Making the school schedule by computer: Opening new educational alternatives

Robert N. Bush; Donald H. DeLay

doi:10.1007/bf01419936

Backtalk: For many students, there’s nothing elective about electives

Phi Delta Kappan ◽

10.1177/00317217211007362 ◽

2021 ◽

Vol 102 (7) ◽

pp. 68-68

Author(s):

Bay Collyns

Keyword(s):

Social Skills ◽

Special Needs ◽

Extracurricular Activities ◽

Academic Support ◽

Children With Special Needs ◽

Therapeutic Riding ◽

Autistic Spectrum ◽

Elective Courses ◽

School Schedule

Bay Collyns, a former teacher, explains that her daughter’s experiences taught her how critically important elective activities can be for children with special needs. Because Collyns’s daughter was on the autistic spectrum and needed additional academic support, there was no time in her school schedule for elective courses. Collyns was fortunate to be able to provide her with opportunities outside school, such as therapeutic riding and art classes, where her daughter could strengthen her social skills, develop her talents, and take pride in her accomplishments. When educators debate the value of extracurricular activities, Collyns argues, they should keep in mind that for many students, such opportunities are just as essential as the academic core.

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Games and simulations: Creative educational alternatives

TechTrends ◽

10.1007/bf02771190 ◽

1988 ◽

Vol 33 (4) ◽

pp. 20-23 ◽

Cited By ~ 11

Author(s):

J. Thomas Butler

Keyword(s):

Educational Alternatives ◽

Games And Simulations

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Dialogue and transformation: embracing sexual diversity in the educational context

Educar em Revista ◽

10.1590/s0104-40602011000100008 ◽

2011 ◽

pp. 103-122 ◽

Cited By ~ 5

Author(s):

Murilo dos Santos Moscheta ◽

Sheila McNamee ◽

Jucely Cardoso dos Santos

Keyword(s):

Training Program ◽

Training Programs ◽

Social Constructionist ◽

Sexual Education ◽

Educational Context ◽

Sexual Diversity ◽

Educational Alternatives ◽

Training Activities ◽

Education In Brazil

Although recent policies in education in Brazil have included sexuality as an important theme to be discussed in the classroom, it still has not effectively created an educational context where sexuality can be discussed in a positive, non-discriminatory and culturally/historically sensitive way. This article aims at contributing to the development of training programs for sexual educators, specifically for those who are concerned with the inclusion of non-normative sexualities in the educational context. Drawing on social constructionist ideas, we have delineated a model for a training program for sexual educators in which two themes - relational engagement and focus on the process - set the context for a transformation in education. First, we offer a brief review of sexual education in Brazil. Next, we introduce the notion of "intelligibility communities" and "dialogue," as useful concepts for exploring educational alternatives. These two concepts allow us to discuss how values are generated and how they play into our accounts about what we consider to be real and good. Finally, inspired by one of our training programs, we illustrate some ways in which these theoretical resources can be used in training activities.

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Successful, coasting and low-performing school principals in Israel: an explanatory model

Journal of Educational Administration ◽

10.1108/jea-04-2021-0089 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Dorit Tubin ◽

Talmor Rachel Farchi

Keyword(s):

School Improvement ◽

Second Phase ◽

Preparation Programs ◽

Content Type ◽

Institutional Legitimacy ◽

Low Performing Schools ◽

Principal Preparation Programs ◽

Principal Mentoring ◽

Successful School ◽

School Schedule

PurposeThe purpose of this paper is to present the successful school and principal (SSP) model, which has developed over 13 years of Israeli involvement in the ISSPP study.Design/methodology/approachThis is a conceptual paper summarizing the findings of more than 20 case studies of successful, coasting and low-performing schools and their principals, into the SSP model. In all the cases, ISSPP protocols were used to collect the data, and the findings were analyzed in accordance with the organizational approach and organizational routine theory.FindingsThe explanatory SSP model comprises three cyclical phases that explain cause–effect relationships and presents intervention points for school improvement toward success. The first phase is an organizational restructuring of two core routines: the school schedule routine and the school tracking routine, which shape and affect school staff behavior. The second phase is the priorities and values revealed in these behaviors and which shape the school as a learning environment. The third phase in school improvement is the institutional legitimacy derived from and reflecting the school’s priorities and values. All these phases are based on the principal as a crucial key player who turns the wheel.Originality/valueTheoretically, the SSP model explains cause–effect relationships and indicates possible interventions and improvements. Practically, the SSP model can influence principal preparation programs, novice principal mentoring and serve as a roadmap for school improvement.

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Computer Programming in Elementary and Middle School

Advances in Early Childhood and K-12 Education - Improving K-12 STEM Education Outcomes through Technological Integration ◽

10.4018/978-1-4666-9616-7.ch015 ◽

2015 ◽

pp. 337-361

Author(s):

Danielle Boyd Harlow ◽

Hilary Dwyer ◽

Alexandria K. Hansen ◽

Charlotte Hill ◽

Ashley Iveland ◽

...

Keyword(s):

High School ◽

Middle School ◽

Computer Science ◽

Computer Programming ◽

Opportunity To Learn ◽

National Standards ◽

Content Areas ◽

Almost All ◽

School Schedule ◽

Elementary And Middle School

Computing has impacted almost all aspects of life, making it increasingly important for the next generation to understand how to develop and use software. Yet, a lack of research on how children learn computer science and an already impacted elementary school schedule has meant that very few children have the opportunity to learn computer science prior to high school. This chapter introduces literature on teaching computer programming to elementary and middle school, highlights three studies that span elementary and middle school, and discusses how programming can be integrated into other content areas and address national standards.

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