Weighting for You!: Training for High School Faculty and Staff in the Prevention and Detection of Weight-Related Disorders among Adolescents

1999 ◽  
Vol 31 (5) ◽  
pp. 283-284 ◽  
Author(s):  
M. Toledo ◽  
Dianne Neumark-Sztainer
Keyword(s):  
High School ◽  
School Faculty ◽  
Faculty And Staff

My Mentors in Medicine

2020 ◽  
pp. 464-468
Author(s):  
Anthony J. Finch
Keyword(s):  
High School ◽  
Medical School ◽  
School Experience ◽  
Specific Role ◽  
Next Generation ◽  
Medical School Faculty ◽  
Future Career ◽  
School Faculty ◽  
Faculty And Staff

The author describes his journey of learning in medicine from childhood through graduation from medical school. The author describes how each of his mentors played a specific role at crucial points in his development. His parents and a high school professor inspired him to pursue medicine as a career. Academic, clinical, and research mentors assisted in the author's preparation for medical school. Finally, medical school faculty and staff at Weill Cornell Medicine enriched his medical school experience, guided his choice of psychiatry as a specialty, and encouraged him to think about the structure of his future career. The author gratefully emphasizes the importance of all of his mentors' efforts and resolves to serve a similar mentorship role for the next generation of physicians.

Interpersonal Choices Among a Junior High School Faculty

1971 ◽  
Vol 44 (2) ◽  
pp. 198 ◽  
Author(s):  
Ellen Greenberger ◽  
Annemette Sorensen
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Faculty

High School Faculty Conferences

1931 ◽  
Vol 114 (9) ◽  
pp. 203-205
Author(s):  
Everett V. Perkins
Keyword(s):  
High School ◽  
School Year ◽  
School Faculty

How to convert the frequently dreaded teachers' meeting into a pleasant and profitable occasion is helpfully considered in this article. A suggested program for an entire school year is outlined.

High School Turnaround

2017 ◽  
pp. 847-872
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

High School Turnaround

2016 ◽  
pp. 1143-1167
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

New Projects

1981 ◽  
Vol 74 (7) ◽  
pp. 570-571
Keyword(s):  
High School ◽  
New York ◽  
Low Cost ◽  
School Setting ◽  
University Faculty ◽  
Adjunct Instructors ◽  
Cooperative Program ◽  
School Faculty ◽  
Syracuse University ◽  
The University

Project Advance is a cooperative program between Syracuse University and approximately eighty participating high schools in New York, Massachuseus, and Michigan. Project Advance allows high school seniors to take at a low cost university courses for university credit in their own school setting. The courses are taught by carefully selected high school faculty who attend workshops and seminars conducted each year by regular Syracuse University faculty. Cooperating secondary school faculty, on qualification, are designated as adjunct instructors of the university. The field courses are carefully monitored by regular university faculty to ensure equivalent standards in Project Advance courses and on-campus courses. On successful completion of Project Advance course work, students obtain university credit. The student can earn up to nine university credits.

scholarly journals Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices

2019 ◽  
Vol 40 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Wendy Peia Oakes ◽  
David J. Royer ◽  
Emily D. Cantwell ◽  
Holly Mariah Menzies ◽  
...  
Keyword(s):  
High School ◽  
Mixed Effects ◽  
Critical Component ◽  
Instructional Tools ◽  
Future Directions ◽  
School Settings ◽  
Nested Data ◽  
Mixed Effects Modeling ◽  
Faculty And Staff ◽  
K 12

Schoolwide expectations are a critical component of tiered systems of support, particularly when established with input from faculty and staff and then taught to all students. The expectation matrices depicting these expectations for all key settings serve as important instructional tools when teaching schoolwide expectations. In this study, we examined psychometric properties of the Schoolwide Expectations Survey for Specific Settings (SESSS)—a measure designed to assist school teams in K-12 settings constructing schoolwide expectations for seven school settings with input from all faculty and staff—with results indicating strong internal consistency of items. These settings are classrooms, hallways, cafeterias, playgrounds, restrooms, buses, and arrival/dismissal. In addition, we examined the degree to which adults in elementary, middle, and high school converged and diverged in their expectations for each setting. Using mixed-effects modeling for nested data, we found some expectations varied among school levels in some noninstructional settings. We conclude with limitations and future directions.

High School Turnaround

2015 ◽  
pp. 223-249 ◽  
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

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