Relevant bibliographies by topics / Title I school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Title I school'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Title I school"

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Rivera Rodas, Elizabeth Iris. "Separate and Unequal – Title I and Teacher Quality." education policy analysis archives 27 (February 18, 2019): 14. http://dx.doi.org/10.14507/epaa.27.4233.

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Research has shown that Title I’s “comparability” provision causes gaps in noncategorical per pupil teacher funding. Using a unique dataset that merges 2009-2010 New York City (NYC) Department of Education value-added scores, school finance data, and school demographic data, this study not only confirms that NYC Title I elementary schools received less noncategorical per pupil teacher funding than non-Title I elementary schools, but these schools also had lower quality teachers. This paper provides the first evidence of a negative relationship between noncategorical per pupil teacher funding and the percentage of below average teachers even when controlling for certain school demographics. If Title I elementary public schools in New York City have lower quality teachers, then the students that are served by these schools are not receiving the same quality of education as their peers. Changing the comparability provision in Title I funding would result in more equitable funding.
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Carmichael, Paul H. "Who Receives Federal Title I Assistance? Examination of Program Funding by School Poverty Rate in New York State." Educational Evaluation and Policy Analysis 19, no. 4 (1997): 354–59. http://dx.doi.org/10.3102/01623737019004354.

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The distributional pattern of federal funding allocated through the Elementary and Secondary Education Act’s Title I program was examined for all public schools in New York State. Although Title I is a major vehicle for serving the needs of poor children and redressing educational inequity, the present findings suggest that poorer school districts may be ill-served by the present law in several ways: (1) The federal Title I program is widely distributed across New York State to 98% of school districts and to nearly 80% of all public schools; (2) regardless of the poverty rate for any given school district (including the most affluent districts), a clear majority of schools receive Title 1 funding; (3) some of the poorest districts may be unable to use Title I to serve many of their educationally disadvantaged children when an individual school’s poverty rate falls below the intradistrict average. Implications for children in poverty are discussed with reference to the most recent reauthorization of Title I (Improving America’s Schools Act of 1994).
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Padilla, George, Federico Guerra, and Roberto Zamora. "Effective School Practices in Title I Schools Exceeding Educational Expectations (E3)." International Journal of Educational Reform 29, no. 2 (2019): 103–22. http://dx.doi.org/10.1177/1056787919886582.

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A research study was designed and conducted to identify effective school characteristics and strategies of high-performing, high-poverty schools. Four High-Performing Reward schools in South Texas that demonstrated longitudinal academic success were selected to study. We developed an 11 effective school characteristics model including school processes from the effective school research literature as the framework for the study. A mixed-research study was designed to collect data from professional school staff, and principals related to the 11 effective characteristics, their processes, and strategies used by the schools. An area of improvement identified among these already high-performing schools was parental engagement.
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Saragatsi, Stella, Anastasia Christodoulou, Argyrios Kyridis, Nikolaos Fotopoulos, and Ifigenia Bambakidou. "Sociology School Textbook for 3rd Grade-High School, Semiotic Analysis of Illustration." Journal of Sociological Research 8, no. 2 (2017): 32. http://dx.doi.org/10.5296/jsr.v8i2.11618.

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In this research study, under the title Sociology School Textbook for 3rd Grade-High School, Semiotic Analysis of Illustration, it is attempted to analyze the illustrations and titles of the school textbook of Sociology for 3rd Grade-High School, through the use of semiotic analysis tools.The link will be investigated that exists between illustrations and the title of each section, as well as relationship will be discussed, which takes place between the relevant illustrations, and the goals set by the Ministry of Education through the Analytical Program of Studies. The objective of this study is to investigate whether there is a connection between the illustrations and the titles of the sections, or not, as well as whether there is a direct or indirect relationship (or no relationship at all) between the illustrations and the goals of the Analytical Program of Studies. In order to carry out the study, the methodology tools that were employed related to semiotic analysis, the model of Greimas (1996) was adopted, as it was used by Lagopoulos & Boklund-Lagopoulou (2016), and Christodoulou (2013). The resulting outcomes from the analysis of the titles and illustrations indicate the correlation of all the above with specific codes. The concepts that can be identified after the analysis refer to social, educational, dressing, spatial, and other codes. It is also understood, that the illustrations that were used by the editing team are both directly and indirectly linked to the titles of the sections, as well as the goals indicated by the Analytical Program of Studies. In this way, their supportive role can be further enhanced within the theoretical context of the lesson.
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Francisco, James D., and George R. Schaefer. "High School Compliance with Title IX." Journal of Physical Education, Recreation & Dance 87, no. 3 (2016): 50–51. http://dx.doi.org/10.1080/07303084.2016.1131553.

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McLaren, Duncan. "[no title]." Art Libraries Journal 17, no. 1 (1992): 22–23. http://dx.doi.org/10.1017/s0307472200007598.

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Since graduating from library school I have worked as a “small press” micropublisher, issuing microfilm editions of newspapers and serials relating to Canadian social and political history. My interests include art and architecture, the ethnic press (especially that of the pre-World War II period), labour history, women’s history, and the alternative press including gay and lesbian periodicals.
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Hochbein, Craig, and Bradley Carpenter. "Teacher Migration: Extension and Application of the Population Ecology Model to Explore Teacher Transfers in a Reform Environment." Education and Urban Society 49, no. 5 (2016): 459–85. http://dx.doi.org/10.1177/0013124516644048.

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This article assesses the association between the Title I School Improvement Grant (SIG) program’s personnel replacement policy and teacher employment patterns within an urban school district. Hannan and Freeman’s population ecology model allowed the authors to consider schools within districts as individual organizations nested within a larger organization. The data are drawn from employment records of 2,470 teachers who worked in 19 high schools in a single school district from 2006 to 2011. The personnel replacement policy of the Title I SIG program appears to have reinforced, and in some cases intensified, existing patterns of teacher selection, retention, and migration.
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Shaha, Steven, Kelly Glassett, Aimee Copas, and Heather Ellsworth. "Title I Schools: The Student-Based Impact Of Online, On-Demand Professional Development On Educators." Contemporary Issues in Education Research (CIER) 8, no. 4 (2015): 227–34. http://dx.doi.org/10.19030/cier.v8i4.9430.

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Title I students remain among the most challenging population for achieving significant gains in academic performance and standardized test scores. This multi-state, quasi-experimental, pre-versus-post study reflects the comparative Title I gains for math and reading scores for teachers participating in an online, on-demand professional development program school-wide versus non-participating Title I in their respective districts as benchmarks. Average Title I gains in reading were 4.8% (p<.001) versus 0.1% (ns) in the non-participating Title I schools. For math scores, non-participating Title I schools in the districts saw a decline of 5.9% (p<.001), while Title I schools participating in the professional development experienced a gain of 7.3% (p<.001). Conclusions are that significant advantages for Title I students are achieved when teachers participate actively in such a high impact, high accessibility professional development program.
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Wallace, Jessica, Ryan Moran, Erica Beidler, Jamie McAllister Deitrick, James Shina, and Tracey Covassin. "Disparities on Baseline Performance Using Neurocognitive and Oculomotor Clinical Measures of Concussion." American Journal of Sports Medicine 48, no. 11 (2020): 2774–82. http://dx.doi.org/10.1177/0363546520946753.

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Background: Given the high participation of Black/African American individuals in high school sports, especially high-risk sports for concussion, it is important to note if racial and socioeconomic status (SES) differences exist in baseline performance on clinical measures of concussion. Purpose: To explore the association between race and SES on baseline concussion assessments of neurocognitive performance and oculomotor function in adolescent athletes. Study Design: Cohort study (Diagnosis); Level of evidence, 3. Methods: A total of 564 high school athletes (mean ± SD age, 15.33 ± 1.1 years) completed the baseline Immediate Post-Concussion Assessment and Cognitive Test and King-Devick (KD) battery before the start of their competitive season. Race was defined as either White/non-Hispanic or Black/African American. SES status was determined by whether the individual’s participating high school was a Title I or non–Title I school. A series of multivariable linear regression analyses were conducted to evaluate the association of computerized neurocognitive test scores (verbal memory, visual memory, motor processing speed, and reaction time), symptom severity scores, and KD scores by race and SES. Results: White/non-Hispanic individuals performed significantly better than Black/African American individuals on verbal memory ( P < .01), visual memory ( P < .01), visual motor processing speed ( P < .01), and reaction time ( P < .01) and had a lower symptom score ( P < .01). Regarding SES, individuals from non–Title I schools performed better on visual memory ( P = .05) and reaction time ( P = .02) than individuals from Title I schools. Examination of cumulative KD test reading time revealed that there was no association between race on baseline reading times ( P = .12). There was a significant association between cumulative reading time and SES ( P = .02). Individuals from non–Title I schools performed significantly faster than individuals from Title I schools on KD test time. Conclusion: Overall, race and SES influence neurocognitive and oculomotor concussion baseline performance in high school athletes. These findings add to the growing literature on the influence of race and SES on neurocognitive and oculomotor function baseline concussion assessments; they highlight the necessity for individualized concussion baseline measurements or race-specific normative reference values.
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Finch, Holmes, Dan Lapsley, and Mary Baker-Boudissa. "A Survival Analysis of Student Mobility and Retention in Indiana Charter Schools." education policy analysis archives 17 (September 10, 2009): 18. http://dx.doi.org/10.14507/epaa.v17n18.2009.

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Research has demonstrated that high rates of student mobility are associated with a range of negative academic outcomes, both for students who leave their schools and those who remain behind. The current study focused on mobility among those enrolled in charter schools in the state of Indiana. A multilevel Cox Proportional Hazards survival analysis model was used to identify significant predictors of student mobility within and from a state charter school system, using factors at both the student and school levels. Results indicated that initial student achievement upon first entering a charter school, student ethnicity, participation in a Title I funded program, and average years of teacher experience at the school were all associated with the decision to leave the charter. Specifically, students with higher initial achievement scores, those eligible for Title 1 services, and non-Caucasian students were more likely to leave charter schools prematurely. In addition, schools with a more experienced faculty had lower early departure rates than did those with less experienced teachers.
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Dissertations / Theses on the topic "Title I school"

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Crum, Krista R. "School Culture and Leadership: Teacher Perceptions of Title I and Non-Title I Schools." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1153.

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This study was conducted to see if teachers perceive a significant difference in school culture and leadership in Title I and non-Title I schools. Specifically, this researcher considered the possibility that teachers working in Title I schools have lower perceptions of their school’s culture and leadership than teachers working in non-Title I schools. A quantitative study was used to find the perceived differences between school culture and leadership in Title I and non-Title I schools. A quasi-experimental design was selected because preexisting data were collected on teachers in an upper East Tennessee region. The data were collected from the TELL Tennessee survey conducted in 2011 by the Tennessee Department of Education. The TDOE contracted with the New Teacher Center (NTC) to conduct the state’s survey. The NTC is a national organization that has administered surveys in several states and is dedicated to developing and supporting a quality teaching force. The TDOE compiled 8 constructs or focus indicator areas for the survey, and 5 of the 8 indicators were used to determine school culture and leadership. School culture indicators were compiled from the focus questions of facilities and resources and community support. Leadership indicators were compiled from focus questions of student conduct, school leadership, and instructional practices and support. The population included teachers who taught in public schools, Pre Kindergarten through 12th grade during the 2010 through 2011 school year. This study showed no significant difference in regard to teacher perceptions of leadership in Title I and non-Title I schools in an upper East Tennessee region. However the study did find a significant difference in regard to teacher perceptions of school culture in Title I and non-Title I schools in the area of facilities and resources. An examination of the group means indicates that Title I schools (M = .845, SD = .120) had a significantly more positive perception of facilities and resources than teachers in non-Title I schools (M = .786, SD = .149).
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AdjeiBaah, Dennis K. "Testing Title." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2878.

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Padelski, Anthony W. "Elementary School TVAAS Composites: A Comparison Between Title I Elementary Schools and Non-Title I Elementary Schools in Tennessee." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3134.

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The goal of Title I is to provide extra instructional services and activities that support students identified as failing or most at risk of failing the state’s challenging performance standards in mathematics, reading, and writing. Low-income schools or Title I schools are the primary target of Title I funds. A school is eligible for Title I status when 40% of the school’s students are from low income families; these students are identified by their eligibility to receive free and reduced priced meals. The purpose of this study was to determine whether there is a significant difference in elementary schools’ TVAAS Composite scores between Title I and Non-Title I schools. Specifically, this researcher examined the relationship of Title I funding with student academic growth at the elementary level. The schools were located in rural Tennessee. Data were gathered from the 2012-2013 and 2013-2014 Tennessee State Report Cards and the TNDOE to determine if there was a statistically significant difference between the 2 types of schools. Research indicated mixed reviews on the impact Title I funds have on lower socioeconomic schools. The researcher performed 5 paired t test and 8 Pearson correlation coefficients. There was a significant difference in the schools’ composite scores between Title I and Non-Title I elementary schools in Tennessee. Non-Title I elementary schools in Tennessee had higher composite scores than those of the Title I elementary schools. Results from the Pearson correlations indicated no significant relationships for mean years of teaching experience with school composite scores.
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McBride, Martha Massey. "The current parent involvement practices in Georgia Title I schools as reported by Title I district-level school administrators." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/martha%5Fj%5Fmcbride/mcbride%5Fmartha%5Fm%5F200508%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 161-174)
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Boyett, Cindy L. "School leadership : narratives of Title I distinguished middle school principals." Click here to access dissertation, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/cindy_l_boyett/boyett_cindy_l_200901_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2009.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Julie G. Maudlin. ETD. Includes bibliographical references (p. 104-112) and appendices.
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Isbell, Angela Lake. "A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56675.

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The purpose of this study was to compare school climate in a sampling of four Title I and four Non-Title I elementary schools in one school division in Virginia with varied accreditation statuses. The Organizational Climate Descriptive Questionnaire-Revised Elementary (OCDQ-RE), created by Hoy (1990) was utilized to measure school climate. The OCDQ-RE questionnaire were handed out during a regularly scheduled faculty meeting at each of the eight schools selected for the study. Of the 255 surveys that were distributed collectively, 165 participant surveys were collected for a return rate of 65%. In measuring school climate, the mean and standard deviation were computed for each of the six subtests of school climate: Supportive Principal Behavior, Directive Principal Behavior, Restrictive Principal Behavior, Collegial Teacher Behavior, Intimate Teacher Behavior, and Disengaged Teacher Behavior. These subtests were combined to determine teacher openness, principal openness and overall school climate. Descriptive and inferential statistics did not reveal significant differences in principal openness, teacher openness or overall school climate in schools of varying Title I and accreditation status. However, descriptive and inferential statistics revealed differences in component subtests of the OCDQ-RE. Specifically, a comparison of the standardized mean scores for each subset based on Title I status and accreditation status revealed some variations. Using inferential statistics, significant differences were found among school climate in the areas of supportive principal behavior, restrictive principal behavior and intimate teacher behavior.<br>Ed. D.
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McDowell, Joyce R. "Fostering parental engagement in a rural Title I elementary school." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618574.

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The major purpose of this study was to find out how to encourage Title I family engagement as the school funds were decreasing in the next school year. I wanted to determine how to continue, as well as increase, parental engagement at a Title I elementary school in a rural setting.;The Title I program focuses on assisting students who are economically disadvantaged in order to raise their academic skills in the areas of reading and math. The parents of the children eligible for Title I reading services at the time of the study were the participants. I used the Appreciative Inquiry method to gather information from parents. By using a set of appreciative interview questions, I learned the parents' perspective about the reading activities that the school offered to the Title I parents. Parents selected themes from several paired interview sessions. The data analysis of the story circles of parents, frequency analysis of themes, the per capita costs of each activity, and the design team of parents, gave me insight as to what activities attracted parents and why parents chose to participate at school sponsored Title I events at this school. Recommendations for continued family engagement include a challenge to seek ways to engage all families in a school -- family partnerships and to involve parents who could, but who choose not to attend school events.
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Hendrix, Royond P. "Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822772/.

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This study examined elementary teachers’ perceptions of their principal’s level of cultural proficiency. Practices for Developing a Culturally Competent School Environment, a survey Camille Smith and adapted by Dr. Mack T. Hines, was completed from a sample size of 119 teachers. The survey contained 35 items, including six constructs: valuing diversity, assessing the culture, managing the dynamics of difference, institutionalizing cultural knowledge and resources, adapting to diversity and inclusiveness. Teachers rated their principal using a Likert scale which consisted of 1 = never uses, 2 = rarely uses, 3 = sometimes uses, 4 = frequently uses, and 5 = always uses. Teachers of various races, ages and years with their principal participated in this study. The study reveals that these variables do not make a statistically significant difference in the teachers’ perception of how proficient they are in valuing diversity, a assessing his/her own culture and institutionalizing cultural knowledge. This quantitative study reveals the variances of statistical significance of teacher demographics: age, gender, years served under current principal and accountability rating of the school. Cultural proficiency is important to the development and maintenance of the necessary relationships among students, teachers, principals and the school community.
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Roybal, Diana M. "Influence of Culturally Responsive Education on School Climate within a Title School| Case Study." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975760.

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<p> Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I school.</p><p>
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Taylor, Jacqueline Marie Boney. "Communication Between Educators and Parents in Title I Elementary Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2014.

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The lack of positive communication between parents and educators in the Texas district under study is a problem because it interferes with learners' academic success. The purpose of this mixed method study was to understand the communication gap between educators and parents in Title I elementary schools in that district. Bronfenbrenner's ecological systems and Epstein's parental involvement model formed the theoretical framework to address the importance of communication between educators and parents as related to student academic achievement. The quantitative portion of the study was carried out through descriptive survey research. The case study method was used for the qualitative portion of the study with data gathered from interviews. The data represented responses from the parent (n = 42) and educator (n = 119) surveys, interviews (n = 10), and a focus group (n = 8) to uncover both educators' and parents' perceptions of communication in the learning environment. Results revealed constructive concerns associated with lack of accessibility, education trust, parent educational background knowledge, collaborative partnerships, continuous communication, and guides to blueprints of learning expectations. The findings indicated the need for an intervention involving a 4-session parent-educator training program designed to implement positive partnerships and to eliminate and bridge the existing communication gap. This project study could promote social change in Title I schools because it conveys an improved understanding of communication gaps within the learning environment. Specifically, this study provides a plan to help parents and educators engage in positive communication to support students' academic success.
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Books on the topic "Title I school"

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Akhavan, Nancy L. Teaching reading in a Title I school, K-3. Heinemann, 2010.

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Company, Macmillan Publishing, ed. School dictionary 2. Macmillan, 1990.

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Wong, Kenneth K. The effect of local reform on Title I schoolwide programs in Philadelphia. Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory at Temple University, Center for Research in Human Development and Education, 1997.

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Library, Baker. Harvard Business School Core Collection: An author, title and subject guide. Harvard Business School, Baker Library, 1990.

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Allen, Dirk Q. Good tears: Badin High girls basketball : ten years to a title. Quinter Press, 2000.

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Stullich, Stephanie E. Title I implementation: Update on recent evaluation findings. U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, 2009.

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Stullich, Stephanie E. Title I implementation: Update on recent evaluation findings. U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, 2009.

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Stevenson, Betsey. Beyond the classroom: Using Title IX to measure the return to high school sports. National Bureau of Economic Research, 2010.

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Kaestner, Robert. Effects of Title IX and sports participation on girls' physical activity and weight. National Bureau of Economic Research, 2006.

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Beam, Margaret. Title IX athletics compliance at California's public high schools, community colleges, and universities. RMC Research Corporation, 2004.

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Book chapters on the topic "Title I school"

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Evans, Michael P. "The Challenge of Family Engagement Policy Implementation: A Case Study of Title I School–Family Compacts in the USA." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_3.

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Orlov, Andrei A. "Titles Of Enoch-Metatron In 2 (Slavonic) Enoch." In The Theophaneia School, edited by Andrei Orlov. Gorgias Press, 2009. http://dx.doi.org/10.31826/9781463216313-024.

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Busch, Elizabeth Kaufer, and William E. Thro. "Gebser v. Lago Vista Independent School District." In Title IX. Routledge, 2018. http://dx.doi.org/10.4324/9781315689760-14.

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Samantha Brinn, Michelle. "Partnership Working between Home and School." In Parenting [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94198.

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This chapter will explore the concept of home school partnerships within British early years education. The advantages of effective relationships between home and school will be briefly outlined before the historical development of the concept discussed. It will be argued that home school interactions are historically situated within a deficit paradigm, wherein a desire to overcome social inequality is paramount. Consequently, enhancing learning through continuity and cohesion between home and school learning practices dominate professional perspectives on school-home relationships. Due to the growing influence of social constructivism, the relative position of parents within this exchange has changed over time and led to the inception of partnership working. Nonetheless, partnership working between home and school remains fraught with practical and conceptual complexities and may necessitate the mutual renegotiation of the constructs of ‘parent’ and ‘professional’. In turn, any renegotiation may require an understanding of the habits of thought underlying these constructs, as well as the time and space for renegotiation. Finally, overcoming inequality, the driving force behind current patterns of partnership working, may depend on systemic change, beyond enhancing the home learning environment, which the emphasis on partnership working may disguise.
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Valente, Sabina, Abílio Afonso Lourenço, and Zsolt Németh. "School Conflicts: Causes and Management Strategies in Classroom Relationships." In Interpersonal Relationships [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.95395.

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Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscore the need for during the teachers’ initial training the conflict management skills development.
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O. Asojo, Abimbola, Hoa Vo, Suyeon Bae, Chelsea Hetherington, Sarah Cronin, and Judy Myers. "Building Community and Fostering Health and Well-Being through a Collaborative School Based Project." In Outpatient Care [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97525.

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This article presents lessons learned from collaborative service-learning projects aimed at bridging the gap between theory and practice by providing students design experiences in authentic settings. Interior design students gained disciplinary and civic benefits while problem solving for a preK-5 elementary school calming room, dining room, and teacher sanctuary. The elementary school teachers and staff reported the redesigned calming room supported students’ emotional and self-regulation skills. Teachers and staff also reported the dining room and teacher sanctuary supported the school community well-being. The authors’ present findings and hope the article can serve as a model for educators interested in community building service-learning projects in school environments.
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Shakeshaft, Charol, Mitchell Parry, Eve Chong, Syeda Saima, and Najia Lindh. "School Employee Sexual Misconduct: Red Flag Grooming Behaviors by Perpetrators." In Sexual Abuse - an Interdisciplinary Approach [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99234.

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The sexual exploitation of students is a worldwide problem. In the U.S., the problem is three-fold: (1) Ten percent of public school students report being sexually abused by a school employee. (2) There is little in the existing research that identifies and describes the school culture, patterns, and conditions in which educator sexual misconduct occurs. (3) Because no one has systematically documented the school culture and the behaviors and patterns of adults who sexually abuse children in schools, school professionals fail to understand what patterns and behaviors should trigger concern, supervision, investigation, and/or reporting. Stopping sexual misconduct directed toward students means understanding the process that adults use to prepare students to be abused so that they do not tell, do not fight, and acquiesce. This process, called grooming, has the purpose of gaining student trust, as well as the trust of parents and colleagues. This study examines school employee sexual misconduct toward students in school in the United States and is based upon an analysis of 222 cases of school employee sexual misconduct toward a student where a school employee was convicted of student sexual abuse. The findings identify red flag grooming patterns used with students, colleagues, and parents.
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Valentini, Manuela, Maria Chiara Mancini, and Ario Federici. "The Body Speaks Society, School and Culture." In Types of Nonverbal Communication [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94586.

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How can we help all children, since birth, become effective communicators and interpreters? Why should nonverbal behaviour be of interest? The aim of this research is to reflect on the importance of every element of the analogical language, related to a target audience of preschool and school children aged between 0 and 8 years that is always little studied. The ability to communicate is an essential skill that has roots in early childhood; preschool children especially prefer the body as means of communication, from birth. Children learn to know the analogical language by observing the one of the parents and by imitating him. It is worth to underline the essential role of school that, beyond the family context, is the privileged environment for the development and learning of communication, both verbal and non-verbal. However, non-verbal languages are determined by cultures, that is, they are not equal for all regardless of cultures, but they change depending on cultures themselves; understand cultural foundations of the communication, in today’s multicultural and pluralistic world, is an essential help to handle an appropriate conversation.
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Bunnaen, Wutthisak. "The Development Biology Authentic Learning of Mahasarakham University Demonstration School (Secondary). Thailand." In Active Learning [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98772.

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The research study Development of Authentic Biology Learning Activities, Mahasarakham University Demonstration School (Secondary). The sample group consisted of 160 students in grade 10 students, Science-Mathematics major, 160 students, divided into experimental groups of 80 people and 80 control groups from purposive sampling. The instruments used in research is a set of authentic biology learning activities, the biology knowledge tests and attitude questionnaire. The research used experimental process (Quasi-experimental Design Research) Quasi-equivalent control group design. The results of comparative analysis of the average test results of biology knowledge Before and after learning of students in the experimental group It was found that before the students had an average score of 8.96 and the post-test results in the experimental group students had an average score increased to 12.98, with the average after learning scores increased significantly at the level of .05. The biology knowledge test before and after learning found that the students in the experimental group average score from the biology knowledge test after learning higher than students in the control group with statistical significance at the level of.05 and the results of attitudes towards the arrangement of authentic learning biology learning activities of grade 10 students in the experimental group found that in almost all questions, the average score of the score is greater than 4.51 Which is at the highest level and the overall average score is 4.74 which is at the highest level show that. The organizing of authentic learning activities in biology for grade 10 students, gives students a better understanding of the learning content with scores from higher knowledge tests therefore, is an effective way to organize learning activities for students that can be applied with other courses.
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Sawicki, Zygmunt. "Selected Aspects of Sports: Recreational Activity of German School Students." In Recent Advances in Sport Science [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97741.

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This work focuses on empirical research regarding the sports-recreational activities of school students living in the Alpine region of Germany. The main objective of the work is to examine the conditions of participation in sports activities depending on such criteria as: forms, intensity, motives, manners, places and possibilities for practicing sports, including the gender of the participants and their environmental conditions (large city, small town). 387 persons at the age of 18 (M = 18.48 ± 0.31 years) from technical colleges and high schools in Bavaria were surveyed. The following research tools were used in the study: - a scale of attitudes aimed at examining the motives for undertaking sports-recreational activity by the examined school students, - a questionnaire regarding attitudes and behavior towards free time sports-recreational activity. The collected material was subjected to mathematical and statistical analysis using the ROC method (Receiver Operating Characteristic). Own research has shown a high level of sport-recreational activity related mainly to such aspects as the frequency of practicing sports, the number of sports disciplines practiced and different places for practicing sports.
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Conference papers on the topic "Title I school"

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"Title page." In 2015 International School on Nonsinusoidal Currents and Compensation (ISNCC). IEEE, 2015. http://dx.doi.org/10.1109/isncc.2015.7174724.

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"Title page." In 2010 International School on Nonsinusoidal Currents and Compensation (ISNCC). IEEE, 2010. http://dx.doi.org/10.1109/isncc.2010.5524522.

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"Title Page i." In 2011 Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2011. http://dx.doi.org/10.1109/weit.2011.1.

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"Title Page iii." In 2011 Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2011. http://dx.doi.org/10.1109/weit.2011.2.

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"[Title page iii]." In 2013 2nd Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2013. http://dx.doi.org/10.1109/weit.2013.2.

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"[Title page i]." In 2013 2nd Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2013. http://dx.doi.org/10.1109/weit.2013.1.

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"[Title page i]." In 2011 Workshop and School of Agent Systems, their Environment, and Applications (WESAAC). IEEE, 2011. http://dx.doi.org/10.1109/wesaac.2011.1.

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"[Title page iii]." In 2011 Workshop and School of Agent Systems, their Environment, and Applications (WESAAC). IEEE, 2011. http://dx.doi.org/10.1109/wesaac.2011.2.

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"Title page." In 2010 IEEE 2nd Russia School and Seminar on Fundamental Problems of Micro/Nanosystems Technologies (MNST). IEEE, 2010. http://dx.doi.org/10.1109/mnst.2010.5687140.

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Holcomb, Carolyn. "Implementing STEM technology in a Title One middle school classroom." In SPIE Defense, Security, and Sensing, edited by Michael T. Postek, Dale E. Newbury, S. Frank Platek, and Tim K. Maugel. SPIE, 2013. http://dx.doi.org/10.1117/12.2016152.

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Reports on the topic "Title I school"

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Green, Terrence. Title I Evaluation System, Maple Lane High School. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1559.

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Stevenson, Betsey. Beyond the Classroom: Using Title IX to Measure the Return to High School Sports. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w15728.

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Coakley, Paul. Shaping School Culture: To Support Moving from a Targeted-Assistance to Schoolwide Title I Program. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1067.

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Littleton, Ginger, and Joseph Wander. STEM Education: Introduction of Quantitative Math and Science Content into Elementary Education, STEM Enrichment Effort in Title One Elementary and Middle Schools in Bay County, Florida. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada596391.

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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&amp;E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&amp;E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
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Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003341.

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The COVID-19 pandemic forced the closure of schools across the Caribbean, including tertiary institutions. Colleges and universities turned to digital solutions and modified their pedagogy in order to sustain continuity of learning. Other adaptations like flexible payment schemes were made to allow students to stay enrolled. The University of West Indies CCEP and CLRI and the IDB co-hosted a conversation titled “Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic,” which sought to explore how tertiary institutions were coping with the impact of the COVID-19 pandemic. The conversation focused on the most prominent challenges and what measures the institutions had taken to deal with them, what they felt they had done well in adapting, and how sustainable they deemed those measures in supporting their operations in the medium to long term. A follow-up meeting was held with several students from UWI to further explore how they had been impacted. This publication shares the responses to these questions, offers lessons learned and outlines next steps for the Caribbean Tertiary Institutions and the IDB.
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