Cooperative Service Delivery Between a University Clinic and a School System

1995 ◽  
Vol 26 (3) ◽  
pp. 273-276 ◽  
Author(s):  
Dennis M. Ruscello ◽  
Diane Yanero ◽  
Mohssen Ghalichebaf
Keyword(s):  
Program Evaluation ◽  
Public School ◽  
Service Delivery ◽  
Treatment Program ◽  
School System ◽  
Public School System ◽  
Service Delivery Model ◽  
Delivery Model ◽  
The University ◽  
Nasal Emission

A cooperative service delivery model was developed between a university clinic and a public school system to evaluate and treat a child with phoneme-specific nasal emission. The youngster was diagnosed initially through the university clinic and a cooperative service delivery model was then developed between the clinic and school system. The rationale was to develop a treatment program that would enable the youngster to establish correct production in the university clinic and transfer production in a school treatment program. Evaluation data suggest that the service delivery model was successful.

Service Delivery Models Used With Adolescents: A Pilot Study

2012 ◽  
Vol 13 (4) ◽  
pp. 97-110
Author(s):  
Shannon Wade Salley
Keyword(s):  
Public School ◽  
Service Delivery ◽  
School System ◽  
Survey Methodology ◽  
Public School System ◽  
The Public ◽  
Service Delivery Models ◽  
Adolescent Population ◽  
Pull Out ◽  
Delivery Models

Purpose: I surveyed ASHA-certified speech-language pathologists (SLPs) working in Virginia public schools to determine current practices used to treat the adolescent population. Method: I used survey methodology to gather data. The survey was researcher-developed and focused on service delivery models used by SLPs working in the public school system in the state of Virginia. Results: Results from this study revealed that SLPs who work in the public school system in Virginia continue to predominantly use traditional methods when serving adolescents. Conclusions: Traditional models have proven less effective, and therefore, the development of different service delivery models—collaborative models, integrated models, and peer models—to help teach and reinforce content area material has been necessary. Implementing these new models has proved challenging. Therefore, the traditional pull-out model appears to be the service delivery model that SLPs continue to use when working with the adolescent population.

scholarly journals Estágio Supervisionado II no ensino fundamental: uma experiência de atividade na aula de História com uso de jogos em uma escola municipal de Ananindeua/PA

2021 ◽  
Vol 5 (9) ◽  
pp. 148
Author(s):  
Eliandra Gleyce Dos Passos Rodrigues
Keyword(s):  
Teacher Education ◽  
Public School ◽  
School System ◽  
Public School System ◽  
Classroom Teaching ◽  
Teaching Methodology ◽  
History Teaching ◽  
The Public ◽  
School Teaching ◽  
The University

O trabalho tem como objetivo relatar a experiência vivenciada no espaço escolar, prática proporcionada pela disciplina de Estágio Supervisionado II, apresentando como resultados as principais atividades realizadas de observações, de regências e de intervenções em sala de aula. Entende-se que acompanhar a disciplina de História, no sistema público de ensino, é a forma pela qual a Universidade dialoga com o ensino da escola pública e proporciona mecanismos de preparação aos futuros professores. Através desse contato com a escola, que recebe os acadêmicos nas suas práticas de estudo, pesquisa e extensão, e de formação docente na área de História, busca-se também incentivar a promoção de metodologias experimentadas, a serem inseridas no ensino em sala de aula; como resultado deste processo de estágio é apresentado aqui a metodologia de um Quiz Histórico usado em sala de aula.Palavras-Chave: Relato de Estágio Supervisionado II; Sala de Aula; Ensino de História; Metodologia de Ensino. AbstractThis paper aims to report the experience in the school space, which was the supervised internship discipline II, presenting, as results, the main activities, observations and interventions performed in the classroom. It is understood that accompanying the discipline of History in the public school system is the way in which the University not only dialogues with the public school teaching, but also provides the mechanisms for the preparation of future teachers through contact with the school. The public school receives academics from the University for the practice of study, research and teacher education in the area of history, and encourages the promotion of methodologies to be inserted in classroom teaching. As a result of this internship process, we present here the methodology of a Historical Quiz carried out in class.Keywords: Supervised Internship Report II; Classroom; History Teaching; Teaching Methodology.

Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi’s Public Schools, 1913–1940

2021 ◽  
Vol 123 (8) ◽  
pp. 59-85
Author(s):  
Derek Taira
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Social Systems ◽  
White Male ◽  
American Exceptionalism ◽  
Public School System ◽  
Historical Inquiry ◽  
School Officials ◽  
The University

Background/Context: Current historical understanding of Hawaiʻi’s territorial period celebrates American education as a crucial influence on the islands’ political development. In particular, the territory’s public school system represents an essential institution for spreading democratic freedom, fostering social mobility, and, more importantly, establishing America’s presence as a positive influence on Hawaiʻi’s political destiny. There has yet, however, to be a critical look at how White territorial school leaders used the public school system as a settler colonial institution with the intent of producing a compliant non-White population accepting of the nation’s racially stratified social, political, and economic systems of inequality. Focus of Study: Making Hawaiʻi American was about controlling the islands’ past and determining its future. Cultivating consent, as this article contends, was a critical strategy to reach this end. White school officials used their uncontestable authority to uproot local history and social systems and replace them with narratives affirming American exceptionalism and racial segregation. Throughout the territorial period (1900–1959), they designed and supported formal and informal schooling practices and policies to inculcate Hawaiʻi’s majority nonwhite students with American values, norms of behavior, and political beliefs to socially engineer acceptance of White American authority and racial hierarchy. Through repetition and enforcement of these practices and policies, they sought to replace the unfavorable local memory of American involvement in the forced 1893 overthrow of Queen Liliʻuokalani and Native protests over U.S. annexation in 1898 with an affirmative, progressive narrative justifying America’s presence and jurisdiction as a beneficent enterprise. Research Design: This article brings historical inquiry to this topic and uses archival materials from the University Archives and Pacific-Hawaiian Collections at the University of Hawaiʻi at Mānoa. Those include the entire collection of the Hawaii Educational Review, correspondence and memos produced by schoolmen (White male school officials and administrators), and newspaper clippings. It also draws on secondary literature to help further contextualize this topic. Conclusions/Recommendations: The history of White educators in territorial Hawaiʻi reveals how public education under their leadership constituted a colonizing project designed to limit student opportunities and determine their futures. The challenge for scholars and educators is not to consign such histories to mere reflections on past mistakes but to identify how forms of oppressive education continue to manifest in schools today and impact student lives.

Serving the Language Learning Disabled Adolescent

1989 ◽  
Vol 20 (2) ◽  
pp. 185-204 ◽  
Author(s):  
Judith Buttrill ◽  
Judy Niizawa ◽  
Carole Biemer ◽  
Candace Takahashi ◽  
Stella Hearn
Keyword(s):  
Public School ◽  
Service Delivery ◽  
Language Learning ◽  
Learning Strategies ◽  
School Setting ◽  
Learning Disabled ◽  
Academic Skills ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Teaching Language

A service delivery model for Language Learning Disabled (LLD) adolescents is described. The model involves a daily classroom format. The class focus is on teaching language-based academic skills with an emphasis on learning strategies: teaching students how to learn. Philosophical and historical rationales are presented, along with a description of a curriculum implemented within a public school setting.

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