Partnering with Canadian high schools to develop their capacity for promoting injury prevention for their students: Lessons learned

2005 ◽  
Author(s):  
Michael Shea ◽  
Philip Groff ◽  
Sarah Marshall
Keyword(s):  
High Schools ◽  
Injury Prevention ◽  
Lessons Learned

scholarly journals Principal-Led State Evaluation Policy: Teacher Perceptions at Four High Schools

2021 ◽  
Author(s):  
Amanda Frasier
Keyword(s):  
High Schools ◽  
Teacher Evaluation ◽  
Teacher Perceptions ◽  
Classroom Practice ◽  
School Administrators ◽  
State Level ◽  
Lessons Learned ◽  
School Level ◽  
Evaluation Policy ◽  
Teacher Evaluation Policy

While policy makers have attempted to standardize teacher evaluation, policy is implemented and enacted by school administrators. This study addresses the following question: Considering the legislative efforts to remove control of evaluation from local figures, do teachers perceive school principals as influencing the implementation of state-level evaluation policy and, if so, in what ways? I examined interviews from 14 teachers across four high schools within a district in North Carolina derived from a larger mixed method case study of teacher perceptions of evaluation policy and classroom practice. The results suggest a state-centralized teacher evaluation policy, such as the one utilized at the time of this study, can look vastly different to teachers at the school-level due to principal enactment of the policy. Furthermore, the data suggest the following themes influenced policy implementation: the capacity of principals to evaluate in a timely manner, what a principal chooses to value in a policy, and the perceived effectiveness of a principal as an evaluator of teaching. By taking a closer look at what is happening “on the ground” between teachers and principals in four schools utilizing the same state-level evaluation policy, the lessons learned in this study can help inform future policies.

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

Injury Prevention as an Integral Part of Health System Reform Efforts: Lessons Learned from Recently Enacted Massachusetts Laws

2015 ◽  
Vol 1 (4) ◽  
pp. 257-262
Author(s):  
Haytham M. A. Kaafarani ◽  
Toby Raybould ◽  
Jarone Lee ◽  
Peter T. Masiakos ◽  
Keyword(s):  
Health System ◽  
Injury Prevention ◽  
Lessons Learned ◽  
System Reform ◽  
Health System Reform

Changing Attitudes About Self-Injury Prevention Management: Lessons Learned

2012 ◽  
Vol 50 (5) ◽  
pp. 42-46 ◽  
Author(s):  
Jeanette Rossetti ◽  
Trish Jones-Bendel ◽  
Pauline Portell ◽  
Maureen Kunz ◽  
Mary Jo Sobotka ◽  
...  
Keyword(s):  
Injury Prevention ◽  
Lessons Learned ◽  
Self Injury ◽  
Changing Attitudes

scholarly journals LESSONS LEARNED FROM U.S. INJURY PREVENTION INITIATIVES: IMPLICATIONS FOR INTERNATIONAL EFFORTS

2017 ◽  
Vol 1 (suppl_1) ◽  
pp. 48-48
Author(s):  
M.G. Ory ◽  
M. Smith ◽  
T.E. Shubert
Keyword(s):  
Injury Prevention ◽  
Lessons Learned

Delivering Online Asynchronous IT Courses to High School Students

2011 ◽  
pp. 282-294
Author(s):  
Amy B. Woszczynski
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Online Courses ◽  
Lessons Learned ◽  
Asynchronous Learning ◽  
High School Level ◽  
School Students ◽  
Course Content ◽  
The University

As high schools begin to offer more distance learning courses, universities have an opportunity to establish partnerships to deliver online IT courses. Delivering online courses at the high school level, however, means overcoming obstacles that may not be faced at the university level. In particular, establishing partnerships with high schools requires politically savvy navigations of bureaucratic roadblocks while ensuring the integrity of course content and delivery. This chapter provides a primer on establishing relationships with high schools to deliver college-level IT curriculum to high school students in an asynchronous learning environment. We describe the curriculum introduced and discuss some of the challenges faced and the lessons learned.

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