TOXIC PUBLIC SCHOOLS, TOXIC TEACHERS’ UNIONS, AND THEIR HARMFUL IMPACT ON INEQUALITY

2019 ◽  
pp. 159-162
Keyword(s):  
Public Schools ◽  
Teachers Unions

scholarly journals The role of governors and teachers' unions in the promotion of senior management in public schools in the City of Durban district, 1997-2000

2000 ◽  
Author(s):  
◽  
Ismail Rangraje
Keyword(s):  
Public Schools ◽  
Selection Process ◽  
Selection Procedure ◽  
Theoretical Research ◽  
Structured Interviews ◽  
Teachers Unions ◽  
Education Authority ◽  
Minimum Criteria ◽  
The City

This research investigates the role of school governors and teachers' unions in the management of the promotion process for principal and deputy principal posts in selected public primary and secondary schools in the City of Durban District during the period 1997 to 2000. The. study is concerned with exposing the problems in the present selection procedure by evaluating it and seeking ways to improve its implementation and thereby strengthening the role of school governors and teachers' unions in the process. It is the function of the governing body of a public school to appoint a promotions committee which selects personnel for promotion posts at schools. The selection process is fraught with many difficulties such as the lack of proper training for selectors, illiterate selectors, nepotism, bias and intimidation by selectors. This research investigates the inadequacies, which exist in the selection process. The issues investigated include the process of selection of staff for promotion posts, the competence of the selectors, the criteria used for selecting and the problems experienced by the selectors. The investigation is executed using the qualitative research method. The instruments used in this investigation are observation, a review of related literature and structured interviews with different members of the promotions committee. In South Africa there is very little theoretical research available on the topic. The researcher has had to draw on literature concerning the promotion of teachers in Local Education Authority (LEA) schools in England and Wales. Recommendations for improvement include adequate training of selectors, greater involvement by officials from the KwaZulu-Natal Department of Education and Culture to keep nepotism in check, more realistic time frames for shortlisting and interviewing, gradual progression of candidates from Level One to Level Four, verification of information supplied on the curricula vitae of the candidates prior to the interviews, competent people serving on the selection panels and more stringent minimum criteria for eligibility for senior posts.een conducted.

Teachers Unions and Dual Enrollment Policy in Collective Bargaining Agreements

2021 ◽  
pp. 089590482110156
Author(s):  
Dustin D. Hornbeck
Keyword(s):  
Content Analysis ◽  
Public Schools ◽  
School Districts ◽  
Collective Bargaining ◽  
Working Conditions ◽  
Dual Enrollment ◽  
Qualitative Content Analysis ◽  
Bargaining Unit ◽  
Teachers Unions ◽  
Monetary Compensation

This study explores how teachers’ unions are responding to the growing policy of dual enrollment (DE). I reviewed all available collective bargaining agreements (CBAs) of public schools in Ohio, using qualitative content analysis to look for ways that CBAs are addressing DE policy. Analysis revealed four themes. The first theme suggests that teachers’ unions are incrementally bargaining provisions addressing DE into their CBAs. Of the 586 CBAs analyzed, 160 included provisions regarding DE. The three remaining themes centered around working conditions for teachers, including provisions related to monetary compensation, existential protection of bargaining unit members, and the protection of teacher time. Additionally, district typography was explored, revealing that wealthier/smaller school districts have bargained more teacher protections for DE than larger districts with less wealth. This study provides information about what might be of interest to teachers and policymakers when reforming DE policy.

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.

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