The intergroup relations specialist: Change agent for public schools

1978 ◽  
Vol 17 (2) ◽  
pp. 144-148
Author(s):  
James M. Coleman
Keyword(s):  
Public Schools ◽  
Intergroup Relations ◽  
Change Agent

Successful Virtual Organizations as Collaboration Networks

2011 ◽  
pp. 169-183
Author(s):  
Jan Frick
Keyword(s):  
Public Schools ◽  
Vocational Training ◽  
Change Agent ◽  
Virtual Organizations ◽  
Relationship Building ◽  
Collaboration Networks ◽  
Open Door ◽  
Open Door Policy ◽  
Private Companies ◽  
Shared Benefit

This chapter describes two successful virtual organizations and tries to extract features that may have a role in their success. The first, TESA, is the oldest and was on the height of activity in the 80s. The second, RKK, is still increasing its activities. The chapter describes the lifecycle and recognized conditions for both cases. TESA is a network of private companies working for enhancing the competitiveness of the members, where RKK is a network of public schools working as a virtual vocational training vendor and enterprise. These cases seem to suggest that a “change agent” combined with a strategy of “open door” policy, relationship building, and shared benefit is important. ICT was never an issue with TESA but has an increasing importance for RKK, enabling a higher frequency of collaboration. Both cases seem to have an extensive relationship with surrounding infrastructure and mutual benefits.

scholarly journals Reflections on the K-12 years in public schools: Relations with hearing teachers and peers from the perspective of deaf and hard-of-hearing adults

2009 ◽  
Vol 29 (3) ◽  
Author(s):  
Joan M. Ostrove ◽  
Gina A. Oliva ◽  
Abigail Katowitz
Keyword(s):  
Public Schools ◽  
Hard Of Hearing ◽  
Intergroup Relations ◽  
Disadvantaged Groups ◽  
Positive Experiences ◽  
K 12

This study explores how members of systematically disadvantaged groups describe their interactions with members of dominant groups. In an effort to examine both positive and negative intergroup relations, this paper reports on a study of deaf and hard-of-hearing adults’ retrospective accounts of their best and worst experiences with hearing teachers and peers when they attended their local public schools during their K-12 years (Oliva, 2004). Written accounts from 60 deaf and hard-of-hearing adults were content analyzed. Their most positive experiences occurred when hearing teachers and peers were accommodating, encouraging, supportive, and interested in deafness. Negative reflections described hearing teachers and peers who were discriminatory, non-accommodating, and insensitive.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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