Ninth grade office discipline referrals: the critical role of teachers in addressing students’ social, emotional, and behavioural needs

2021 ◽  
pp. 1-16
Author(s):  
Kevin Tan ◽  
Caitlin Yore ◽  
Michaela Hillen
Keyword(s):  
Critical Role ◽  
Discipline Referrals ◽  
Ninth Grade ◽  
Social Emotional ◽  
Office Discipline Referrals ◽  
Role Of Teachers

Alternative Routes Toward Literacy for Individuals With Deafblindness

2020 ◽  
pp. 369-383
Author(s):  
Vassilios Argyropoulos ◽  
Magda Nikolaraizi ◽  
Maria Papazafiri
Keyword(s):  
Assistive Technology ◽  
Literacy Development ◽  
Critical Role ◽  
Literacy Skills ◽  
Literacy Experiences ◽  
Reading And Writing ◽  
Domains Of Life ◽  
Role Of Teachers ◽  
Alternative Routes

The aim of the current chapter is to describe alternative ways that can enhance literacy development for persons with deafblindness. The conventional concept of literacy, which concerns reading and writing, excludes persons with deafblindness from literacy experiences. Therefore, a broadened and more contemporary concept is supported, which incorporates communication. Within this broader concept, assistive technology can play an important role in the development of literacy and therefore facilitate the access of individuals who are deafblind in different domains of life. Furthermore, the paper emphasizes the critical role of teachers and the importance of training that will enable them to exploit assistive technology in order to enhance the literacy skills of persons who are deafblind.

Antechapel

2017 ◽  
Author(s):  
Paula Pryce
Keyword(s):  
Social Action ◽  
Religious Conversion ◽  
Critical Role ◽  
Centering Prayer ◽  
Sense Of Humor ◽  
Self Identity ◽  
Learning Practices ◽  
Rule Of Life ◽  
Role Of Teachers

Chapter 2 emphasizes the importance of the monastic tenet of stability, showing the methods by which teachers and communities help ground newcomers in their intentions to follow demanding contemplative Christian alternatives while nevertheless allowing for ambiguity and open-mindedness toward people who follow other lifeways. Rather than depending on unreliable belief and emotion, neophytes learn to keep intentions and practices as a way of working toward “contemplative transformation,” a kind of religious conversion. The difficulties they have in learning practices and principles, especially discipline, humility, and detachment, reveal some deep-seated American cultural motifs of self-identity, self-achievement, and acquisition. Ethnographic examples illustrate the critical role of teachers in stabilizing neophytes as they struggle to learn the paradox of focusing their lives while retaining a non-judgmental, pluralistic outlook. Some key practices include keeping a rule of life, practicing silence and Centering Prayer, maintaining a sense of humor, and serving others through social action.

Effects of Race/Ethnicity, Gender, and Intonation on Secondary Science Teachers’ Evaluation of Spoken Responses

2016 ◽  
Vol 55 (5) ◽  
pp. 730-752 ◽  
Author(s):  
Michael A. Shepherd
Keyword(s):  
Minority Students ◽  
Science Teachers ◽  
White Students ◽  
Ninth Grade ◽  
Female Students ◽  
Secondary Science ◽  
Secondary Science Teachers ◽  
Race Ethnicity ◽  
Role Of Teachers

To explore the role of teachers’ biases in the underrepresentation of minorities and women in STEM, 128 secondary science teachers were asked to evaluate responses spoken with either falling or rising intonation by African American, Latino, and White ninth-grade boys and girls. Responses spoken by minority students were evaluated less favorably than identically worded responses spoken by White students, and rising intonation responses were evaluated less favorably than falling intonation responses. Female speakers have been shown to use rising intonation nearly twice as often as male speakers, so this bias against rising intonation responses disproportionately affects female students (an indirect effect of gender).

scholarly journals 9. The Critical Role of Art Education in Community Building as Viewed by Art Teachers. A Qualitative Study

2020 ◽  
Vol 20 (1) ◽  
pp. 325-334
Author(s):  
Gabriela Monica Assante ◽  
Florin Enescu
Keyword(s):  
Art Education ◽  
Community Building ◽  
Fine Arts ◽  
Critical Role ◽  
Art Teachers ◽  
Educational Process ◽  
Community Life ◽  
Musical Interpretation ◽  
Role Of Teachers

AbstractThe present study aims to describe the ways in which art education impacts community life through art products. The sample consists of 32 teachers/creators in various fields of work such as fine arts, composition, literature, musical interpretation, choreography and acting. Categorical content analysis is used for data analysis. The highest-ranking emerging theme is related to the means of educational intervention in the community through art. Artistic education leads to empowerment and emancipation by provoking people to think differently while the exposure to artistic creations has a therapeutic effect and contributes to identifying new ways of action. Artists in the role of teachers feel a responsibility both for the educational process and also for the emotional message that their creative product transmits to the audience.

Supporting toddlers as competent story navigators across home and early childhood contexts

2021 ◽  
pp. 3-8
Author(s):  
Amanda White ◽  
Irene Padtoc
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Social Relationships ◽  
Critical Role ◽  
Home Language ◽  
Personal Story ◽  
Personal Experiences ◽  
Role Of Teachers ◽  
Early Childhood Settings

Young children learn how to communicate with others through their everyday interactions and social relationships. In this article, we argue that stories about personal experiences are a valuable context for exploring how 1-year-old toddlers learn to engage with others across their family homes and early childhood settings. We demonstrate how Lexie, aged 16 months, communicated multimodally as she contributed to a personal story about her experience of eating lunch. Lexie’s competence as a storyteller was supported by a teacher who shared her cultural background and home language. Lexie’s story highlights the critical role of teachers in supporting story interactions in attuned and reciprocal ways that allow the competencies of 1-year-old toddlers as learners and communicators to be recognised and extended.

Comparison of Universal Mental Health Screening to Students Already Receiving Intervention in a Multitiered System of Support

2018 ◽  
Vol 43 (3) ◽  
pp. 344-356 ◽  
Author(s):  
Joni W. Splett ◽  
Kathryn M. Trainor ◽  
Anthony Raborn ◽  
Colleen A. Halliday-Boykins ◽  
Marlene E. Garzona ◽  
...  
Keyword(s):  
Mental Health ◽  
Discipline Referrals ◽  
Health Screening ◽  
Mental Health Screening ◽  
Stepwise Logistic Regression ◽  
Behavioral Risk ◽  
Social Emotional ◽  
Office Discipline Referrals ◽  
Mental Health Interventions ◽  
Behavioral Supports

Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified. In this study, we examined differences in the number and characteristics of students who would be identified for intervention services when UMHS in an MTSS were added to those students already receiving social, emotional, and behavioral supports. In a sample of 3,744 students in Grades 1 to 5 from six schools, 679 (18.1%) additional students were identified by screening, representing a 180.1% increase in students identified with behavioral risk or need for mental health interventions. Using a series of stepwise logistic regression analyses, we identified significant predictors of newly identified students including gender, number of office discipline referrals, and externalizing, internalizing, and adaptive behavior ratings. Findings are discussed in relation to opportunities for prevention and the systems needed in an MTSS to meet the needs of newly identified students.

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

A critical role of iNOS-derived Nitric Oxide (NO) and progesterone in implantation

1998 ◽  
Vol 5 (1) ◽  
pp. 115A-115A
Author(s):  
K CHWALISZ ◽  
E WINTERHAGER ◽  
T THIENEL ◽  
R GARFIELD
Keyword(s):  
Nitric Oxide ◽  
Critical Role
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