Are Facility Maintenance and Operations Enabling Performance: A Study of K-12 Public Schools

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

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Assessing the impacts of school entrepreneurial initiatives

Journal of Small Business and Enterprise Development ◽

10.1108/jsbed-07-2018-0224 ◽

2019 ◽

Vol 26 (2) ◽

pp. 273-288 ◽

Cited By ~ 1

Author(s):

Matthias Pepin ◽

Etienne St-Jean

Keyword(s):

Public Schools ◽

Positive Impact ◽

Personal Control ◽

School Level ◽

Control Group ◽

Content Type ◽

Entrepreneurial Attitudes ◽

Enterprise Education ◽

K 12 ◽

Experimental Group

Purpose Many countries around the world have now introduced entrepreneurship into their curricula and educational practices, starting at the elementary school level. However, recent studies show the relative (un)effectiveness of K-12 enterprise education on diverse learning outcomes. The purpose of this paper is to report on a research aimed at assessing the impacts of enterprise education on students’ entrepreneurial attitudes. Design/methodology/approach The authors conducted a quasi-experiment between May and June 2017 to assess the entrepreneurial potential of students at Elementary Cycle 3 (10–12 years) in Quebec, Canada. Relying on attitude theory, the authors used Athayde’s Attitudes toward Enterprise for Young People test, which assesses students’ entrepreneurial potential through four entrepreneurial attitudes (leadership, creativity, achievement and personal control). The experimental group consisted of 11 classes which had conducted an entrepreneurial project during the 2016–2017 school year (n = 208 students), while the 7 classes of the control group had not (n=151 students). Findings At first glance, data showed no difference between the two groups. Further investigation showed that private and Freinet (public) schools’ students, both from the control group, show significantly higher leadership scores than those of the experimental group. In-depth analyses also show that increasing the number of entrepreneurial projects significantly impacted three of the four attitudes assessed, although negligibly. Research limitations/implications Taken together, those results question the relevance of single entrepreneurial activities in developing students’ entrepreneurial attitudes. They also suggest the positive impact of a progressive, constructivist pedagogy in developing such entrepreneurial attitudes. Moreover, the paper raises several factors likely to impact students’ entrepreneurial attitudes for further research. Originality/value K-12 enterprise education remains an understudied context, largely crossed by unproven statements. This research contributes to understand and give direction to educational initiatives targeting the development of young students’ entrepreneurial attitudes.

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Accountability Challenges in Networks and Partnerships: Evidence from Educational Partnerships in the United States

International Review of Administrative Sciences ◽

10.1177/0020852304044260 ◽

2004 ◽

Vol 70 (2) ◽

pp. 331-344 ◽

Cited By ~ 24

Author(s):

Muhittin Acar ◽

Peter J. Robertson

Keyword(s):

United States ◽

Public Schools ◽

Field Research ◽

The United States ◽

Public Private Partnerships ◽

Interorganizational Networks ◽

Access To Information ◽

Educational Partnerships ◽

Non Profit ◽

K 12

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.

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A New Understanding of our Confusion

Handbook of Research on Teacher Education and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1067-3.ch032 ◽

2017 ◽

pp. 582-604 ◽

Cited By ~ 1

Author(s):

Christopher Seals ◽

Akesha Horton ◽

Inese Berzina-Pitcher ◽

Punya Mishra

Keyword(s):

Professional Development ◽

Public Schools ◽

Growth And Development ◽

Selection Process ◽

Development Program ◽

Chicago Public Schools ◽

Holistic View ◽

Stem Instruction ◽

K 12 ◽

The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.

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K-20 Technology Partnerships in a Rural Community

Handbook of Research on New Media Literacy at the K-12 Level ◽

10.4018/978-1-60566-120-9.ch039 ◽

2009 ◽

pp. 620-632

Author(s):

Linda R. Lisowski ◽

Claudia C. Twiford ◽

Joseph A. Lisowski ◽

Quintin Q. Davis ◽

Rebecca F. Kirtley

Keyword(s):

Public Schools ◽

Rural Community ◽

21St Century ◽

21St Century Learning ◽

Lessons Learned ◽

Roles And Responsibilities ◽

Use Of Technology ◽

Technology Partnerships ◽

And Mathematics ◽

K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

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Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

Journal of Education ◽

10.1177/0022057420966765 ◽

2020 ◽

pp. 002205742096676

Author(s):

Adekunle Lawal

Keyword(s):

Public Schools ◽

Public Education ◽

The United States ◽

West African ◽

Educational Opportunities ◽

Equal Access ◽

Education For All ◽

Education Policies ◽

Elementary And Secondary Education ◽

K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

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Descriptive Profile and Survey of Alternatively Certified Texas Music Educators

Journal of Music Teacher Education ◽

10.1177/1057083717731769 ◽

2017 ◽

Vol 27 (3) ◽

pp. 24-37 ◽

Cited By ~ 1

Author(s):

Christopher K. Dye

Keyword(s):

Public Schools ◽

School Districts ◽

Music Education ◽

Music Educators ◽

The State ◽

Alternatively Certified ◽

Music Teaching ◽

Economically Disadvantaged Students ◽

K 12 ◽

Prior Experiences

The purpose of the study was to examine the features of Texas’s Alternative Route to Certification (ARC) programs in music education, the demographics and prior experiences of program completers, and the employment of ARC completers in K–12 public schools. Data were collected from the State Board of Educator Certification about demographics and employment information for all individuals who completed ARC programs in music education between 2002 and 2012 ( N = 1,200), and individuals from that population were surveyed concerning their experiences ( n = 214). Survey respondents completed programs that varied widely in duration, features, instructional modalities, and providing institutions. Music educator gender and ethnicity were significantly associated with the route used to pursue alternative certification. Relative to the distribution of music teaching positions across the state, ARC completers were disproportionately employed in large urban districts, charter school districts, and in districts with large proportions of economically disadvantaged students.

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Religion, Democracy and the Public Schools

Journal of Law and Religion ◽

10.1017/s0748081400001363 ◽

2009 ◽

Vol 25 (1) ◽

pp. 33-56 ◽

Cited By ~ 1

Author(s):

Michael J. Davis

Keyword(s):

Public Schools ◽

A Priori ◽

United States Supreme Court ◽

The United States ◽

Religious Activities ◽

The Public ◽

School Prayer ◽

Political Policy ◽

Early School ◽

K 12

In the six decades since it began adjudicating issues involving religion and K-12 education, the United States Supreme Court has issued numerous opinions on various aspects of that relationship. Several of the Court's viewpoints have changed over time. It explicitly reversed itself on the constitutionality of using publicly-paid specialists in parochial schools, and dramatically changed its perspective on public funds flowing to those institutions. But the Court has never wavered on issues regarding religious activities in public schools—it has struck down every policy or program it has chosen to review. No opinion was unanimous, and rationales changed. But no result has diverged from the Court's original perspective that the Establishment Clause's brightest line ran just outside the public school grounds.This piece begins with first doctrinal, then policy reviews of the Court's nine school prayer decisions. Parts I and II analyze the decisions as constitutional doctrine, dividing them along parallel lines of time and quality. In Part I, I show that the holdings and rationales of the Court's early school prayer decisions are both sound and commendable as constitutional doctrine. Part II takes a longer look at the remaining later decisions however, and reveals a struggling Court often relying on specious, fabricated or a priori reasoning to reach the apparently inevitable, but questionable, conclusion of unconstitutionality. Part III takes up the effects of the Court's decisions on social and political policy. I argue that the early decisions, though controversial, freed America from a past of sectarian domination, while the later decisions helped sow the seeds of several related and unhappy developments, especially ones promoting the very religious divisions they purported to guard against.

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