Career confidential: Principal ticked off about TikTok challenges

2021 ◽  
Vol 103 (4) ◽  
pp. 66-67
Author(s):  
Fagell L. Phyllis
Keyword(s):  
Middle School ◽  
Social Worker ◽  
School Social Worker ◽  
Returning To School ◽  
Support Students ◽  
Difficult Behavior

Phyllis Fagell offers advice to educators who are trying to support students who are demonstrating difficult behavior when returning to school after the COVID-19 pandemic. A principal is frustrated at the vandalism occurring at his middle school in response to TikTok challenges and wants to know the most appropriate way to hold students accountable. A teacher is having trouble reaching a student who refuses to engage in class, and his mother and the school social worker are also at a loss for ideas.

The Role of the School Social Worker

1971 ◽  
Vol 24 (2) ◽  
pp. 24-27 ◽  
Author(s):  
Richard Roberts
Keyword(s):  
Social Worker ◽  
School Social Worker

scholarly journals Non-Parametric Test Analysis for the Questionnaire Investigation on the High School Teachers’ Work Load

2018 ◽  
Vol 9 (5) ◽  
pp. 33
Author(s):  
Yasuo Ishii ◽  
Daisuke Takeyasu ◽  
Tatsuya Oyanagi ◽  
Kazuhiro Takeyasu
Keyword(s):  
High School ◽  
High School Teachers ◽  
Social Worker ◽  
Work Load ◽  
School Teachers ◽  
Test Analysis ◽  
Parametric Test ◽  
School Social Worker ◽  
Miyagi Prefecture ◽  
Non Parametric

High School teachers in Japan are sending very busy days on their daily works including teaching, support for the club activities and deskwork. Among them, they share a lot of time for managing the club actives of students compared with other countries. In that area, professionals can make instruction much better than teachers for the special sports like Judo and Kendo (Japanese fencing) etc. School Social Worker can coordinate the professionals out of school and can help teachers by decreasing their burden on that area. There are few related papers concerning the support of club activities by utilizing the professionals outside. In this paper, a questionnaire investigation is executed to the five High Schools at Miyagi Prefecture in Japan in order to clarify their current condition and their consciousness, and to seek the possibility of utilizing school social worker for their support. Fundamental statistical analysis and Non-Parametric Test Analysis are performed. As for Q2”Consciousness for the daily works” and its related analysis, Null Hypotheses were rejected for 6 cases out of 60. As for Q3”Consciousness for guiding the club activities” and its related analysis, Null Hypotheses were rejected for 5 cases out of 48. Various cases should be investigated here after.

scholarly journals Implementing an Enriched Language Development Program for Learning Support Students

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Alicia Smail ◽  
Linda Kucan
Keyword(s):  
Middle School ◽  
Language Development ◽  
Development Program ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Learning Support ◽  
School Students ◽  
Word Generation ◽  
Argumentative Essays ◽  
Support Students

This article describes how middle school students who qualified for learning support performed in an enhanced language development program known as Word Generation (WG). Word Generation is a cross-curricular language development program designed to improve students’ overall literacy skills by focusing on deepening students’ knowledge of academic language. This study was guided by the following question: How does an enhanced language development program influence students’ vocabulary learning and broader literacy skills? Students demonstrated statistically significant positive differences on the pretest/posttest vocabulary knowledge assessment and maintained that learning on a delayed posttest. Engagement with the WG materials positively influenced students’ abilities to interact with complex texts, engage in effective discussions, and construct influential argumentative essays. The findings show promise for incorporating multifaceted vocabulary instruction such as Word Generation into middle school classrooms with students who struggle with reading.

Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Daniel Levin ◽  
Susan De La Paz ◽  
Yewon Lee ◽  
Esther Nadal Escola
Keyword(s):  
Middle School ◽  
Secondary Students ◽  
Science Teachers ◽  
English Learners ◽  
Scientific Practices ◽  
School Students ◽  
Struggling Learners ◽  
Cognitive Apprenticeships ◽  
Writing In Science ◽  
Support Students

Writing in science can be challenging for secondary students, particularly for those with learning disabilities, students who are English learners (EL), and students who struggle with literacy due to other cognitive, language-based, or motivational learning difficulties (i.e., at risk or struggling learners). Moreover, science teachers are generally not equipped to support students’ writing in ways that are authentic to science. Despite being described more than 30 years ago, the field lacks information on cognitive apprenticeships that focus on disciplinary literacy, especially in science. In this paper, we take up these challenges and describe two intervention programs with middle school teachers and their students, focusing on the scientific practices of explanation and argumentation. We describe efforts to support students’ written construction and critique of explanations and arguments, and suggest ways that general and special educators can support students’ engagement in scientific practices through writing.

Supporting Pattern Exploration and Algebraic Reasoning through the Use of Spreadsheets

2013 ◽  
pp. 228-233
Author(s):  
Ayhan Kursat Erbas ◽  
Sarah Ledford ◽  
Chandra Hawley Orrill ◽  
Drew Polly
Keyword(s):  
Middle School ◽  
Common Core State Standards ◽  
Middle Grades ◽  
Mathematical Thinking ◽  
State Standards ◽  
Educational Technologies ◽  
Core State ◽  
Geometric Patterns ◽  
The Common ◽  
Support Students

As teachers prepare to teach the Common Core State Standards for Mathematics (CCSSM), students’ exploration of patterns and relationships between numbers has gained more importance. Specifically, students’ conceptual understanding of numerical patterns is critical in middle school, as it lays a groundwork for fostering mathematical thinking at all levels. Educational technologies can enhance student’s explorations of patterns by providing opportunities to represent patterns, test conjectures, and make generalizations. In this chapter, the authors illustrate how spreadsheets can support students’ explorations of both arithmetic and geometric patterns in the middle grades.

The School Social Worker and the Community School

1974 ◽  
Vol 55 (4) ◽  
pp. 224-229 ◽  
Author(s):  
Robert S. Magill
Keyword(s):  
Urban Education ◽  
Social Workers ◽  
Social Worker ◽  
School Social Workers ◽  
Community School ◽  
Professional Roles ◽  
School Social Worker ◽  
Unique Position

School social workers are in a unique position to improve urban education by facilitating innovation and by expanding their professional roles

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