Normative Study of the Administrative Position in Special Education

1972 ◽  
Vol 39 (1) ◽  
pp. 5-13 ◽  
Author(s):  
Thomas David Marro ◽  
John W. Kohl
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Personal Characteristics ◽  
The United States ◽  
National Study ◽  
College Courses ◽  
Normative Study ◽  
The Public ◽  
Administrative Position ◽  
Administration And Supervision

This study was the first national study of the local administrator of special education programs in the public schools of the United States. A two phased questionnaire resulted in responses from 1,066 administrators who met the established criteria. Areas of investigation were: personal characteristics, experience, the value of various college courses and methods of instruction, certification, organizational memberships and participation, conditions of employment, role in program administration and supervision, organizational characteristics, programing elements, and selected opinions concerning current problems and issues in the administration and education of exceptional children.

PERMISSION TO CONDUCT THE FIRST STUDY OF THE HEIGHTS AND WEIGHTS OF CHILDREN IN THE UNITED STATES

PEDIATRICS ◽  
1968 ◽  
Vol 42 (2) ◽  
pp. 311-311
Author(s):  
T. E. C.
Keyword(s):  
United States ◽  
Public Schools ◽  
Medical School ◽  
Harvard Medical School ◽  
The United States ◽  
Harvard University ◽  
The Public ◽  
Boston Public Schools ◽  
School Committee ◽  
Boston School

The beginning of all growth studies in this country occurred less than a century ago when the Boston School Committee approved the following order permitting Henry Pickering Bowditch, Professor of Physiology at the Harvard Medical School, to measure and weigh children in the Boston public schools. This document is one of the great, and I believe little known, landmarks in modern pediatrics.1 In School Committee, March 9, 1875 Ordered, That permission be given to Prof. Henry P. Bowditch, of Harvard University, to ascertain the height and weight of the pupils attending the public school, through such an arrangement as the respective chairman and the headmaster, or masters, may deem most convenient.

Why Politicians Are More Tolerant: Selective Recruitment and Socialization Among Political Elites in Britain, Israel, New Zealand and the United States

1993 ◽  
Vol 23 (1) ◽  
pp. 51-76 ◽  
Author(s):  
John L. Sullivan ◽  
Pat Walsh ◽  
Michal Shamir ◽  
David G. Barnum ◽  
James L. Gibson
Keyword(s):  
United States ◽  
New Zealand ◽  
Personal Characteristics ◽  
The United States ◽  
Personality Characteristics ◽  
Political Elites ◽  
Political Tolerance ◽  
Individual Level ◽  
The Public ◽  
Members Of Parliament

In this article, we present data showing that national legislators are more tolerant than the public in Britain, Israel, New Zealand and the United States. Two explanations for this phenomenon are presented and assessed. The first is the selective recruitment of Members of Parliament, Knesset and Congress from among those in the electorate whose demographic, ideological and personality characteristics predispose them to be tolerant. Although this process does operate in all four countries, it is insufficient to explain all of the differences in tolerance between elites and the public in at least three countries. The second explanation relies on a process of explicitly political socialization, leading to differences in tolerance between elites and their public that transcend individual-level, personal characteristics. Relying on our analysis of political tolerance among legislators in the four countries, we suggest how this process of political socialization may be operating.

Educational Reform, The Aging Society, and the Teaching Profession

1987 ◽  
Vol 169 (1) ◽  
pp. 80-98
Author(s):  
Claude Mathis
Keyword(s):  
United States ◽  
Public Schools ◽  
Educational Reform ◽  
Social Issues ◽  
Personal Characteristics ◽  
The United States ◽  
Teaching Profession ◽  
Developmental Needs ◽  
Symbiotic Relationships ◽  
Aging Society

Recent proposals for educational reform call for major changes in public education that, if implemented, will presage basic shifts in career patterns for teachers in the elementary and secondary schools of the United States. These changes, coupled with demographic trends now evident in the United States, suggest that public schools in the future will be staffed by teachers who are, on the average, older and more experienced. Reform statements often fail to recognize the symbiotic relationships of schools to the society they serve. As the population ages and becomes more pluralistic the developmental needs of teachers will change. Teaching is a unique skill that demands enthusiasm and vitality for its success. The continuing competence of those who stay in teaching beyond midcareer will depend less on personal characteristics of aging and more on the supportive nature of the context in which teaching takes place. The aging society will introduce many social issues not encountered before in schools or in other institutions. Teaching has, in the past, been predominantly a career for women, and it will likely remain so for the foreseeable future. Ways of maintaining generativity throughout a teaching career will need to become a part of professional expectations. Recent studies of career development, work, and aging provide some clues of expectation for the teaching profession.

Education

2021 ◽  
pp. 90-113
Author(s):  
Crawford Gribben
Keyword(s):  
Public Schools ◽  
Liberal Arts ◽  
The United States ◽  
Day Schools ◽  
Government Schools ◽  
Home Schools ◽  
The Public ◽  
Number Of Children ◽  
American Children ◽  
The 1960S

Since the 1960s, a growing number of American evangelicals have withdrawn their children from “government schools,” seeking alternative provision either in private Christian day schools or in parentally provided education within the home. Over two million American children are being home educated, and in the last few years, the number of children involved in home education has grown at a rate around twelve times that of the number of students entering public schools. Across the United States, but especially in north Idaho, an increasing number of believers are turning to several varieties of Christian education to dispute the minoritarian and subcultural assumptions of those believers who have conceded to liberal expectations, and to educate a generation of the faithful that will work to reclaim and eventually control the cultural mainstream. The influence of conservative religion on the public school system has never been greater, but in home schools, private schools, and liberal arts colleges, education has become a vital weapon in strategies of survival and resistance in evangelical America.

Radio in Music Education: The Indiana School of the Sky Music Episodes, 1947–1948

2020 ◽  
pp. 153660062097345
Author(s):  
Morganne Aaberg
Keyword(s):  
United States ◽  
Public Schools ◽  
Music Education ◽  
Teaching Strategies ◽  
Contemporary Music ◽  
The United States ◽  
Indiana University ◽  
The Public ◽  
School Year ◽  
Music Program

In this study I examined archival material relating to music lessons that aired on the Indiana School of the Sky during its inaugural season in the 1947–1948 school year. The Indiana School of the Sky was an educational radio program intended for use in the public schools and produced by Indiana University students and professors, in partnership with the State Department of Education. The purpose of this study was to illuminate details of the Indiana School of the Sky music program during its inaugural season in 1947–1948, such as the staff, repertoire, teaching strategies, and program structure. Of particular interest was Dorothy G. Kelley, who served as supervisor of the Indiana School of the Sky music episodes during its inaugural season, and was the first female to join the faculty of the Music Education Department at Indiana University. A secondary purpose was to examine the intersection of education and technology in the late 1940s through the lens of the Indiana School of the Sky and to afford contemporary music educators the opportunity to reflect on how they use current technologies in their classrooms. This study found that the program employed three main teaching strategies: singalong, call and response, and listening. Indiana University music and music education students performed in many music episodes alongside Kelley, and 34% of compositions that aired during the 1948–1949 school year comprised of music by composers from the United States, or folk music originating in the United States. Other countries represented by either composer or folk tradition included Australia, Austria, Czechoslovakia, England, Finland, France, Germany, Italy, Norway, Mexico, Russia, and Spain.

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