Behavioral and Academic Gains of Conduct Problem Children in Different Classroom Settings

1971 ◽  
Vol 37 (6) ◽  
pp. 441-446 ◽  
Author(s):  
John P. Glavin ◽  
Herbert C. Quay ◽  
John S. Werry
Keyword(s):  
Academic Performance ◽  
School System ◽  
Research Study ◽  
Conduct Problem ◽  
Public School System ◽  
First Year ◽  
Academic Tasks ◽  
The Public ◽  
Deviant Behaviors ◽  
Second Year

A 2 year research study was completed with conduct problem children who presented severe difficulties in the public school system and were placed in experimental special classrooms. In the first year (1967) the program emphasized the elimination of grossly deviant behaviors and the acquisition of attending behaviors as precursors for academic gain. Program emphasis was changed the second year (1968) to stress rewards for academic performance. Attractive reinforcers were attached to appropriate academic tasks in the context of a highly structured classroom program. A comparison of the academic and behavioral results of the 2 years is presented and discussed.

Social Work in the Public School System

1977 ◽  
Vol 58 (2) ◽  
pp. 111-118
Author(s):  
Alex Gitterman
Keyword(s):  
Social Work ◽  
Public School ◽  
Educational System ◽  
School System ◽  
School Personnel ◽  
System Change ◽  
Public School System ◽  
The Public

Parents, children, teachers, and other school personnel, all members of the educational system, need to be engaged in seeking system change

scholarly journals Problem solved! How eduprenuers enact a school crisis as business possibilities

2020 ◽  
Vol 20 (1) ◽  
pp. 83-101
Author(s):  
Malin Ideland ◽  
Anna Jobér ◽  
Thom Axelsson
Keyword(s):  
Welfare State ◽  
School System ◽  
Public School System ◽  
Policy Reforms ◽  
Critical Research ◽  
Important Conclusion ◽  
Private Companies ◽  
School Crisis ◽  
The Public ◽  
Policy Work

This article explores how a growing apparatus of edupreneurial actors offers solutions for the current ‘school crisis’ and how these commercial actors become taken for granted in the public school system. The Swedish case is interesting, as it involves a once-strong welfare state that is now associated with both the neoliberal discourse of competition and the outsourcing of policy work. Two examples – research-based education and the digitalization of education – serve to illustrate how a crisis narrative is translated into edupreneurial business ideas and how companies become established in the edupreneurial market through ‘public/private statework’. Bacchi’s notion of problematization is used to analyse processes through which the crisis has become a hegemonic truth and thus an obvious object for (business) intervention. In addition, this study shows how the commodification of school limits what becomes the ‘research base’ for schooling. The results point to the importance of how the problem is constructed and what is represented (or not) in this problematization process, for example, how critical research is left out. Another important conclusion is that the crisis narrative and policy reforms nurture the existence of these private companies.

Growing a Nature Kindergarten That Can Flourish

2018 ◽  
Vol 34 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Enid Elliot ◽  
Frances Krusekopf
Keyword(s):  
Public School ◽  
School System ◽  
Kindergarten Students ◽  
Public School System ◽  
First Year ◽  
Outdoor Programs ◽  
Unique Framework ◽  
Nature Preschool ◽  
Key Aspects ◽  
Ongoing Support

AbstractGrowing a nature kindergarten that can flourish takes a community, careful planning, and sustained support. In 2011, the Sooke School District in British Columbia, Canada undertook the project of creating a nature kindergarten when outdoor programs of this kind did not exist in the Canadian public school system. Inspired by the well-established forest school and nature preschool models in northern Europe, a program to take 22 kindergarten students outside into nature every morning, regardless of the weather, was developed. This article explores how a unique framework and set of guiding principles were co-created by a diverse advisory committee. It also describes how the hiring, education, and ongoing support of the program's two educators — a kindergarten teacher and an early childhood educator — became critical to its success. The article offers an overview on steps taken, including how the idea was born, working within the public school system, building a framework and principles, hiring and education, preparing the educators, learning from our first year, ongoing support, and remaining questions. The authors’ intention is not to articulate best practices, but to share key aspects of the program's development and implementation phases that allowed the nature kindergarten to thrive over the last 5 years.

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