Voter Characteristics and Support for Local School Taxes

1994 ◽  
Vol 29 (2) ◽  
pp. 150-168 ◽  
Author(s):  
Sue Wells Weaver ◽  
T. Wayne Parent
Keyword(s):  
Local School ◽  
School Taxes

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

Parents and educators: Partners working together in an inclusive setting

1993 ◽  
Vol 3 ◽  
pp. 33-49
Author(s):  
Sebastian (Nello) Raciti
Keyword(s):  
Decision Making ◽  
School Level ◽  
Collaborative Consultation ◽  
Local School ◽  
Participatory Decision Making ◽  
Intervention Plan ◽  
Consultation Model ◽  
Working Together ◽  
The Right ◽  
Contextual Setting

Parents have the right to participate in the educational planning for their child with a disability, however they often need assistance when interacting with professionals to ensure the best programs for their children. Professionals also require guidelines and opportunities to develop appropriate communication skills when interacting with other professionals and parents. This paper investigates the level of participatory decision-making which exists between parents and professionals, and professionals amongst themselves. The present thrust for including children with a disability in mainstream schools is used as the contextual setting for this investigation. Furthermore, the author presents an intervention plan based on the Collaborative Consultation Model to enhance the participatory decision-making skills of parents and professionals at the local school level.

scholarly journals Street Food Stand Availability, Density, and Distribution Across Income Levels in Mexico City

2021 ◽  
Vol 18 (8) ◽  
pp. 3953
Author(s):  
Jose B. Rosales Chavez ◽  
Meg Bruening ◽  
Punam Ohri-Vachaspati ◽  
Rebecca E. Lee ◽  
Megan Jehn
Keyword(s):  
Mexico City ◽  
Food Environment ◽  
Local School ◽  
Middle Income ◽  
Street Food ◽  
Income Levels ◽  
Rigorous Approach ◽  
Ground Truthing ◽  
Document Relationships ◽  
Street Segments

Street food stands (SFS) are an understudied element of the food environment. Previous SFS studies have not used a rigorous approach to document the availability, density, and distribution of SFS across neighborhood income levels and points of access in Mexico City. A random sample (n = 761) of street segments representing 20 low-, middle-, and high-income neighborhoods were assessed using geographic information system (GIS) and ground-truthing methods. All three income levels contained SFS. However, SFS availability and density were higher in middle-income neighborhoods. The distribution of SFS showed that SFS were most often found near homes, transportation centers, and worksites. SFS availability near schools may have been limited by local school policies. Additional studies are needed to further document relationships between SFS availability, density, and distribution, and current structures and processes.

Perceptions of Beginning Public School Principals

1993 ◽  
Vol 3 (2) ◽  
pp. 186-202
Author(s):  
James E. Lyons
Keyword(s):  
Public School ◽  
Time Management ◽  
School Principals ◽  
Beginning Principals ◽  
New Principals ◽  
Local School ◽  
Principal's Role ◽  
Public School Principals ◽  
School Operations

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.

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