Resource Programing for Emotionally Disturbed Teenagers

1967 ◽  
Vol 34 (4) ◽  
pp. 261-265 ◽  
Author(s):  
Eileen M. Connor ◽  
John F. Muldoon
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Day Care ◽  
Emotionally Disturbed ◽  
Learning Difficulties ◽  
School Experiences ◽  
School Staff ◽  
Educational Plan

In order to help severely disturbed teenagers to more successfully make the transition from day care to public school experiences, personnel from the Technoma Workshop and the Pittsburgh Public Schools combined efforts in 1965 to develop a supportive and preventive educational plan, resource programing. This plan, utilizing a Technoma Workshop teacher within the facilities of a local high school, was designed to provide a flexible means of modifying a student's learning difficulties, protecting him from crises as he gradually assumes increasing responsibility for his education, and also providing support for the school staff in their efforts to educate this student. Programing purposes and techniques are discussed and illustrated.

Simple, school-based mass distribution as a small-town strategy

2013 ◽  
Vol 8 (3) ◽  
pp. 213-221
Author(s):  
David Knauf, RS, MS, MPH ◽  
Scot Phelps, JD, MPH
Keyword(s):  
Public Schools ◽  
Public School ◽  
Census Data ◽  
Health Department ◽  
Household Size ◽  
Distribution Model ◽  
School Staff ◽  
Communication Model ◽  
School Communication ◽  
School Based

Objective: Test a radically simple school-based point-of-dispensing model.Design: Prospective study.Setting: CommunityParticipants: Community residents with children at one middle school.Interventions: Rapid dispensing of medication.Main Outcome Measure(s): 1) Measure and extrapolate ability to distribute medications to Darien residents through school-based distribution model; 2) assess if using a limited staffing model with limited training was functional. Identify stress points; 3) understand the existing school communication model; 4) track and extrapolate the breakdown of adult-tochild doses distributed and compare to existing census data; and 5) measure throughput of school-based distribution model in the 50-minute drop-off period.Results: 1) This exercise supported the concept that rapid medication distribution through the public schools is an appropriate strategy for health departments, particularly departments with limited resources. 2) Just-in-time briefing worked well as a training strategy. The primary stress points identified were in restock—if medication was in blister packs, we would not be able to stock vests with 100 of each as they are substantially bigger than mints. 3) The secure Darien Public School notification system was ideal for distributing information to parents since they tend to receive school communication on a regular basis and by definition, access is limited to town residents. 4) When asked about household size, most drivers indicated “two adults and two (or more) children.”We distributed medication for 784 adults and 963 children. This ratio was higher than the 2010 Census, which had an average household size of 3.08 in Darien. 5) In 50 minutes, using a mix of Health Department and school staff, medication was distributed to 1,747 residents, almost 10 percent of the population. The hourly throughput from this model was distribution to 2,096 people per hour or 699 people per distributor per hour. This compares favorably to almost every other nonmedical distribution model.Conclusions: Using four Health Department staff and six public school staff, we distributed medication to 784 adults and 963 pediatric residents in 50 minutes at one school. If we extrapolated that across the six other public schools in Darien, we could provide medication to more than 10,000 residents within 8 hours. While we are cognizant of the limitations and drawbacks of this model, we strongly believe that it is the only practical solution to the problem of rapid distribution of medication to the entire community.

Parents of Youth with Disabilities

1999 ◽  
Vol 20 (3) ◽  
pp. 134-142 ◽  
Author(s):  
Thomas C. Lovitt ◽  
Suzanne Cushing
Keyword(s):  
High School ◽  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Special Education Teachers ◽  
Private School ◽  
Special Education Administrators ◽  
Youth With Disabilities ◽  
Education Administrators ◽  
School Youth

Data reported here were obtained as part of a larger 3-year study designed to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with disabilities, and their parents. The youth attended five public schools and one private school. This study focused exclusively on data obtained from parents: Interviews were conducted with 43 parents of youth with disabilities in public school and with 3 parents of youth with disabilities who had graduated from a private school; 11 parents from the latter group completed surveys. Four themes emerged from the parent interviews and surveys; we discuss these themes and then offer seven recommendations for parents that are intended to enable them to better communicate and collaborate with schools so as to provide more effective services for their youth with disabilities.

scholarly journals Extensão universitária ferramenta de participação social não formal: contribuição de estudantes do ensino médio

2020 ◽  
Vol 27 (1) ◽  
pp. 71
Author(s):  
João Aparecido Bazzoli ◽  
Maria da Vitoria Costa Silva ◽  
Tatiana de Oliveira Sousa
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Social Participation ◽  
The Public ◽  
Urban Problems ◽  
The City

Este estudo objetivou compreender a extensão universitária como meio de instigar estudantes do ensino médio a participação social. Buscou-se despertar nos estudantes das escolas públicas de ensino médio a cidadania a partir da identifi cação de problemas urbanos e proposições de resoluções para estes problemas. Este estudo constatou que o mecanismo não formal de extensão se apresenta como um modo alternativo adequado e efetivo de inserção dos estudantes secundários nos debates sobre a cidade. A metodologia qualitativa aplicada nesta pesquisa partiu da análise das ações e dos resultados das atividades do projeto “Nós propomos” realizadas pelos estudantes de seis escolas estaduais em Palmas durante o ano de 2017. Concluiu-se que a extensão universitária possibilita experimentar novas ferramentas participativas não formais adequadas para a inserção de estudantes secundaristas na participação social.Palavras-chave: Cidadania. Participação social. Nós propomos. Extensão universitária.University extension social non-formal participation tool: contribution of high school studentsAbstractThis study aimed to understand the universitary extension as a means of high school studants to social participation. Sough to show to the public school high students the citizenship from the identifi cation of the urban problems and preposition of resolutions for this problems. The study checked to see if the non-formal mecanism of the extension show as alternative way appropriate and effective of secondary student’s insertion in the discussions of citizenship in the debates of the city. The qualitative metodology applied in this research started of the analysis of the actions and results of the projecto “We Propose” performed by the students from six public schools in Palmas during the year 2017. Concluded that the universitary extention makes possilble to experiment new participatory tools appropriate non-formal and promotes the integration of students in social participation.Keywords: Citizenship. Socia participation. “We Propose”. Universitary extension.Extensión universitaria herramienta de participación social no formal: contrición de estudiantes de secundariaResumenEste estudio objetivó comprender la extensión universitaria como medio de instigar a estudiantes de la enseñanza media a la participación social. Se buscó despertar en los estudiantes de las escuelas públicas de enseñanza media la ciudadanía a partir de la identificación de problemas urbanos y proposiciones de resoluciones para estos problemas. Este estudio constató que el mecanismo no formal de extensión se presenta como un modo alternativo adecuado y efectivo de inserción de los estudiantes secundarios en los debates sobre la ciudad. La metodología cualitativa aplicada en esta investigación partió del análisis de las acciones y de los resultados de las actividades del proyecto “Nosotros Proponemos” realizadas por los estudiantes de seis escuelas estatales en Palmas durante el año 2017 Se concluyó que la extensión universitaria posibilita experimentar nuevas herramientas participativas no formales adecuadas para la inserción de estudiantes secundarios en la participación social.Palabras clave: Ciudadanía. Participación social. Nosotros proponemos. Extensión universitaria. 

Student Bullying in Kuwait Public Schools: How School Administrators and Teachers React

2019 ◽  
Vol 29 (3) ◽  
pp. 293-308
Author(s):  
Salem S. Alhajeri ◽  
Abdulaziz S. Alenezi
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Middle Schools ◽  
High School Teachers ◽  
Significant Relationship ◽  
School Administrators ◽  
Public School Teachers ◽  
School Teachers ◽  
Future Studies

This study aimed to investigate how public school teachers perceive student bullying and how they perceive their own as well as school administrators’ efforts to protect students from bullying. A total of 238 elementary, middle, and high school teachers responded to 18 questions. The study found that student bullying exists in Kuwait public schools, it is more widespread in boys’ schools, and it occurs more in middle schools. Further, the study found a significant relationship between student bullying and school administrators’ efforts to protect students from bullying. A discussion of these results and relevant recommendations for future studies are included.

scholarly journals Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices

2018 ◽  
Vol III (IV) ◽  
pp. 127-141
Author(s):  
Gulnaz Hameed ◽  
Intzar Hussain Butt
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Private School ◽  
Teaching Practices ◽  
School Teacher ◽  
Public High School ◽  
Public School Teachers ◽  
School Teachers ◽  
Text Book

This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

Stuck in School: How Social Context Shapes School Choice for Inner-City Students

2015 ◽  
Vol 117 (3) ◽  
pp. 1-36
Author(s):  
Barbara F. Condliffe ◽  
Melody L. Boyd ◽  
Stefanie Deluca
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Public Schools ◽  
Social Context ◽  
Public School ◽  
School Choice ◽  
Inner City ◽  
Low Income ◽  
Unique Contribution ◽  
Public School Choice

Background High school choice policies attempt to improve the educational outcomes of poor and minority students by allowing access to high school beyond neighborhood boundaries. These policies assume that given a choice, families will be able to select a school that supports their child's learning and promotes educational attainment. However, research on the effects of public school choice programs on the academic achievement of disadvantaged students is mixed, suggesting that families do not necessarily respond to these programs in ways that policymakers intend. Purpose The purpose of this article is to identify how family and neighborhood contexts interact with public school choice policies to shape the educational opportunities of inner-city students. Specifically, we ask: What criteria are used to choose schools? What are the implications of these school choice decisions for students’ future educational and occupational opportunities? Research Design We use data from interviews and fieldwork conducted with 118 low-income African American youth ages 15–24 who attended Baltimore City Public Schools at some point during their high school career. Research on school choice tends to rely on data from parents, and we offer a unique contribution by asking youth themselves about their experiences with school choice. Conclusions Although school choice policies assume that parents will guide youths’ decision about where to go to high school, the majority of youth in our sample were the primary decision makers in the high school choice process. Additionally, these youth made these choices under considerable constraints imposed by the district policy and by their family, peers, and academic background. As a result, the youth often selected a school within a very limited choice set and chose schools that did not necessarily maximize their educational opportunity. Our results demonstrate that school choice policies must take into account the social context in which educational decisions are made in order to maximize chances for students’ individual academic achievement and to decrease inequality by race and social class.

scholarly journals The Psychosocial Condition of Syrian Children Facing a Precarious Future

Refuge ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 27-37
Author(s):  
Maha Shuayb ◽  
Nader Ahmad
Keyword(s):  
Public Schools ◽  
Public School ◽  
Social Status ◽  
Psychosocial Intervention ◽  
Well Being ◽  
School Staff ◽  
Syrian Refugees ◽  
The Past ◽  
Psychosocial Condition ◽  
Psychosocial Conditions

This study investigates the psychosocial conditions of Syrian refugees and vulnerable Lebanese children in Lebanese public schools. A survey was conducted with Syrian and Lebanese children and their parents. Interviews with public school staff were also carried out. The study found that poverty and war play equal roles in affecting children’s emotional well-being as Syrian and Lebanese children manifest similar levels of anxiety and hyperactivity. While the past presents significant stressors, present and future stressors were also identified amongst refugees. This article critiques the prime emphasis of psychosocial intervention paradigms on past trauma, which risks overlooking present and future stressors. It argues that the psychosocial conditions of refugees are interpreted in isolation from refugees’ poverty, subordinated social status, and the local injustices to which they are subject.

scholarly journals The Juxtaposition of Film Education: Explorations for Implementing a Film Curriculum in Public Schools

2020 ◽  
Author(s):  
Maria Zapasnik
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
School Districts ◽  
Art Education ◽  
School Administrators ◽  
Fine Arts ◽  
Current State ◽  
Film Education ◽  
School Curricula

This thesis is based on the belief that film should be treated with the same respect and inclusion that the fine arts receive in public school curricula. Also, this thesis is based on the belief that as technology and media expands in our society students should be further prepared to work in a world that utilizes this technology. This thesis is approached from personal and professional interests in both the film and art education fields and investigates whether film classes should be more present in public schools’ curricula and, if so, what are some of the best ways to offer film classes to students. The key method of investigation in this thesis is a survey and questionnaire, which guides the thesis project and informs future teaching possibilities. The questionnaire and study examines responses from several school districts in regards to their film courses and their take on the current state of these courses. Their input contributed to a proposed yearlong high school film curriculum for school districts to integrate film into their current art department, which was developed and presented as a key component of this thesis project. The information available in this study can assist teachers and school administrators in recognizing how film can deepen students’ learning and further prepare them for a technological and media-driven society.

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.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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