To see the other types of publications on this topic, follow the link: Middle schools – United States – Administration.
Journal articles on the topic 'Middle schools – United States – Administration'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Middle schools – United States – Administration.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.”
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Thorn, Antoinette R., and Susana Contreras. "Counseling Latino Immigrants in Middle School." Professional School Counseling 9, no. 2 (2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900215.
Full textAbstract:
The increase of Latino immigrants in the United States places more pressure on school counselors to assist in the adjustment of Latino students entering school systems (U.S. Census Bureau, 2004). This may particularly affect schools that only a few years ago had no Latino immigrants. This article addresses how one Southern school district's counseling program is working to meet the needs of its non-English-speaking Latino middle school students by hiring a Spanish-speaking counselor and offering intervention strategies to facilitate the transition and adjustment of incoming students.
12
Reio, Thomas G., and Stephanie M. Reio. "Workplace Incivility in Schools." International Journal of Adult Vocational Education and Technology 2, no. 1 (2011): 23–35. http://dx.doi.org/10.4018/javet.2011010103.
Full textAbstract:
This paper investigates the prevalence of coworker and supervisor incivility in the context of K-12 schools and incivility’s possible link to teachers’ commitment to the school and turnover intent. The data were collected via surveys from 94 middle school teachers in the United States. Results indicated that 85% of the teachers experienced coworker incivility over the past year; 71% experienced supervisor incivility. MANOVA results suggested no statistically significant differences in incivility by gender or ethnicity. Hierarchical regression results suggested that supervisor incivility was associated negatively with commitment and positively associated with turnover intent. Coworker incivility was not a significant predictor in the regression equations. Macro- and micro-level human resource strategies are offered as possible tools to lessen the likelihood of uncivil behavior.
13
Wang, Chuang, Xitao Fan, and David K. Pugalee. "Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools." Education and Urban Society 52, no. 7 (2019): 1112–32. http://dx.doi.org/10.1177/0013124519894970.
Full textAbstract:
This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical period for closing the achievement gap and that students who stayed in diverse schools from elementary to high schools benefited the most in both reading and mathematics standardized test scores. Multilevel linear growth models show that staying in isolated elementary and middle schools has a negative impact on the students’ reading achievement and their annual growth rate in mathematics for all students regardless of race.
14
Nese, Rhonda N. T., Joseph F. T. Nese, Kent McIntosh, Sterett H. Mercer, and Angus Kittelman. "Predicting Latency of Reaching Adequate Implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports." Journal of Positive Behavior Interventions 21, no. 2 (2018): 106–16. http://dx.doi.org/10.1177/1098300718783755.
Full textAbstract:
In this study, longitudinal data from 708 schools across five states in the continental United States were analyzed to measure the time between initial training and adequate implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports over 5 years and the extent to which it varied by school characteristics. Results indicated that, all else constant: elementary schools were more likely to reach adequate implementation before middle and high schools, non–Title I schools were more likely to reach adequate implementation before Title I schools, and suburban schools were more likely to reach adequate implementation before city schools. The findings provide empirical documentation of the average length of time required for adequate implementation of a systems-level intervention, as well as how that length differs across nonmalleable school characteristics.
15
Hackett, Ursula. "Theorizing the Submerged State: The Politics of Private Schools in the United States." Policy Studies Journal 45, no. 3 (2016): 464–89. http://dx.doi.org/10.1111/psj.12170.
Full text
16
Mangin, Melinda M. "Transgender Students in Elementary Schools: How Supportive Principals Lead." Educational Administration Quarterly 56, no. 2 (2019): 255–88. http://dx.doi.org/10.1177/0013161x19843579.
Full textAbstract:
Purpose: Increased awareness and acceptance of transgender people in the United States is reflected in our nation’s schools. Unfortunately, educational leaders do not typically receive training related to transgender youth and educators express fear about working with transgender students. The purpose of this study is to examine the experiences of school leaders whom parents characterize as supporting their transgender children. Method: Qualitative interviews were conducted with supportive principals from 20 elementary schools across six states. Findings: The findings indicate that supportive principals (a) employed a child-centered approach to decision making, (b) leveraged learning and knowledge to create a positive elementary school experience for transgender children, and (c) characterized their experience as professionally and personally beneficial. Implications: These findings indicate that, in the context of a supportive principal, both the school community and the transgender student can have positive experiences. At the same time, the findings demonstrate that disrupting binary gender norms and shifting the larger school culture to be more gender inclusive is a formidable task. Results from this study may be helpful to elementary principals who hope to create accepting school environments for transgender students or for preparation programs that want to develop supportive principals.
17
Laura B. Cole. "Green Building Literacy in the School Building: A Study of Five Middle Schools in the United States." Children, Youth and Environments 25, no. 3 (2015): 145. http://dx.doi.org/10.7721/chilyoutenvi.25.3.0145.
Full text
18
Jose, Hino Samuel, and Laode Muhamad Fathun. "US – Iran Proxy War in Middle East Under Trump Administration." Journal of Political Issues 3, no. 1 (2021): 36–48. http://dx.doi.org/10.33019/jpi.v3i1.45.
Full textAbstract:
The heated bilateral relation between Iran and the United States has brought the middle east into another level of problem. The divided geopolitical and regional interest of both countries has led to several and many multidimensional issues, ranging from political, security, and even to economic ones. This article discussed the Iran – US tension on their proxy conflict in the Middle East. This article employs the Regional Security Complex Theory to construct the events related to both states’ proxy conflicts. The polarized region for sure has drawn another line that seems to be more complexed for both countries to achieve mutual understanding and continued peacebuilding. The US withdrawal from JCPOA, killing of Soleimani, and Saudi Arabia – Iran Yemen proxy war exacerbated the status quo. This article perceived that the intertwined issues show how the traditional thought of security should be redefined as both countries try to gain bargaining power. Especially with Iran that was hindered very much by sanctions and embargo placed by the US. This article discusses many important issues on Iran, US, and Saudi Arabia involvement and their correlated dynamics within the UN. This article analyzed Trump’s leadership style in the Middle East and its implication from the proxy war to the Middle East security architecture.
19
Jackson, Galen. "The Johnson Administration and Arab-Israeli Peacemaking after June 1967." Middle East Journal 74, no. 2 (2020): 202–19. http://dx.doi.org/10.3751/74.2.12.
Full textAbstract:
Following the 1967 Arab-Israeli war, the United States took a relatively passive approach to Middle East peacemaking. The passivity shown by the administration of President Lyndon Johnson stemmed primarily from its belief that the Arab states had failed to make reasonable proposals for an agreement and from the White House's awareness that pressuring Israel would likely have significant domestic political consequences. Thus, even though it felt the need to press Israel to withdraw to prewar boundaries as part of a settlement, the administration made little effort to achieve an agreement on that basis.
20
Venugopal, P. Dilip, Aura Lee Morse, Cindy Tworek, and Hoshing Wan Chang. "Socioeconomic Disparities in Vape Shop Density and Proximity to Public Schools in the Conterminous United States, 2018." Health Promotion Practice 21, no. 1_suppl (2020): 9S—17S. http://dx.doi.org/10.1177/1524839919887738.
Full textAbstract:
We conducted an environmental justice assessment examining the distribution of specialty vape shops in relation to where minority and low-income youth live and attend school. We collated and examined the density of vape shops in public school districts in 2018 throughout the conterminous United States using geographic information systems. We calculated the proximity of vape shops to public middle and high schools through nearest neighbor analysis in QGIS software. We examined the statistical relationships between the density of vape shops in school districts, and proximity to schools, with the proportion of racial/ethnic minorities and those living in poverty. We found that vape shops are more densely distributed, and are in closer proximity to schools, in school districts with higher proportions of Asian and Black or African American populations. However, vape shops were further away from schools in school districts with higher proportions of the population in poverty. The proximity and higher density of vape shops in relationship to schools in Asian and Black or African American communities may result in disproportionate health impacts due to greater access and exposure to vape products and advertisements. Our results may help school district administrators prioritize and target efforts to curb youth vaping (e.g., health education curricula) in these school districts with high density and closer proximity of vape shops to schools. Policy efforts, such as local ordinances restricting the promotion and sale of vaping products close to schools, could help prevent disproportionate human and environmental health impacts to minorities.
21
Acar, Muhittin, and Peter J. Robertson. "Accountability Challenges in Networks and Partnerships: Evidence from Educational Partnerships in the United States." International Review of Administrative Sciences 70, no. 2 (2004): 331–44. http://dx.doi.org/10.1177/0020852304044260.
Full textAbstract:
The study from which this article is drawn constitutes one of the first attempts to remedy the paucity of research on accountability in the context of interorganizational networks and public–private partnerships. The data for the study were drawn from field research focusing particularly on partnerships formed between K-12 public schools and private and/or non-profit organizations in the United States. The most frequently cited difficulties associated with accountability in partnerships were the availability of and access to information, sectoral and personal differences, and frequent changes in personnel, resources, and partners.
22
Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, no. 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.
Full textAbstract:
Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.
23
Sueyoshi, Toshiyuki, and Youngbok Ryu. "Environmental Assessment and Sustainable Development in the United States." Energies 14, no. 4 (2021): 1180. http://dx.doi.org/10.3390/en14041180.
Full textAbstract:
This study aims to overview the U.S. sustainable development by measuring the environmental performance of 50 states over the period of 2009–2018. To attain the objective, we employ data envelopment analysis for environmental assessment where we prioritize the minimization of CO2 emissions first and the maximization of gross state product later under the concept of managerial disposability (i.e., an environment-based performance measure). Then, we examine how the state-level environmental performance measures are associated with their political and spatial contexts. For the purpose, we conduct the Kruskal-Wallis rank sum test across groups of states characterized by their political transitions in the presidential and gubernatorial elections and defined by the regions of the U.S. Economic Development Administration and Environmental Protection Agency. Based on our empirical results, we find that (a) overall environmental performance has gradually enhanced over time, (b) there are statistically significant differences in the environmental performance measures along with the political transitions, and (c) states on both coasts have outperformed those of the middle in the measurement.
24
Rasberry, Catherine N., India Rose, Elizabeth Kroupa, et al. "Overcoming Challenges in School-Wide Survey Administration." Health Promotion Practice 19, no. 1 (2017): 110–18. http://dx.doi.org/10.1177/1524839917733476.
Full textAbstract:
School-based surveys provide a useful method for gathering data from youth. Existing literature offers many examples of data collection through school-based surveys, and a small subset of literature describes methodological approaches or general recommendations for health promotion professionals seeking to conduct school-based data collection. Much less is available on real-life logistical challenges (e.g., minimizing disruption in the school day) and corresponding solutions. In this article, we fill that literature gap by offering practical considerations for the administration of school-based surveys. The protocol and practical considerations outlined in the article are based on a survey conducted with 11,681 students from seven large, urban public high schools in the southeast United States. We outline our protocol for implementing a school-based survey that was conducted with all students school-wide, and we describe six types of key challenges faced in conducting the survey: consent procedures, scheduling, locating students within the schools, teacher failure to administer the survey, improper administration of the survey, and minimizing disruption. For each challenge, we offer our key lessons learned and associated recommendations for successfully implementing school-based surveys, and we provide relevant tools for practitioners planning to conduct their own surveys in schools.
25
Aswar, Hasbi. "The U.S. Foreign Policy under Trump Administration to Recognize Jerusalem as the State Capital of Israel." Nation State Journal of International Studies 1, no. 2 (2018): 132–41. http://dx.doi.org/10.24076/nsjis.2018v1i2.136.
Full textAbstract:
A speech from the President of United States, Donald Trump, who explicitly state Jerusalem as the capital city of Israel triggering debate that threatens harmonization of the Middle East. Disagreement appear from South East Asia state up to European state regarding to Trump’s statement, which turn into United States foreign policy. Trump’s statement described as the main reason of increasing tension Palestinian – Israel conflict. This essay argues that The US policy toward Jerusalem was merely influenced by domestic politics in the sense that to satisfy Trump`s main voters of the Republican Party that is Evangelical Christian base.
26
Tamosiunaite, Aurelija. "Lithuanian Saturday Schools in Chicago: Student Proficiency, Generational Shift, and Community Involvement." Heritage Language Journal 10, no. 1 (2013): 108–33. http://dx.doi.org/10.46538/hlj.10.1.6.
Full textAbstract:
This article explores the Lithuanian heritage speakers’ community in the United States. It aims to look at the correlations between generation or age of arrival in the United States, and self-reported language proficiency. Usage of Internet materials in Lithuanian and involvement in Lithuanian activities are also addressed. The case study contrasts findings from two different sources: a survey conducted in two Chicago-area Lithuanian Saturday schools in 2007 and an Internet Survey administered to Lithuanian-American middle, high school, and college students via Survey Monkey in 2008. The empirical data indicate that Lithuanian heritage speakers form a diverse linguistic community having different linguistic competences in the heritage language. Consistent with the findings of other heritage languages (Carreira & Kagan, 2011), Lithuanian heritage speakers exhibit high oral proficiency but lack writing and reading skills. The correlation between the age of arrival and linguistic competence in Lithuanian was also observed: the younger the age of arrival in the United States, the weaker competence in Lithuanian was reported. Findings on Lithuanian heritage speakers’ involvement in the heritage community indicate that most of the respondents are highly involved in community activities. All of the third-generation (G3) respondents reported their involvement in Lithuanian Saturday schools, which indicates that Lithuanian education is still actively promoted among G3 heritage speakers.
27
Holden, Kristian L. "Buy the Book? Evidence on the Effect of Textbook Funding on School-Level Achievement." American Economic Journal: Applied Economics 8, no. 4 (2016): 100–127. http://dx.doi.org/10.1257/app.20150112.
Full textAbstract:
This paper considers the effect of textbook funding on school-level test performance by using a quasi-experimental setting in the United States. I consider a lawsuit in California that provided a one-time payment of $96.90 per student for textbooks if schools fell below a threshold of academic performance. Exploiting this variation with a regression discontinuity (RD) design, I find that textbook funding has significant positive effects on school-level achievement in elementary schools and has a high benefit-per-dollar. In contrast to elementary schools, I find no effect in middle and high schools though these estimates are very imprecise. (JEL H75, I21, I22, I24, I28)
28
Spindel, Jonathan H. "Middle Ear Implantable Hearing Devices." American Journal of Audiology 11, no. 2 (2002): 104–13. http://dx.doi.org/10.1044/1059-0889(2002/019).
Full textAbstract:
For over two decades, corporate and academic researchers have worked to develop practical middle ear implantable hearing devices (MEIHDs). Now that two such devices are approved by the U.S. Food and Drug Administration for sale in the United States, and several more are in development, it is time for clinicians to consider these devices as more than a passing idea. With more than 1500 implants in place worldwide, clinical evidence that describes the value of these devices as tools for the rehabilitation of sensorineural hearing loss is plentiful. The purpose of this article is to provide an overview of MEIHDs and to provide the clinician with some background of MEIHD technologies to help in the analysis of these devices as they appear on the market.
29
Espelage, Dorothy L., Jun Sung Hong, Mrinalini A. Rao, and Robert Thornberg. "Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States." Violence and Victims 30, no. 3 (2015): 470–87. http://dx.doi.org/10.1891/0886-6708.vv-d-14-00046.
Full textAbstract:
This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students’ relations to school and their teachers are predictive of changes in bullying.
30
Lochmiller, Chad R. "Changing Course in Jefferson City: Reevaluating a District Initiative to Convert Under-Enrolled Elementary Schools." Journal of Cases in Educational Leadership 21, no. 2 (2017): 89–103. http://dx.doi.org/10.1177/1555458917735356.
Full textAbstract:
This case positions the reader as the superintendent of Jefferson City Public Schools (pseudonym). Like many urban school districts in the United States, Jefferson City faces a complex milieu of fiscal challenges attributed to inadequate state funding and declining student enrollment. Within this case, the superintendent must address the failing implementation of a district-wide initiative, which converted K-5 elementary schools to K-8 combination schools in response to declining middle school enrollment. The case invites the reader to consider how the district might engage in strategic planning to revise or eliminate the initiative. The case is appropriate for use in administrator preparation programs, particularly those preparing district-level administrators.
31
Nishizaki, Sumiyo. "The United Arab Emirates and Japan: Diversifying Bilateral Relationships and Challenges in the Context of Japan’s New Foreign Policy Focus and US-Japan Relation." Comparative Islamic Studies 7, no. 1-2 (2012): 269–94. http://dx.doi.org/10.1558/cis.v7i1-2.269.
Full textAbstract:
In this article, I analyze the Japan-Middle East-U.S. triangle relationship. Japan’s Middle East policies, the author contends, have been influenced by its energy needs and relationship with the United States. Fully aware of its status as a country with hardly any energy resources, Japan has engaged in energy diplomacy and investment in oil fields in the Middle East. This article describes how, despite pursuing an energy strategy largely independent of the United States, Japan has constantly needed to take into account its relationship with the Americans, and Japan has slowly shifted toward more frequent support for American policy especially after the Gulf War in 1990. At the same time, Japan’s Middle East policies have been influenced by its domestic politics. For example, former Prime Minister Koizumi’s post-September 11 plan to let Japan’s military forces play a more prominent role in the War on Terror was crushed by his Liberal Democratic Party (LDP). This article explains that LDP politicians were afraid that supporting the war would undermine Japan’s economic interests in the Muslim world and how the Democratic Party of Japan which took office this September has attempted to pursue a more independent position in its relations with the United States. This article also explores the shifts in Japan’s Middle East policies under the new administration and their implications on US-Japan relations.
32
Moe, Stacey G., Julie Pickrel, Thomas L. McKenzie, Patricia K. Strikmiller, Derek Coombs, and Dale Murrie. "Using School-Level Interviews to Develop a Multisite PE Intervention Program." Health Education & Behavior 33, no. 1 (2006): 52–65. http://dx.doi.org/10.1177/1090198105282418.
Full textAbstract:
The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year(Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.
33
Mayrl, Damon. "How Does the State Structure Secularization?" European Journal of Sociology 56, no. 2 (2015): 207–39. http://dx.doi.org/10.1017/s0003975615000119.
Full textAbstract:
AbstractWhy do similar modern nations accord religion different roles in their public institutions? This paper engages this question by examining trends in religious instruction in the public schools of the United States and Australia from 1850 to 1950. I find that American education secularized farther and faster than Australian education because of its decentralized system of educational administration. In the United States, decentralized educational administration facilitated challenges to religious exercises by religious minorities, fostered professional development among educators, and allowed novel educational practices oriented in new educational theories rather than religion to spread. In Australia, by contrast, centralized state control over education insulated majoritarian religious exercises from minority criticism, suppressed professional development, and helped maintain traditional educational practices that sustained religious instruction. The state thus has both mediating and constitutive effects on secularization, a finding which opens new directions for research into the dynamics of secularization.
34
Schwartz, Amy Ellen, and Leanna Stiefel. "Is There a Nativity Gap? New Evidence on the Academic Performance of Immigrant Students." Education Finance and Policy 1, no. 1 (2006): 17–49. http://dx.doi.org/10.1162/edfp.2006.1.1.17.
Full textAbstract:
Public schools across the United States are educating an increasing number and diversity of immigrant students. Unfortunately, little is known about their performance relative to native-born students and the extent to which the “nativity gap” might be explained by school and demographic characteristics. This article takes a step toward filling that void using data from New York City where 17 percent of elementary and middle school students are immigrants. We explore disparities in performance between foreign-born and native-born students on reading and math tests in three ways—using levels (unadjusted scores), “value-added” scores (adjusted for prior performance), and an education production function. While unadjusted levels and value-added measures often indicate superior performance among immigrants, disparities are substantially explained by student and school characteristics. Further, while the nativity gap differs for students from different world regions, disparities are considerably diminished in fully specified models. We conclude with implications for urban schools in the United States.
35
Persad, Govind C., Linden Elder, Laura Sedig, Leonardo Flores, and Ezekiel J. Emanuel. "The Current State of Medical School Education in Bioethics, Health Law, and Health Economics." Journal of Law, Medicine & Ethics 36, no. 1 (2008): 89–94. http://dx.doi.org/10.1111/j.1748-720x.2008.00240.x.
Full textAbstract:
The standards for medical education in the United States now go above and beyond traditional basic science and clinical subjects. Bioethics, health law, and health economics are recognized as important parts of translating physicians’ technical competence in medicine into effective research, administration, and medical care for patients. The Liaison Committee on Medical Education (LCME), which establishes certification requirements for medical schools, requires all medical schools to include bioethics in their curricula. Furthermore, issues such as the growth of genetic testing, end-of-life decision making for a burgeoning elderly population, confidentiality in the era of electronic medical records, and allocation of scarce medical resources make bioethics training clearly necessary for physicians. Although 16 percent of the United States GDP is devoted to health care, the LCME does not currently mandate training in health law or health economics. Furthermore, as the Schiavo case and HIPAA remind us, legal directives influence medical practice in areas such as billing, confidentiality, and end-of-life care.
36
Mayes, Robert, Bryon Gallant, and Emma Fettes. "Interdisciplinary STEM through Engineering Design-based Reasoning." International Journal of Engineering Pedagogy (iJEP) 8, no. 3 (2018): 60. http://dx.doi.org/10.3991/ijep.v8i3.8026.
Full textAbstract:
Interdisciplinary STEM programs are in demand for United States middle schools (ages 11 to 13 years) and high schools (ages 14 to 18). The Real STEM Project collaborated with 12 schools to develop and implement such programs. We open with a description of the project, including the 21st century STEM reasoning abilities that were proposed as learning outcomes for the STEM programs. We then focus on one of the five reasoning abilities, engineering design-based reasoning, since engineering often serves as a driver for STEM programs. An exemplar of engineering design as a driver for STEM from one of the participating teacher’s classrooms is provided, and a summary of teaching practices supporting interdisciplinary STEM is drawn from the example.
37
Johnson, Christine E., Heather E. Erwin, Lindsay Kipp, and Aaron Beighle. "Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education." Journal of Teaching in Physical Education 36, no. 4 (2017): 398–408. http://dx.doi.org/10.1123/jtpe.2016-0172.
Full textAbstract:
We used achievement goal theory to examine students’ physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and completed a motivational climate and enjoyment questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th grade students were more active than 6th grade students. Enjoyment was positively predicted by teacher’s emphasis on two mastery climate dimensions, controlling for gender. PE activity time was predicted by two performance climate dimensions, controlling for gender and grade. Implications for practice are discussed.
38
Lee, Gang, and Yanghee Kim. "Interrelationship Among School Characteristics, Parental Involvement, And Children’s Characteristics In Predicting Children’s Victimization By Peers: Comparison Between The United States And Three Eastern Asia Countries." Journal of International Education Research (JIER) 12, no. 4 (2016): 119–28. http://dx.doi.org/10.19030/jier.v12i4.9798.
Full textAbstract:
To identify ways that national culture, school characteristics, and individual attributes impact the victimization of students in Grade 8, data from the United States and three East Asian countries (i.e., Japan, S. Korea, and Taiwan) were compared using the 2011 Trends in International Mathematics and Science Study (TIMSS) and Hierarchical Liner Modeling (HLM). The school-level factors measured by school size, school resources, and perceived behavioral problems on campus did not predict middle school students’ victimization in the United States, but significant positive parental involvement and negative school resources were found to impact the victimization of students in the East Asian countries. Regarding the effects of the student-level variables, boys, in comparison to girls and students showing less attachment to the schools, were more victimized in U.S. and East Asian schools. Individual students’ perceived parental monitoring was a significant and positive predictor of students’ victimization in the East Asian schools only. The standard test scores in mathematics were not predictive of victimization in U.S. and East Asian participants. The results indicated that understanding the ecological factors involved in victimization is important to intervene effectively, protect students, and prevent peer victimization on campus.
39
Yungblyud, Valery. "The United States Are Losing an Ally in the Middle East: J. Carter’s Administration Policy towards Iran, 1977—1980." Istoriya 10, no. 3 (77) (2019): 0. http://dx.doi.org/10.18254/s207987840005469-4.
Full text
40
Pressman, Jeremy. "Power without Influence: The Bush Administration's Foreign Policy Failure in the Middle East." International Security 33, no. 4 (2009): 149–79. http://dx.doi.org/10.1162/isec.2009.33.4.149.
Full textAbstract:
The administration of President George W. Bush was deeply involved in the Middle East, but its efforts did not advance U.S. national security. In the realms of counterterrorism, democracy promotion, and nonconventional proliferation, the Bush administration failed to achieve its objectives. Although the United States did not suffer a second direct attack after September 11, 2001, the terrorism situation worsened as many other countries came under attack and a new generation of terrorists trained in Iraq. Large regional powers such as Egypt and Saudi Arabia did not become more democratic, with no new leaders subject to popular mandate. The model used in Iraq of democratization by military force is risky, costly, and not replicable. Bush's policy exacerbated the problem of nuclear proliferation, expending tremendous resources on a nonexistent program in Iraq while bolstering Iran's geopolitical position. The administration failed because it relied too heavily on military force and too little on diplomacy, disregarded empiricism, and did not address long-standing policy contradictions. The case of the Bush administration makes clear that material power does not automatically translate into international influence.
41
Burkholder, Gary, and Nicole Holland. "International Perspectives on Retention and Persistence." Higher Learning Research Communications 4, no. 2 (2014): 3. http://dx.doi.org/10.18870/hlrc.v4i2.208.
Full textAbstract:
<p>Access to higher education globally is increasing dramatically; attainment of tertiary degrees is a high priority, as educational attainment is associated with increased personal incomes as well as growth of the middle class in developing countries. The purpose of this essay is to briefly examine retention and persistence issues from a global perspective, review some retention strategies that have been employed at schools outside the United States, and to identify several key factors that related to retention and persistence globally, including access, infrastructure, financial consideration, and readiness for tertiary education. There exists an opportunity to utilize knowledge gained in the evolution of the higher education system in the United States to help address the problems associated with retention and persistence.</p>
42
Hadar, Leon T. "The Friends of Bibi (FOBs) vs. "The New Middle East"." Journal of Palestine Studies 26, no. 1 (1996): 89–97. http://dx.doi.org/10.2307/2538034.
Full textAbstract:
Led by a group of neoconservative intellectuals, who occupied top positions in the Reagan administration, an antipeace coalition has emerged in the U.S. capital. Working together with the Likud party and its leader Benjamin "Bibi" Netanyahu and using powerful outlets in Congress, the media, and think tanks, these Friends of Bibi (FOBs) have been instrumental in the lobbying efforts aimed at scuttling the PLO-Israeli accords and in building support for the new Likud government in Israel. This article examines the evolution of these "neocons" as a force in American politics and how their growing influence may affect the United States and the peace process.
43
Elpus, Kenneth, and Bruce Allen Carter. "Bullying Victimization Among Music Ensemble and Theatre Students in the United States." Journal of Research in Music Education 64, no. 3 (2016): 322–43. http://dx.doi.org/10.1177/0022429416658642.
Full textAbstract:
The purpose of this study was to analyze the prevalence of reported school victimization through physical, verbal, social/relational, and cyberbullying aggression among music ensemble and theatre students in the middle and high schools of the United States as compared to their peers involved in other school-based activities. We analyzed nationally representative data from five waves (2005–2013) of the biannual School Crime Supplement to the National Crime Victimization Survey, a joint project of the U.S. Bureau for Justice Statistics and the National Center for Education Statistics. Logistic regression results showed that music ensemble and theatre students were significantly more likely to be victimized by in-person bullying than their non-arts peers. A significant interaction between sex and arts status showed that male music and theatre students faced the greatest risk of being subjected to physical bullying aggression while female music and theatre students faced the greatest risk of victimization through social/relational aggression. Though incidents of experiencing hate speech were rare, music and theatre students faced a significantly greater risk of hate speech victimization than non-arts students. The overall probability of a music student being victimized by any type of in-person bullying was .34 compared to .25 for non-arts students.
44
Santibañez, Lucrecia, and Cassandra M. Guarino. "The Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19." Educational Researcher 50, no. 6 (2021): 392–400. http://dx.doi.org/10.3102/0013189x21994488.
Full textAbstract:
In March 2020, most schools in the United States transitioned to distance learning in an effort to contain COVID-19. A significant number of students did not fully engage in remote learning opportunities due to resource or other constraints. An urgent question for schools around the nation is how much did the pandemic impact student academic and social-emotional development. This paper uses administrative panel data from California to approximate the impact of the pandemic by analyzing how absenteeism affects student outcomes. Our results suggest student outcomes generally suffer more from absenteeism in mathematics than in ELA. Negative effects are larger in middle school. Absences negatively affect social-emotional development, particularly in middle school. Our results suggest districts will face imminent needs for student academic and social-emotional support to make-up for losses due to the COVID-19 pandemic.
45
Shukla, Kathan D., Tracy E. Waasdorp, Sarah Lindstrom Johnson, et al. "Does School Climate Mean the Same Thing in the United States as in Mexico? A Focus on Measurement Invariance." Journal of Psychoeducational Assessment 37, no. 1 (2017): 55–68. http://dx.doi.org/10.1177/0734282917731459.
Full textAbstract:
School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive schools model) that includes engagement, safety, and the school environment. To examine the applicability of this school climate model in Mexico, the present study tested its measurement invariance across middle school students in the United States ( n = 15,099) and Mexico ( n = 2,211). Findings supported full invariance for engagement and modified-safety scales indicating that factor loadings and intercepts contributed almost equally to factor means, and scale scores were comparable across groups. Partial invariance was found for the environment scales. Results of a multigroup confirmatory factor analysis (MGCFA) consisting of all 13 school climate scales indicated significantly positive associations among all scales in the U.S. sample and among most scales in the Mexico sample. Implications of these findings are discussed.
46
Garbacz, S. Andrew, Argero A. Zerr, Thomas J. Dishion, John R. Seeley, and Elizabeth Stormshak. "Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes." Journal of Early Adolescence 38, no. 5 (2017): 629–60. http://dx.doi.org/10.1177/0272431616687670.
Full textAbstract:
The present study examined influences of sixth-grade student-reported parent educational involvement on early adolescent peer group affiliations at seventh and eighth grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across 20 middle schools in the northwest region of the United States. Findings suggested that specifically parent’s educational involvement in sixth grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent’s engagement with the school context on early adolescent development.
47
Kraemer, Bonnie R., Samuel L. Odom, Brianne Tomaszewski, et al. "Quality of high school programs for students with autism spectrum disorder." Autism 24, no. 3 (2019): 707–17. http://dx.doi.org/10.1177/1362361319887280.
Full textAbstract:
The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale–Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.
48
Snow, John T., and Shawn B. Harley. "Basic Meteorological Observations for Schools: Temperature." Bulletin of the American Meteorological Society 68, no. 5 (1987): 486–97. http://dx.doi.org/10.1175/1520-0477-68.5.486.
Full textAbstract:
This article addresses the measurement of temperature using easily fabricated and/or economical instruments. It describes techniques for measuring temperature with simple instrumentation, comments on our experiences in implementing the techniques, and provides a list appropriate references. The intent is to provide members of the Society with a ready reference to be used to respond to inquiries from earth and physical science teachers at the junior and senior high school level. The material should aid members who are interested in pursuing the educational initiatives described in Weather Education (Royal Meteorological Society, 1984) and in the AMS Guide to Establishing School and Public Educational Activities (American Meteorological Society, 1985). To assist members in advising teachers interested in including meteorology in science curricula, we will also include a few suggestions for student or class projects. Good references concerning meteorological observations and measurements in schools are the books by Trowbridge (1973) and Couchman et al. (1977), and the pamphlets by Geer (1975), Pedgley (1980) and the National Oceanic and Atmospheric Administration (1979). The review articles by Mazzarella (1985) and Brock (1985) contain much useful information, as do the handbooks by the Meteorological Office (1981) and United States Department of Agriculture (1976).
49
Schillo, Barbara A., Alison F. Cuccia, Minal Patel, et al. "JUUL in School: Teacher and Administrator Awareness and Policies of E-Cigarettes and JUUL in U.S. Middle and High Schools." Health Promotion Practice 21, no. 1 (2019): 20–24. http://dx.doi.org/10.1177/1524839919868222.
Full textAbstract:
Electronic cigarette (e-cigarette) use, including JUUL, has risen to epidemic levels among high school and middle school students in the United States. Schools serve as a key environment for prevention and intervention efforts to address e-cigarette use, yet little is known about the awareness of and response to e-cigarettes in schools. This national survey of middle and high school teachers and administrators ( n = 1,420) measured JUUL awareness, e-cigarette policies, and barriers to enforcement in schools. While two thirds of respondents had heard of a product called JUUL (67.6%), less than half accurately identified a photo of a JUUL as a vaping device/e-cigarette (47.3%). Awareness of JUUL (80.9%) was higher among high school teachers (83.3%) than among middle school teachers (78.3%). A large majority of respondents reported that their school had an e-cigarette policy (82.9%), but less than half of the sample worked in a school with a policy that specifically included JUUL (43.4%). Those working in a school with an e-cigarette policy in place noted that e-cigarettes’ discreet appearance (65.6%) and difficulties in identifying origin of vapor or scent (46.1%) made the policy difficult to enforce. Efforts to increase middle and high school staff awareness of the ever-evolving e-cigarette market are essential to help prevent youth use. Adoption and enforcement of policies will be critical to ensure that schools remain tobacco-free spaces.
50
Puaca, Brian M. "Navigating the Waves of Change: Political Education and Democratic School Reform in Postwar West Berlin." History of Education Quarterly 48, no. 2 (2008): 244–64. http://dx.doi.org/10.1111/j.1748-5959.2008.00142.x.
Full textAbstract:
In the aftermath of the Second World War, Germany found itself defeated, destroyed, occupied, and ultimately divided. The eastern portion of Germany fell under Soviet administration, while the western part came under joint occupation by the three victorious western Allies (the United States, the United Kingdom, and France). Recognizing at an early date that rebuilding Germany would promote political stability, economic growth, and peace in central Europe, the western Allies set out to reconstruct the defeated nation. The schools were an important part of this project. Many observers argued that without substantial reform to the educational system, German nationalism, militarism, and xenophobia might once again lead to conflict. In the western zones, particularly in the American zone, democratizing the schools took on great importance by 1947. This effort, however, was short-lived. The occupation of Germany ended in 1949, leaving many Americans with the sense that school reform was incomplete.