Policy Issues, Equity, Multicultural Science Education, and Local School District Support of In-Service Science Teachers

2013 ◽  
pp. 253-271
Author(s):  
Bongani D. Bantwini
Keyword(s):  
Science Education ◽  
School District ◽  
Science Teachers ◽  
Service Science ◽  
Local School District ◽  
Local School ◽  
Policy Issues ◽  
Multicultural Science Education ◽  
District Support

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

Minority Support: School District Demographics and Support for Funding Election Measures

2019 ◽  
pp. 107808741987746 ◽  
Author(s):  
Daniel Alvord ◽  
Emily Rauscher
Keyword(s):  
School District ◽  
Racial Inequality ◽  
Property Tax ◽  
Demographic Characteristics ◽  
District Level ◽  
Local School District ◽  
Local School ◽  
State Budgets ◽  
Contradictory Evidence ◽  
The Relationship

In the context of tight state budgets, local education funding is increasingly important. This article examines the relationship between district-level demographic characteristics and voter support for tax increases to fund the local school district. Using district-level panel data on California school district elections and demographics from 1995 to 2014, we ask the following questions: (1) What is the relationship between demographics and support for school district tax measures? and (2) Does this relationship vary by the type of tax measure? Results suggest that voter support varies by district demographics. However, results differ for bond and property tax measures and suggest that the proportion of Black students increases the likelihood of passing a bond measure but reduces the likelihood of passing a property tax measure. This heterogeneity offers one potential explanation for contradictory evidence in the literature. Results have implications for racial inequality of educational resources between districts.

HIV Education and Health Education in the United States: A National Survey of Local School District Policies and Practices

1992 ◽  
Vol 62 (9) ◽  
pp. 421-427 ◽  
Author(s):  
Deborah Holtzman ◽  
Brenda Z. Greene ◽  
Gwendolen C. Ingraham ◽  
Lisa A. Daily ◽  
David G. Demchuk ◽  
...  
Keyword(s):  
United States ◽  
School District ◽  
Health Education ◽  
National Survey ◽  
The United States ◽  
Hiv Education ◽  
Local School District ◽  
Local School ◽  
Education And Health ◽  
Policies And Practices

Focal Points—What's Next for You?

2007 ◽  
Vol 13 (1) ◽  
pp. 4
Author(s):  
Francis Fennell
Keyword(s):  
Mathematics Education ◽  
School District ◽  
Grade Level ◽  
Curricular Reform ◽  
Focal Points ◽  
Local School District ◽  
Local School ◽  
Grade Levels ◽  
State And Local ◽  
Grade 8

NCTM's Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence was published in 2006. Change, or reform, has been something we in mathematics education have been involved with for decades—some would say since Sputnik, or for half a century. The intent of Curriculum Focal Points is to begin a dialogue relative to curricular reform at the pre-K–8 level, paying particular attention to state and local school district curricular frameworks. Some state frameworks contain over 100 outcomes at each grade level. What's a teacher to do? What's really important at these grade levels?

scholarly journals Learning through modelling in science: Reflections by pre-service teachers

2021 ◽  
Vol 17 (2) ◽  
pp. 206-224
Author(s):  
Siv Gundrosen Aalbergsjø ◽  
Per Øyvind Sollid
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Focus Group ◽  
Science Teachers ◽  
Teaching Science ◽  
Service Science ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Models And Modelling

This study analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated pre- and in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activitiesare important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms.

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