
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Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.
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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.
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Guo, Angela, Tracy Ayers, Jessica Leung, et al. "1723. Mumps Attack Rates Following Administration of a Third Dose of MMR Vaccine to School-Aged Children, Arkansas, 2016–2017." Open Forum Infectious Diseases 5, suppl_1 (2018): S54. http://dx.doi.org/10.1093/ofid/ofy209.129.
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Abstract Background During the 2016–2017 school year, the largest mumps outbreak in the United States since 2006 occurred in Arkansas with nearly 3,000 cases. As part of outbreak response, a third dose of measles–mumps–rubella vaccine (MMR3) was offered at 27 schools with mumps attack rates ≥5 cases/1,000 students. We compared attack rates after vaccination clinics among students who received MMR3 and students with 2 MMR vaccine doses. Methods We obtained information on school enrollment and student immunization status from school registries, and mumps case status from Arkansas’s National Electronic Disease Surveillance System database. We included students aged 6–21 years who had previously received ≥2 doses of MMR vaccine. We used Arkansas’s Immunization Information System to identify students who received MMR3. We included schools with at least 1 mumps case after their vaccination clinic. We calculated mumps attack rates by 2- and 3-dose MMR vaccine recipients. Observation time started 14 days after each clinic to allow for development of an immune response to MMR3, and continued to the end of the 2016–2017 school year. Observation time varied by school as schools held clinics on different dates. Results A total of 18 schools (10 elementary, 8 middle/junior high) with 10,275 students who had previously received ≥2 doses of MMR (85% of total enrolled) met inclusion criteria. Median number of students per school was 553. Median student age was 11 years (range, 6–18) and 1,525 students received MMR3. MMR3 uptake varied by school (median, 12%; range, 2–33%; interquartile range, 7–22%). A total of 12 mumps cases occurred among MMR3 recipients and 122 cases among 2-dose recipients. School-specific attack rates ranged from 0 to 23 cases/1,000 students among 3-dose recipients, and 2–41 cases/1,000 students among 2-dose recipients. Mumps attack rates within each school were lower for 3-dose recipients vs. 2-dose recipients in all but one school (P < .05). The differences in attack rates between 2- and 2-dose recipients ranged from −5 to 23 cases/1,000 students (median, 5/1,000). Conclusion Mumps attack rates were lower in 3-dose vs. 2-dose MMR vaccine recipients after MMR3 vaccination clinics, supporting a benefit of MMR3 for persons in outbreak settings. Further analysis is needed to determine impact of MMR3 on duration and size of mumps outbreaks. Disclosures All authors: No reported disclosures.
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Halpert, James R. "So many roads traveled: A career in science and administration." Journal of Biological Chemistry 295, no. 3 (2020): 822–32. http://dx.doi.org/10.1074/jbc.x119.012206.
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I have traveled many roads during my career. After spending my first 19 years in Los Angeles, I became somewhat of an academic nomad, studying and/or working in six universities in the United States and three in Sweden. In chronological order, I have a B.A. in Scandinavian languages and literature from UCLA, a Ph.D. in biochemistry from Uppsala University, and an M.S. in toxicology from the Karolinska Institute. I have been in schools of natural science, pharmacy, and medicine and have worked in multiple basic science departments and one clinical department. I have served as a research-track and tenured faculty member, department chair, associate dean, and dean. My research has spanned toxinology, biochemistry, toxicology, and pharmacology. Through all the moves, I have gained much and lost some. For the past 40 years, my interest has been cytochrome P450 structure-function and structure-activity relationships. My lab has focused on CYP2B enzymes using X-ray crystallography, site-directed mutagenesis, deuterium-exchange MS, isothermal titration calorimetry, and computational methods in conjunction with a variety of functional assays. This comprehensive approach has enabled detailed understanding of the structural basis of the remarkable substrate promiscuity of CYP2B enzymes. We also have investigated the mechanisms of CYP3A4 allostery using biophysical and advanced spectroscopic techniques, and discovered a pivotal role of P450-P450 interactions and of multiple-ligand binding. A major goal of this article is to provide lessons that may be useful to scientists in the early and middle stages of their careers and those more senior scientists contemplating an administrative move.
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Covarrubias, Rebecca. "What We Bring With Us: Investing in Latinx Students Means Investing in Families." Policy Insights from the Behavioral and Brain Sciences 8, no. 1 (2021): 3–10. http://dx.doi.org/10.1177/2372732220983855.
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The educational landscape of the United States has shifted as more low-income, first-generation Latinx students enroll in 4-year universities. Despite this, many underlying structures and practices of these institutions still reflect the cultural norms of culturally dominant groups (e.g., White, upper-to-middle-class, continuing-generation), privileging individualism. This overlooks the cultural values of low-income, first-generation Latinx students, who often prioritize interdependent connections and obligations. When universities do not recognize familial obligations, students must decide between helping family or doing well in school—which complicates their capacity to succeed academically. To graduate diverse future leaders and build a diverse workforce, educators and policymakers must consider that investing in students means investing in their families, too. Concrete examples, from small interventions to large-scale policy changes, illustrate meaningful investment strategies.
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Rigby, Jessica G., Adrian Larbi-Cherif, Brooks A. Rosenquist, Charlotte J. Sharpe, Paul Cobb, and Thomas Smith. "Administrator Observation and Feedback: Does It Lead Toward Improvement in Inquiry-Oriented Math Instruction?" Educational Administration Quarterly 53, no. 3 (2017): 475–516. http://dx.doi.org/10.1177/0013161x16687006.
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Purpose: This study examines the content and efficacy of instructional leaders’ expectations and feedback (press) in relation to the improvement of middle school mathematics teachers’ instruction in the context of coherent systems of supports. Research Method/Approach: This mixed methods study is a part of a larger, 8-year longitudinal study in four large urban school districts across the United States. We used transcripts of interview data, surveys, and video recordings of instruction of 271 cases, over 4 years, to determine the content of administrator press, as reported by teachers, and the relationship between the content and change (if any) in instruction. To do so we used qualitative coding of interview transcripts, and ran a series of statistical models to examine the nature of the variance in and impact of administrative press. Findings: Most of the administrators’ press, as reported by teachers, was not targeted toward specific teachers’ mathematics instruction in ways that would likely lead toward improvement in those practices. Rather, the press focused on content-neutral instructional practices or classroom management and organization. Implications for Research and Practice: The instructional leadership practice of administrator observation and feedback is widespread, yet understudied as it relates to changes in teacher practice. Our findings indicate that current policies that mandate principals to spend substantial time in classrooms are unlikely to result in significant improvements in the quality of instruction unless meaningful resources are invested to support administrator learning.
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Bauman, Kurt J. "Home Schooling in the United States." education policy analysis archives 10 (May 16, 2002): 26. http://dx.doi.org/10.14507/epaa.v10n26.2002.
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Home schooling is a subject of great fascination, but little solid knowledge. Despite its importance, it has received less research attention than some other recent changes in the educational system, such as the growth of charter schools. It could be argued that home schooling may have a much larger impact on educational system, both in the short and long run. This report uses the 1994 October CPS, and the National Household Education Survey of 1996 and 1999 to examine popular characterizations of the home school population. The article assembles evidence from several sources to confirm that home schooling is growing. It finds home-schooled children more likely to be middle income, white, from larger families, and from two-parent families with one parent not working. While some authors have described a division between religiously-motivated and academically-motivated home schoolers, this research finds more support for a divide based on attitude towards regular schools.
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Wang, Ze, Ti Zhang, Jingfei Liu, and Suzanne Yonke. "Co-teaching Chinese in middle schools and high schools." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 1 (2019): 1–30. http://dx.doi.org/10.1075/csl.17027.wan.
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Abstract This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student learning and of partner teachers’ experiences, as well as students’ motivational perceptions and classroom engagement. A mixed-methods approach is used. Results suggest that some of the challenges in the co-teaching program are due to insufficient previous co-teaching experience, Chinese co-teachers’ unfamiliarity with the U.S. classroom, and lack of clarity regarding the co-teachers’ responsibilities. The co-teaching approach used in this program is “one teach, one assist.”
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Ellerbrock, Cheryl, Katherine Main, Kristina Falbe, and Dana Pomykal Franz. "An Examination of Middle School Organizational Structures in the United States and Australia." Education Sciences 8, no. 4 (2018): 168. http://dx.doi.org/10.3390/educsci8040168.
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The middle school concept, aimed at creating a more developmentally responsive learning environment for young adolescents, gained a stronghold in the later part of the 20th century. Proponents of this concept have argued continually for the holistic implementation of its six key characteristics if its benefits are to be realized. These characteristics include: (a) a challenging, integrative, and exploratory curriculum; (b) varied teaching and learning approaches; (c) assessment and evaluation that promote learning; (d) flexible organizational structures (i.e., including the physical space, scheduling, and grouping of students and teachers); (e) programs and policies that foster health, wellness and safety; and (f) comprehensive guidance and support services. Recently, Ellerbrock, Falbe, and Pomykal Franz identified key middle school organizational structures of people, place, and time as being interconnected and integral to effective middle school practices. Main also demonstrated the interconnected nature of these key characteristics and how organizational structures of people affected the successful implementation of other characteristics. Thus, how these organizational structures can and are being implemented has implications for our understanding of the effectiveness of other middle school practices. In this paper, researchers from both the United States and Australia examine and compare literature published between 2000 and 2018 addressing ways in which middle school/middle years organizational structures have been reported and categorized by structures of people, place, and time in these two countries. Pertinent literature related to organizational structures of middle schools in the United States and to middle years education in Australia was examined. Findings from studies and evaluations from each country are reported to provide an international perspective on the organizational structures of middle schools/middle years education across the two countries. Overall, since 2000, the body of knowledge about middle schools/middle years organizational structures has been surprisingly limited in comparison to their perceived importance in the field. This lack of research is concerning in the midst of educational reform in both countries, resulting in questions about the impact of school organizational structures on young adolescent development and learning.
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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.
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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.Design/methodology/approachThis paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.FindingsThe research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.Practical implicationsThe paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.Originality/valueThe paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.
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Kotok, Stephen, David S. Knight, Huriya Jabbar, Luis E. Rivera, and Rodolfo Rincones. "On Becoming a District of Choice: Implications for Equity Along the United States–Mexico Border." Educational Administration Quarterly 55, no. 4 (2019): 615–56. http://dx.doi.org/10.1177/0013161x18821357.
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Purpose: Despite the popularity of open enrollment as a school choice mechanism, there is little research on how principals behave in a district-run competitive setting. This study adds to our understanding of how open enrollment policies affect the role of the principal as well as educational equity by examining the roles and behaviors of school principals in an unregulated marketplace of schools. Research Method: This study uses an explanatory sequential mixed methods approach. We first analyze school-level transfer data for school year 2014-2015 and demographic data in order to examine trends such as poverty concentration as well as to identify “winners,” “losers,” and “nonplayers” in the open enrollment marketplace. Since principals are heavily involved in recruitment, student screening, and selection of specialized programs, we interviewed 12 principals to better understand their role in the competitive settings. Findings: We find that some schools have emerged as “winners” in this marketplace, attracting large numbers of transfers without losing many students, while other principals and schools struggle to overcome a negative perception and find a market niche to attract students. Our quantitative analysis indicates a relatively small relationship between open enrollment and increased segregation in the district. District oversight seems to have prevented worsening segregation. However, many principals seek more control on the screening process raising equity concerns if formal regulations are not provided. Implications: These findings have implications for school and district leaders navigating open enrollment plans as a means to increase enrollments and encourage innovation while also maintaining equity.
Dissertations / Theses on the topic "Middle schools – United States – Administration"
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Medd, Gordon Thomas. "From traditional to year-round education: Making the transition at the K-5 level: Dry Creek Joint Elementary School District's approach (Heritage Oak Elementary School)." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/634.
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Hernandez, Julian Jr. "Nonprofit Organizations: A New Method to Increase the Quality of Education in the United States." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2045.
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The United States has attempted to improve access to quality education for students. While the United States has seen access to higher quality of education as a solution to improving schools, this has not worked. The purpose of this paper is to analyze the methods created to improve access to quality education and their effectiveness. Methods that will be analyzed are acts passed by the United States and the charter school movement. In this paper I will look at the methods used in Germany and Colombia to help develop a new method of improving the quality of education in the United States through the use of nonprofit organizations.
Nonprofit organizations have played a role in improving the education of Germany and Colombia. Nonprofit organizations could be a solution in improving the quality of education students receive through hands on experience, a standardized test, providing resources for students, and improving the quality of teaching in each school. The use of nonprofit organizations can help under-resourced districts improve, help create a test to accurately measure student success, and help districts understand how they can improve.
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Reid, Douglas E. "Educational restructuring: Attributes promoting change." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/962.
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Dodge, Terri. "Impact of Standardized Testing Emphasis on Teaching and Learning in Kindergarten through 12th Grade in United States Schools: East Tennessee Principals' Perspectives." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2103.
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The pressure to perform on standardized tests in the United States has become intense. Increased accountability has caused principals to think about their perceptions of standardized testing with regard to accountability measures, test validity, use of test data, impact of testing on the curriculum, and stress related to testing. The purpose of this study was to investigate kindergarten- through 12th-grade principals' perceptions of standardized testing. The study included 91 principals of Title I and nonTitle I schools located in 8 rural East Tennessee school districts. Data were gathered using a survey instrument to determine principals' opinions of standardized testing.
There were 4 predictor (independent) variables in this study: Title I status of the school measured by status (Title I school and nonTitle I school), gender predictor variable, predictor variable of highest degree earned by principals (master's, specialist, and doctorate), and predictor variable of experience in current position (1-6 years, 7-14 years, and 15-39 years). The data analysis focused on 5 dimensions of standardized testing. The 5 (dependent) variables were: (a) general impact-accountability, (b) validity of standardized tests, (c) use of standardized tests in individualizing instruction, (d) impact on curriculum, and (e) stress related to standardized testing.
The findings reflected that in general, principals had a positive view of standardized testing; however, the study showed that there was agreement among principals that standardized testing has limitations, particularly in the area of fairness to ethnic groups. The research indicated that principals use test data in many ways to improve their schools. Regardless of Title I status, gender, highest degree earned, and years of experience in current position, there were no significant differences in principals' opinions of standardized testing regarding the 5 dimensions of standardized testing.
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Smith, Tad Jonathan. "ARK: At risk kids: A preventive discipline program for adolescent students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1178.
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Holliday, Michelle Lauren. "The Use of Anti-Bullying Policies to Protect LGBT Youth: Teacher and Administrator Perspectives on Policy Implementation." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2921.
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Although in recent years there has been increased attention on bullying prevention and bullying legislation in the United States, there is limited research on the implementation of anti-bullying policies. Moreover, few studies have addressed the use of anti-bullying policies to protect LGBT youth from bullying. The present study seeks to examine the role of anti-bullying policies as a means to protect against bullying based on perceived sexual orientation and gender identity. Qualitative interviews with high school teachers, administrators, and staff members within an urban school district in the United States were conducted to gain insight into how those charged with the task of protecting LGBT youth engage with their school and district policy in efforts to create a supportive environment for their students. In this study, I argue the following: 1) the policy structure, both in the language of the state law and district policy on bullying, created barriers for schools to implement the anti-bullying policy; 2) the barriers created by the policy structure limited teachers' ability to protect LGBT youth from bullying; and 3) despite the evident barriers, teachers found ways to create supportive classroom environments for their students. Results indicate that teachers are not knowledgeable of the contents of their school's anti-bullying policy, and have had limited exposure to the policy through training specific to their school's anti-bullying policy. Similar results occurred when teachers and administrators were questioned about their awareness of trainings specific to the prevention of bullying against LGBT youth, posing significant barriers to effective policy implementation. In addition, interview data suggests that although teachers lack the sufficient support in terms of training on the anti-bullying policy, there were multiple examples of teachers serving as advocates for LGBT youth in both their classrooms and in their schools more broadly. The displays of advocacy by teachers, in addition to the presence of district and school administrator support for LGBT students, serve as an example of how school districts can find ways to implement school policies, address bullying in their schools, and raise awareness for the unique experiences of LGBT youth in terms of bullying.
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Robinson, Sam J. "Empowering U.S. Marshallese Students to Engagement and Active Participation in Learning." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157609/.
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The U.S. Marshallese population is one of the fastest growing Pacific Islander populations in the United States. The purpose of this study was to identify how U.S. Marshallese students could be empowered and engaged in their learning through clearly identified indicators that educators could apply within their classrooms and schools. The indicators have been established on a historical, cultural, and linked perceptions of student learning as identified by U.S. Marshallese students and teachers. Pacific Islanders consisted of a variety of populations with varying cultures and ethnic diversity. This study has been conducted using a postpositivism worldview, Marshallese migration is not a limited phenomenon of displacement, but a migratory change that must be embraced by communities and educators. Educators must understand how to empower and engage U.S. Marshallese students in their learning. This study was designed utilizing an interpretative descriptive naturalistic ethnography qualitative research design with middle school students and teachers to gather qualitative data from U.S. Marshallese students that will lead to a contextual understanding of empowering and engaging U.S. Marshallese students in their learning. The findings of this qualitative research study can be applied by educators to empower and engage U.S. Marshallese students in their learning on a daily basis in schools and classrooms. Culture understanding, positive relationship building, and the design of culturally connected intrinsically student motivated learning activities is the foundation and critical component of empowering and engaging U.S. Marshallese students in school and classrooms for improved student learning.
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Velez, Rene. "Perceptions of School Performance Measures: A Study of Principals in the United States and Head Teachers in the United Kingdom Using Q Methodology." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/275.
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Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard to the transnational issue of school performance measures.
Q methodology was used to examine the opinions and perceptions of these leaders for the purpose of providing insight for stakeholders and identifying future areas of research. The data from the participants revealed patterns of opinion within the head teacher group, the principal group, and the participants as a whole. Common opinions included the balanced use of performance measures, the political nature of school performance measures, the appropriate use of standardized test scores, and the consideration of economic and social factors. This study also demonstrated the use of Q methodology in qualitative educational research by both obtaining and analyzing rich and insightful participant data.
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Saiya, Nilay John. "American fundamentalism domestic determinants of United States Middle East policy under the Bush administration, 2000-2006 /." Click here for download, 2006. http://wwwlib.umi.com/cr/villanova/fullcit?p1432846.
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Ayalon, Aram Itzhak. "Teachers' perceptions of their working environment in departmental and interdisciplinary teaming organization in middle level schools." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184563.
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The purpose of this study was to compare middle level teachers' perception of their working environment under two different organizational structures: departmental (DEP) and Interdisciplinary Teaming Organization (ITO). In addition within the ITO schools, this study compared the working environment perception of teachers between different schools and between team members and non-team members. ITO is characterized by organizing teams of teachers around a core of subjects and providing them with a block of time, a common planning period, and shared students. Studies suggested that ITO provided circumstances for increased cooperation among teachers and enhanced decision making participation comparing to DEP schools. As a consequence teachers reported more job satisfaction and higher level of efficacy. However, very few studies were found to study these differences at the school level. The sample of this investigation consisted of 78 middle level teachers--Forty-seven teachers from two middle schools with ITO and thirty-one teachers from two DEP junior high schools. Subjects were administered a slightly modified questionnaire, previously used with elementary teachers, consisting of 16 different scales depicting the various aspects of the teachers' working environment. In addition, in order to enhance the analysis of the results other data was collected through open-ended interviews, as well as 2-way Analysis of Variance of teacher background components was conducted. The findings revealed: (1) ITO teachers felt more positive than DEP teachers with regard to the factors: faculty cohesiveness; socialization and recruitment of new teachers; goal-setting; teacher evaluation; instructional coordination; homogeneity and shared values; and instructional rewards. No significant differences were obtained with regard to job satisfaction, efficacy and decision making participation. (2) No significant differences in attitudes were obtained between ITO members and non-members within each ITO school. (3) Teachers in ITO 2 school felt more positive than ITO 1 teachers on only three scales: decision making participation, managing student behavior, and instructional rewards. Results suggest that ITO has a positive impact on the teachers' working environment, however, decision making participation, job satisfaction and efficacy level may be affected more by other factors. Future research should focus on improving the effectiveness of ITO.
Books on the topic "Middle schools – United States – Administration"
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J, Sabo Dennis, Barnes Kevin M, Hannum John W, and Hoffman James D. 1954-, eds. Quality middle schools: Open and healthy. Corwin Press, 1998.
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R, Tarantino Loren, ed. Leading effective secondary school reform: Your guide to strategies that work. Corwin Press, 2005.
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Ricken, Robert. The middle school principal's calendar: A month-by-month planner for the school year. Corwin Press, 2004.
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Carl, Candoli I., and Hack Walter G, eds. School business administration: A planning approach. 8th ed. Pearson/Allyn & Bacon, 2005.
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G, Hack Walter, Candoli I. Carl, and Hack Walter G, eds. School business administration: A planning approach. 7th ed. Allyn and Bacon, 2001.
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Association for Supervision and Curriculum Development., ed. Building leadership capacity in schools. Association for Supervision and Curriculum Development, 1998.
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FEDERAL AVIATION ADMINISTRATION. FAA certificated pilot schools directory. U.S. Dept. of Transportation, Federal Aviation Administration, 2001.
Find full textBook chapters on the topic "Middle schools – United States – Administration"
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Tseng, Margaret, and Rebecca Magee Pluta. "Educating Students with Chronic Illness." In Advances in Early Childhood and K-12 Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9452-1.ch011.
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Students with chronic illness have historically received an education via home and hospital instruction during their absences. This instruction is significantly inferior in both quality and quantity when compared with the educational experience of students able to attend school. This case study details the experiences of a middle school student in the mid-Atlantic Region of the United States whose chronic illness presented unique and multifaceted challenges that could not be met by her district's inflexible policies and disconnected resources. This case illuminates the need for schools to break away from the traditional administrative special education mold when responding to the challenges of educating frequently absent students with chronic illness. The educational Civil Rights of these students can be preserved, however, by utilizing affordable, available technology to minimize the impact of frequently missed classes, provide continuity of instruction and allow educational access regardless of a student's physical location during their absences from school.
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Tseng, Margaret, and Rebecca Magee Pluta. "Educating Students with Chronic Illness." In Accessibility and Diversity in Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1213-5.ch029.
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Students with chronic illness have historically received an education via home and hospital instruction during their absences. This instruction is significantly inferior in both quality and quantity when compared with the educational experience of students able to attend school. This case study details the experiences of a middle school student in the mid-Atlantic Region of the United States whose chronic illness presented unique and multifaceted challenges that could not be met by her district's inflexible policies and disconnected resources. This case illuminates the need for schools to break away from the traditional administrative special education mold when responding to the challenges of educating frequently absent students with chronic illness. The educational Civil Rights of these students can be preserved, however, by utilizing affordable, available technology to minimize the impact of frequently missed classes, provide continuity of instruction and allow educational access regardless of a student's physical location during their absences from school.
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Milman, Natalie B., Marilyn Hillarious, Vince O’Neill, and Bryce Walker. "Going 11 with Laptop Computers in an Independent, Co-Educational Middle and High School." In Pedagogical Applications and Social Effects of Mobile Technology Integration. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2985-1.ch009.
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This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers’ voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.
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Milman, Natalie B., Marilyn Hillarious, Vince O'Neill, and Bryce L. Walker. "Going 1:1 with Laptop Computers in an Independent, Co-Educational Middle and High School." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch050.
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This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers' voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.
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Al Sharafat, Ayman. "The United States' Interests in the Middle East During the Obama Administration." In International Trade Policies in the Era of Globalization. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9566-3.ch007.
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This chapter aims to analyze the US's foreign policy priorities toward Jordan in the communications of Obama, through the period from 2009 to 2017. It answers the questions: what were the US's priorities in Jordan during the Obama administration? And how Jordan was described by Obama's communications. This work is a creative one, it uses qualitative and quantitative to investigate Obama's activities toward Jordan. In order to classify the US interests in Jordan, we use Byman and Molle's classification of the US's foreign policy interests in the Middle East: counterterrorism, security of Israel, democratization, nuclear proliferation, and oil. This chapter finds that Obama's foreign strategy and approach had been driven by the maxim of ‘multilateral retrenchment', which designed to achieve the United States foreign commitments, reshape its standing among the world powers, and transfer burdens onto foreign partners. The United States of America under the Obama administration substantially depended on Jordan to solve many regional complex issues and crisis.
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Weekes, Timothy L., and Mark Patrick Ryan. "Characteristics of Effective Military Charter Schools." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5695-5.ch010.
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This chapter examines two public military-themed charter schools that meet researcher-developed minimum thresholds for academic and socioemotional success. Through document review, extensive on-site observations, and comprehensive interviews, the researchers examine the two schools in comparison to a conceptual framework developed almost 20 years ago by one of the researchers. The conceptual framework is predicated on four pillars present to varying degrees in military schools and colleges across the United States – academics, leadership, citizenship, and athletics. Careful analysis of both schools through the lens of all four pillars of the conceptual framework validates the framework as a successful means of evaluating the efficacy of a military-themed charter school.
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Tovar, Juan. "The foreign policy of the United States following the Arab Spring." In Political Change in the Middle East and North Africa. Edinburgh University Press, 2017. http://dx.doi.org/10.3366/edinburgh/9781474415286.003.0015.
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This chapter analyses president Obama’s foreign policy in the MENA region. The first section focuses on the discourse and key strategic documents of the Obama administration. The purpose is to identify the place that the MENA region has in the order of priorities of his foreign policy. The second section analyses the US foreign policy towards some of the states affected by the Arab Spring; while the third analyses the participation of the US in various conflicts that have marked this change process. The fourth explores the question of the nuclear agreement with Iran and its effects on Israel, which is one of the main allies of the US in the region. The final chapter pulls together the conclusions. In some cases the US used diplomatic tools to promote political change; this is the case of Tunisia, Egypt or Yemen. In other cases the American decision-makers defended a status quo policy, such as Bahrain. In the cases of Libya, Syria and Iraq, the US was involved in different military interventions to promote political change or to fight terrorist groups like the self-proclaimed Islamic State (IS), as a consequence of the Arab Spring. The chapter concludes that the Obama Administration did not have a coherent strategy to the region, offering different reactions to different states with different contexts and interests. Nevertheless, the ascent of the IS and the Russian influence on the region, make that the MENA region retains its strategic and vital role for the American foreign policy.
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Temin, Peter. "Public Education." In The Vanishing Middle Class. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/9780262036160.003.0010.
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The United States has a dual education system; the FTE sector sends its children to suburban public and private schools, and the low-wage sector sends its children to failing urban public schools. This dual system was created in response to the Great Migration as whites left inner cities to incoming black families. It was sustained by the Supreme Court and federal support for suburban growth. City schools are deprived of support and increasingly fail to educate black and brown children properly. Poor low-wage families with incarcerated fathers are forced to use failing schools, and their children grow up to be imprisoned. Reform efforts aim for quick results and fail spectacularly. Charter schools—private public schools—have widely varied effects.
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O’Hare, Michael. "Public policy education in the United States." In Policy Analysis in the United States. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447333821.003.0017.
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Training for policy analysis practice has evolved over forty years to a standardized core, including economics, statistics, management, politics/political science, and a practicum. The original model applied disciplinary methodology to the selection of better alternatives among possible policies for governments and nonprofit organizations. The most important mid-course correction in MPP history was the introduction of public management requirements in recognition that MPP alumni would (i) manage ‘policy shops’ and operating agencies as their careers advanced, and (ii) should advise on policy with awareness of implementability and manageability issues. Variations on this model include courses in law and public administration, concentrations in issue areas like health or environmental policy, and joint degrees with other professional schools. Current issues from which future evolution of the MPP enterprise is likely to flow include tensions between methodologies used by MPP faculty in research and inclusion of models like Bayesian inference and behavioral economics that may be more applicable in professional practice. Another source of variation is pedagogical: some courses offer the familiar ‘Theory T [for telling]’ model whereby content is presented didactically in lectures with discussion assigned to sections, while others move to ‘Theory C [for coaching]’ convention where content presentation is left to readings, and meetings are devoted to using the content to analyze policy questions.
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Heller, Joseph. "How the Middle East crises affected US policy toward Israel (1958–60)." In The United States, the Soviet Union and the Arab-Israeli Conflict, 1948-67. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526103826.003.0009.
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The year 1956 witnessed serious crises in the Middle East which had a direct influence on Israel’s security. The unity of Egypt and Syria (UAR), the coup in Iraq, and the danger to Lebanon’s independence and Nasser’s possible takeover of Jordan all had a direct bearing on Israel’s survival. The establishment of UAR in particular haunted Ben-Gurion, who feared that the complete encirclement of Israel was in the offing. Thus in view of Soviet enmity, Israel again looked tyo the US to improve its deterrent capability. However, the Eisenhower administration was still trapped in the nightmare of the Arab Middle East joining the Soviet bloc, should America become Israel’s patron. Ben-Gurion’s visit to America proved that the administration had not changed its basic strategy. Ben-Gurion failed to get a stronger commitment than the Eisenhower doctrine for the territorial integrity of all the states in the region.
Conference papers on the topic "Middle schools – United States – Administration"
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Ngamdung, Tashi, and Marco daSilva. "Driver Behavior Analysis Using Vehicle Safety Systems’ Field Operational Test Data." In 2012 Joint Rail Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/jrc2012-74088.
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The United States Department of Transportation’s (US DOT) Research and Innovative Technology Administration’s John A. Volpe National Transportation Systems Center (Volpe Center), under the direction of the US DOT Federal Railroad Administration (FRA) Office of Research and Development (R&D), is leveraging the National Highway Traffic Safety Administration (NHTSA) sponsored Integrated Vehicle Based Safety System (IVBSS) Light Vehicle (LV) Field Operational Test (FOT) to collect and analyze drivers’ activities at or on approach to highway-rail grade crossings. Grade crossings in Michigan, Indiana, and Ohio were cross-referenced with IVBSS LV FOT research vehicle location to identify the time research vehicles were present at a crossing. The IVBSS LV FOT included 108 participants that took a total of 22,656 trips. Of the 22,656 total trips, 3,137 trips included a total of 4,215 grade crossing events. The analysis was based of drivers’ activities at the 4,215 grade crossing events. Both looking behavior and distractions did not significantly differ based on gender. However when analyzed per age-group, younger drivers (between 20 to 30 years old) were significantly more likely to be distracted than middle-aged drivers (between 40 to 50 years old) or older drivers (between 60 to 70 years old). For looking behavior, the data revealed that older drivers are more likely to look at least one way at or on approach to highway-rail crossing (43.8 percent exhibited this behavior) than either middle-aged drivers (35.0 percent exhibited this behavior) or younger drivers (25.3 percent exhibited this behavior).
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Doiphode, Ganesh, and Hamidreza Najafi. "A Machine Learning Based Approach for Energy Consumption Forecasting in K-12 Schools." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24128.
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Abstract Energy costs are the second highest operational expense for K-12 schools in the United States. Improving energy efficiency and moving towards sustainable school buildings not only result in substantial cost savings and reduction of environmental emissions, but also provides an opportunity to enhance students’ awareness regarding energy, environment, and sustainability. Effective tools and techniques that provide thorough understanding of energy consumption in school buildings are valuable to school districts by helping them with prioritizing energy efficiency projects. In the present paper, a multi-layer perceptron (MLP) neural network model is developed for estimating monthly energy consumption of K-12 schools in Brevard County, Florida. The inputs to the network are considered as number of occupants, days of operation per months, building’s area, average monthly outdoor dry-bulb temperature and relative humidity, as well as the month’s number and the output from the network is monthly energy consumption. Various network topologies are considered and tested to achieve the optimal configuration for the network. The selected network is successfully trained using three years of energy consumption data for 25 schools in Brevard County, FL (high schools, middle schools, and elementary schools). The results showed that the developed neural network model is capable of accurate estimation of monthly energy consumption of schools. The network tested and validated using the data from schools which were not included in the training dataset and the errors between the known values and estimated values for monthly energy consumptions are evaluated and discussed. Although the current study covers one particular school district (Brevard county) in a given climate zone (2a-hot and humid), the developed approach can be extended to incorporate various climate zones and serve as an effective tool for school energy conservation managers. The end user may obtain a clear idea of the energy consumption of the school building and how it compares against other buildings within the same category and climate zone, with minimum input data required.