Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Social Work in the Public School System

1977 ◽  
Vol 58 (2) ◽  
pp. 111-118
Author(s):  
Alex Gitterman
Keyword(s):  
Social Work ◽  
Public School ◽  
Educational System ◽  
School System ◽  
School Personnel ◽  
System Change ◽  
Public School System ◽  
The Public

Parents, children, teachers, and other school personnel, all members of the educational system, need to be engaged in seeking system change

scholarly journals Muslim Parents at Crossroads: Choosing the Right School for their Children

2013 ◽  
Vol 42 (2) ◽  
Author(s):  
Ghazala Ahmed
Keyword(s):  
Public School ◽  
Qualitative Study ◽  
School Environment ◽  
School Curriculum ◽  
Canadian Society ◽  
Islamic School ◽  
The Public ◽  
The Right ◽  
Islamic Values ◽  
Parents Experiences

This paper is based on a qualitative study that investigated reasons behind twelve Muslim parents’ decisions to send their children to either an Islamic or a public school in South-Western Ontario. Three major thematic reasons for parents’ choices emerged from the interviews: first, were the parents’ experiences with either the public or Islamic school environment; second, were the parents’ experiences and perceptions of the school’s dress codes; and, third, was the parents’ understanding of the school curriculum content. In addition to these themes, the paper also discusses parents’ views on the language of the school and that of the home and how these influence their children’s ability to integrate into the Canadian society while maintaining their home (Islamic) values.

scholarly journals Identifying and removing blockages to successful collaborations between counsellors, teachers and parents

1994 ◽  
Vol 4 ◽  
pp. 1-17 ◽  
Author(s):  
Adrian F. Ashman
Keyword(s):  
Problem Solving ◽  
Team Building ◽  
Opportunity To Learn ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
Team Approach ◽  
Problem Solving Skills ◽  
School Activities ◽  
Consultation Team ◽  
Teachers And Parents

Collaboration is becoming an increasingly familiar term in the counselling and special education literatures. Notwithstanding this, collaboration still appears to be an infrequently used process despite the numerous articles that extol the virtues of consultation, team building and a team approach to educational problems. This paper identifies a number of blockages which inhibit the development of collaborative endeavours between counsellors, teachers and parents. These include the establishment of hierarchies and professional attitudes to other stakeholders in the education community which may not promote equality and reciprocity in collaborative problem-solving activities. The training of counsellors and teachers at both preservice and inservice levels are needed to ensure that participants have the communication and problem-solving skills that are essential for effective collaboration. In addition, parents must be encouraged to participate in school activities and be provided with the opportunity to learn how to work with school personnel.

Use of Imagery Procedures with Students Labeled ‘Trainable Retarded’

1984 ◽  
Vol 54 (2) ◽  
pp. 595-605 ◽  
Author(s):  
June Groden ◽  
Joseph R. Cautela
Keyword(s):  
Public School ◽  
School System ◽  
School Environment ◽  
Public School System ◽  
Multiple Baseline ◽  
The Public ◽  
Motor Behaviors ◽  
Change Behavior ◽  
Modeling Techniques ◽  
Consistent Change

Two experiments are described in which covert-conditioning procedures were modified for use with two students enrolled in a class for “trainable retarded” within the public school system. This seems to be the first reported use of covert procedures with this population. The design, which used a multiple baseline across behaviors, was utilized to study the effect of covert procedures on inappropriate motor behaviors. The design included phases in which strong requests to change behavior controlled the influence of demand. The request phase produced no consistent change in the rates of behavior, however, covert procedures did prove effective. Results suggest that both covert reinforcement and covert modeling techniques can be utilized effectively with retarded individuals in a school environment. This can be used to advantage in mainstreaming and integrating children with special needs.

scholarly journals The Study of Spatial Safety and Social Psychological Health Features of Deaf Children and Children with an Intellectual Disability in the Public School Environment Based on the Visual Access and Exposure (VAE) Model

2021 ◽  
Vol 18 (8) ◽  
pp. 4322
Author(s):  
Ning Ma ◽  
Sa Ma ◽  
Shuangjin Li ◽  
Shuang Ma ◽  
Xinzhi Pan ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Public School ◽  
Psychological Health ◽  
School Environment ◽  
School Safety ◽  
Deaf Children ◽  
Social Psychological ◽  
The Public ◽  
Visual Access ◽  
Health Features

Nowadays, there is increasing attention towards the safety and feelings of children in urban or architectural space. In this study, the authors suggest a new approach based on the Visual Access and Exposure (VAE) Model to evaluate the spatial safety and social psychological health features of deaf children and children with an intellectual disability in the public school environment. The authors present a preliminary study of deaf children and children with an intellectual disability in a primary school located in Deyang by measuring the visual exposure and visual access in the public environment. The results illustrate that there are a few spaces, such as a long corridor and the space behind the elevators, that are not very safe for deaf children and children with an intellectual disability. In terms of social psychosocial preference, this special group prefers to stay in low visual access areas, which may be influenced by their introverted and impaired social communication ability. This study could have implications for the existence and optimization of an architecture design for relevant groups. With the increase in school bullying incidents and public psychological health problems related to youth, this approach could be used widely in the area of school safety and public psychological health management.

scholarly journals How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)

2021 ◽  
Vol 1 (3) ◽  
pp. 333-355
Author(s):  
Abegail P. Simbre ◽  
Ingrid A. Palad ◽  
Catherine A. Salazar
Keyword(s):  
Public School ◽  
School Personnel ◽  
The Philippines ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Classroom Discipline ◽  
Senate Bill ◽  
Magna Carta ◽  
And Training

The contents of the Senate Bill 956, better known as the Teachers' Protection Policy Act was examined and analyzed based on the following themes, namely, support mechanisms for public school teachers and personnel, enhanced protection of public-school teachers and personnel, and training on guidelines and classroom discipline for public school teachers and personnel. According to the Republic Act, 4670 or the Magna Carta for Public School Teachers, the appropriateness of the act was checked to see how much help this bill can provide to the public-school teachers in the Philippines in terms of classroom discipline and classroom management. The bill poses excellent benefits to the public-school teachers. However, the Department of Education must identify which disciplinary acts or strategies are not categorized as child abuse and that there should be centralized policy implementations, seminars, and training to avoid misinterpretations and discipline avoidance among teachers. This paper hopes to contribute to a research-based, logical, and relevant drafting of HR policies and programs to support and protect the teachers as mandated in the Magna Carta for Public School teachers and SB 956. This study employed a qualitative method using resources available online.

scholarly journals Good hygiene practices in school canteens: evaluation between types of schools and administration as well as presence of technical professional

2021 ◽  
Vol 24 ◽  
Author(s):  
Ana Claudia Pereira Wognski ◽  
Caroline Choma ◽  
Giovanni Ribeiro Gava ◽  
Bruna Gabriella Costa Schmitz Ferreira ◽  
Laleska Pysklewitz Vieira ◽  
...  
Keyword(s):  
Public Schools ◽  
Public School ◽  
Temperature Control ◽  
Private School ◽  
School Environment ◽  
Food Handlers ◽  
The Public ◽  
Hygiene Practices ◽  
Work Routine ◽  
Good Hygiene

Abstract The aim of the study was to evaluate the school canteens located within different types of schools, together with their types of administration and the presence of a technical professional regarding Good Hygiene Practices (GHPs). The observational study was conducted in 111 school canteens, 35 from private and 76 public schools in Curitiba, Brazil. A checklist based on national and international legislation on good hygiene practices -GHP was elaborated and applied during the work routine. With the list, the information was gathered about the type of administration and the presence of a technical professional (nutritionist) in these canteens. Most school canteens were classified as Regular, comprising between 50% and 69% of adequate assessment in relation to GHPs. The most unsatisfactory criteria were related to food temperature control, training of food handlers and Manual of GHPs and Standard Operating Procedures (SOP). Private school canteens were better classified than public school canteens in most of the categories evaluated (p < 0.05). In addition, the school canteens that have been outsourced and have also had a person technically responsible (nutritionist) (p < 0.01) presented the best results. This shows the need for the public school canteens with self-management systems and no technical professional to re-evaluate the sanitary criteria and to implement new strategies, as well as improving procedures for food temperature control, training of food handlers and elaboration of Manual of GHPs and SOP. Improvement with respect to these procedures will assist in better control of food safety and prevent diseases in the student population, contributing to health promotion in the school environment.

The Impact of PL 94-142 at the Lea Level or PL 94-142 Revisited

1979 ◽  
Vol 161 (3) ◽  
pp. 81-89
Author(s):  
A. B. Harmon
Keyword(s):  
Public School ◽  
School Personnel ◽  
The Public ◽  
The Law ◽  
The Impact

This article attempts to describe the reactions of public school personnel, parents, and the public to PL 94-142 including the process of carrying out the mandate of the law in comparison with the product that is being produced.

scholarly journals FIVE (IM)POSSIBILITIES FOR THE TRAINING OF READERS IN THE PUBLIC SCHOOL ENVIRONMENT

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Renato De Oliveira Dering ◽  
Eduardo Dias da Silva
Keyword(s):  
Public School ◽  
School Environment ◽  
Teaching And Learning ◽  
Basic Education ◽  
Reading Practices ◽  
Reading And Writing ◽  
The Public ◽  
Physical Conditions ◽  
Construction Of Meaning ◽  
The Relationship

On this qualitative paper, five characteristics are presented that facilitate or hinder the teaching and learning of reading practices in the public school media regarding the development of students' reading and writing skills. It is understood that reading and writing are processes related to the construction of meaning, based on the concept of literacy advocated by Kleiman (2013) and Soares (2009; 2015). Rather than pointing out mistakes, it is intended to instigate a critical sense in the search for changes in teaching posture by teachers, improvements in the physical conditions of the school environment, investments in continuing education of teachers and managers of public basic education in general, in addition to of the appreciation of the relationship between the text read / produced with the context of the student interacting in its construction of meaning. It is noticed that in fact the stimulus for reading contributes effectively to learning reading and writing, in this sense the public school environment must approach a teaching that allows students to interact with the texts and produce meanings together with them.

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