The shame of shaming

2017 ◽  
Vol 99 (2) ◽  
pp. 26-31
Author(s):  
Joan F. Goodman
Keyword(s):  
Public Schools ◽  
Policy Documents ◽  
Disciplinary Practices ◽  
Charter Management Organizations

Historically, public schools have often used shaming techniques to discipline students, even though researchers have found shaming to be not just an ineffective means of curtailing misbehavior, but, more important, psychologically harmful to children. The author reviewed policy documents from nine leading charter management organizations and found that they provide official support for specific disciplinary practices that entail shaming.

scholarly journals Critical Thinking Skills Development: Secondary School Science Teachers’ Perceptions and Practices

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 21-30
Author(s):  
Muhammad Jamil ◽  
Dr. Yaar Muhammad ◽  
Dr. Naima Qureshi
Keyword(s):  
Critical Thinking ◽  
Public Schools ◽  
Education Policy ◽  
Science Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
Classroom Observations ◽  
Second Phase ◽  
Policy Documents

This multiple case study aimed to develop an understanding of science teachers’ interpretations and enacted practices about policy documents’ recommendations for developing critical thinking skills among secondary students in public schools. Four public secondary schools were selected through the purposive sampling technique. Data were collected in three different phases. First, four education policy documents, including National Education Policy (2009) and National Curriculum for Physics, Chemistry, and Biology Grades IX-X (2006), were analyzed. In the second phase, 12 science teachers from four public schools (3 from each school teaching Physics, Chemistry, and Biology) were interviewed. Besides, these 12 science teachers were observed (every six times) while teaching in a real-life context through video-recorded classroom observations and reflective field notes. With the facilitation of NVivo 11, qualitative content analysis was used to analyze the data obtained from all sources. The findings revealed that critical thinking was emphasized in all policy documents, and different pedagogical practices for developing critical thinking were suggested to be used in science classrooms. Analysis of interview data revealed that teachers had some awareness about critical thinking. Furthermore, the classroom observations revealed that they were mainly using the lecture method with some other pedagogies without focusing on critical thinking. A top-down change is also recommended for the implementation of the policies. The assessment system might also be revised, focusing on critical thinking skills development.

School Discipline Policies, Perceptions of Justice, and In-School Delinquency

2018 ◽  
Vol 65 (10) ◽  
pp. 1343-1370 ◽  
Author(s):  
Erica R. Fissel ◽  
Pamela Wilcox ◽  
Marie Skubak Tillyer
Keyword(s):  
Public Schools ◽  
School Level ◽  
School Crime ◽  
Disciplinary Practices ◽  
The Public ◽  
School Based ◽  
Level Data ◽  
Discipline Policies ◽  
Management Policies ◽  
The Impact

School crime has been a national issue for nearly 40 years and remains a concern for students, administrators, parents, and the public. Schools engage in numerous strategies aimed at curbing crime, ranging from harsh disciplinary practices to proactive strategies focused on gaining student compliance. This study examines the impact of disciplinary practices on in-school delinquency, while also considering the influence of students’ perceptions of injustice. Using student- and school-level data from the Rural Substance Abuse and Violence Project and hierarchical Poisson regression analyses, findings reveal that students’ perceptions of injustice were significantly related to in-school delinquency, while proactive and reactive discipline practices, spanning the punitiveness continuum, were not. The findings provide tentative guidance for school-based discipline management policies and practices.

Charter School Teacher Job Satisfaction

2016 ◽  
Vol 31 (7) ◽  
pp. 951-991 ◽  
Author(s):  
Christine H. Roch ◽  
Na Sai
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Charter Schools ◽  
School Teacher ◽  
Research Question ◽  
Non Profit ◽  
Education Management ◽  
For Profit ◽  
Traditional Public Schools ◽  
Charter Management Organizations

We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We investigate our research question using data from the School and Staffing Survey. We find that teachers in charter schools are less satisfied with their jobs than teachers in traditional public schools. We also find that teachers in EMO-managed schools appear less satisfied than those in stand-alone charter schools. Our analyses suggest that lower salaries and limited union memberships help drive these lower levels of satisfaction, particularly among stand-alone charter schools and charter schools managed by EMOs.

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.

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