The Role of the Perceptions of School Climate and Teacher Victimization by Students

2017 ◽  
Vol 35 (23-24) ◽  
pp. 5526-5551 ◽  
Author(s):  
Francis L. Huang ◽  
Colleen Lloyd Eddy ◽  
Emily Camp
Keyword(s):  
Special Education ◽  
Public Schools ◽  
School Climate ◽  
Fixed Effects ◽  
Administrative Support ◽  
The United States ◽  
School Bullying ◽  
Data Set ◽  
Teacher Victimization ◽  
K 12

Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

Disparities in the Enrollment and Timing of Special Education for Asian American and Pacific Islander Students

2019 ◽  
Vol 53 (3) ◽  
pp. 177-190 ◽  
Author(s):  
North Cooc
Keyword(s):  
Special Education ◽  
Asian American ◽  
Students Of Color ◽  
Fixed Effects ◽  
Background Level ◽  
The United States ◽  
Federal Law ◽  
Student Groups ◽  
Student Background ◽  
Ethnic Subgroups

School districts in the United States are required to monitor the overrepresentation of students of color in special education, yet recent studies have challenged these trends and suggest students of color may be underrepresented for services guaranteed under federal law. Missing in many of these discussions on disproportionality are the needs of Asian Americans and Pacific Islanders (AAPIs), a group consistently underrepresented in special education. Previous studies, however, do not examine the vast heterogeneity in experiences among AAPIs and how special education trends may differ across AAPI ethnic subgroups. Using longitudinal data on 10 cohorts of 42,807 total kindergartners from a school district over a 10-year period, this study probes deeper into underrepresentation by disaggregating participation trends and the timing of services for 11 AAPI ethnic subgroups. Results indicate that most AAPI student groups are underrepresented in special education and first receive services later than White peers. These patterns remain even after accounting for student background, level of acculturation, and school fixed effects.

Accountability Challenges in Networks and Partnerships: Evidence from Educational Partnerships in the United States

2004 ◽  
Vol 70 (2) ◽  
pp. 331-344 ◽  
Author(s):  
Muhittin Acar ◽  
Peter J. Robertson
Keyword(s):  
United States ◽  
Public Schools ◽  
Field Research ◽  
The United States ◽  
Public Private Partnerships ◽  
Interorganizational Networks ◽  
Access To Information ◽  
Educational Partnerships ◽  
Non Profit ◽  
K 12

The study from which this article is drawn constitutes one of the first attempts to remedy the paucity of research on accountability in the context of interorganizational networks and public–private partnerships. The data for the study were drawn from field research focusing particularly on partnerships formed between K-12 public schools and private and/or non-profit organizations in the United States. The most frequently cited difficulties associated with accountability in partnerships were the availability of and access to information, sectoral and personal differences, and frequent changes in personnel, resources, and partners.

Exploring Disproportionate Discipline for Latinx Students With and Without Disabilities: A National Analysis

2020 ◽  
pp. 019874292096135
Author(s):  
Nicholas A. Gage ◽  
Antonis Katsiyannis ◽  
Kelly M. Carrero ◽  
Rhonda Miller ◽  
Danielle Pico
Keyword(s):  
United States ◽  
Public Schools ◽  
Civil Rights ◽  
The United States ◽  
Data Set ◽  
Mixed Effect ◽  
School Year ◽  
Mixed Effect Models ◽  
Academic School ◽  
National Analysis

The Latinx population is the largest group of racially and ethnically diverse students in the United States. Although disproportionality in school discipline has been documented for Latinx students, findings related to such disparities have been inconsistent. We examined disciplinary exclusion practices involving students with and without disabilities who are Latinx across the United States using risk ratios (RR) and weighted mixed-effect models. We leveraged data from the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year, which included data from more than 94,000 schools. The CRDC is collected by the U.S. Department of Education’s Office of Civil Rights every 2 years. All U.S. public schools are required to submit data to the CRDC. Results suggest that Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students. Implications for research and practice are provided.

Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

2020 ◽  
pp. 002205742096676
Author(s):  
Adekunle Lawal
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
West African ◽  
Educational Opportunities ◽  
Equal Access ◽  
Education For All ◽  
Education Policies ◽  
Elementary And Secondary Education ◽  
K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

scholarly journals Religion, Democracy and the Public Schools

2009 ◽  
Vol 25 (1) ◽  
pp. 33-56 ◽  
Author(s):  
Michael J. Davis
Keyword(s):  
Public Schools ◽  
A Priori ◽  
United States Supreme Court ◽  
The United States ◽  
Religious Activities ◽  
The Public ◽  
School Prayer ◽  
Political Policy ◽  
Early School ◽  
K 12

In the six decades since it began adjudicating issues involving religion and K-12 education, the United States Supreme Court has issued numerous opinions on various aspects of that relationship. Several of the Court's viewpoints have changed over time. It explicitly reversed itself on the constitutionality of using publicly-paid specialists in parochial schools, and dramatically changed its perspective on public funds flowing to those institutions. But the Court has never wavered on issues regarding religious activities in public schools—it has struck down every policy or program it has chosen to review. No opinion was unanimous, and rationales changed. But no result has diverged from the Court's original perspective that the Establishment Clause's brightest line ran just outside the public school grounds.This piece begins with first doctrinal, then policy reviews of the Court's nine school prayer decisions. Parts I and II analyze the decisions as constitutional doctrine, dividing them along parallel lines of time and quality. In Part I, I show that the holdings and rationales of the Court's early school prayer decisions are both sound and commendable as constitutional doctrine. Part II takes a longer look at the remaining later decisions however, and reveals a struggling Court often relying on specious, fabricated or a priori reasoning to reach the apparently inevitable, but questionable, conclusion of unconstitutionality. Part III takes up the effects of the Court's decisions on social and political policy. I argue that the early decisions, though controversial, freed America from a past of sectarian domination, while the later decisions helped sow the seeds of several related and unhappy developments, especially ones promoting the very religious divisions they purported to guard against.

scholarly journals Bullying in school environment: the educators’ understanding

2020 ◽  
Vol 30 (1) ◽  
pp. 58-64
Author(s):  
Felipe Soares Salgado ◽  
Wanderlei Abadio de Oliveira ◽  
Jorge Luiz Da Silva ◽  
Beatriz Oliveira Pereira ◽  
Marta Angélica Iossi Silva ◽  
...  
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Formal Education ◽  
School Context ◽  
School Bullying ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Data Set ◽  
Education Professionals ◽  
The Family

Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families.

scholarly journals Do White Police Officers Unfairly Target Black Suspects?

2022 ◽  
Vol 4 (2) ◽  
pp. p12
Author(s):  
John R. Lott, Jr ◽  
Carlisle E. Moody
Keyword(s):  
Panel Data ◽  
Police Officers ◽  
Fixed Effects ◽  
The United States ◽  
Fixed Effects Model ◽  
Discrimination Test ◽  
Data Set ◽  
Unique Data ◽  
Fbi Data ◽  
The City

Using a unique data set we link the race of police officers who kill suspects with the race of those who are killed across the United States. We have data on a total of 2,706 fatal police killings for the years 2013 to 2015. This is 1,333 more killings by police than is provided by the FBI data on justifiable police homicides. We conducted three tests of discrimination. The results of these tests are different. In the first test we find some evidence that white officers are more likely to kill a black suspect who is later found to be unarmed than they are to kill an unarmed white suspect. However, this result could not be confirmed using a fixed effects model on panel data aggregated to the city level. In the second test, we find that white police officers are no more likely to kill an unarmed black suspect than are black or Hispanic officers. The results of this test are confirmed by the panel data version of the test. The third discrimination test indicated that black suspects, whether armed or not, are no more likely to be killed by a white officer than they are to be killed by black or Hispanic officers. Similarly, Hispanic suspects are no more likely to be killed by white offices than officers of other races. These results are also confirmed by panel data analyses. We find that when there is more than one officer on the scene, unarmed black suspects are not more likely to be killed by white police officers than unarmed white suspects. This could be evidence supporting a policy of reducing the number of officers working alone. Also, we find no evidence that body cameras affect either the number of police killings or the racial composition of those killings.

Energy Efficiency in K-12 Schools: A Case Study in Florida

2020 ◽  
Author(s):  
Ganesh Doiphode ◽  
Hamidreza Najafi ◽  
Mariana Migliori Favaretto
Keyword(s):  
Energy Efficiency ◽  
Public Schools ◽  
Energy Consumption ◽  
Energy Savings ◽  
The United States ◽  
Payback Period ◽  
Background Information ◽  
Subtropical Climate ◽  
Institute Of Technology ◽  
K 12

Abstract Buildings are one of the largest energy consumers in the United States. K-12 schools are responsible for nearly 8% of energy consumption by commercial buildings which is equivalent to 1.44% of total annual energy consumption in the country. Understanding the baseline energy consumption of the schools as well as identifying effective energy efficiency measures (EEMs) that result in significant energy savings without compromising occupant’s comfort in a given climate condition are essential factors in moving towards a sustainable future. In a collaboration between Florida Institute of Technology and Brevard Public Schools, three schools are identified for a test study in Melbourne, FL, representing the humid subtropical climate. Energy audit is conducted for these schools and monthly utility bill data as well as background information, end-user’s data and their associated operating schedules are obtained. A detailed analysis is performed on the utility bill data and energy consumption by each end-user is estimated. Several EEMs are considered and evaluated to achieve an improved energy efficiency for the schools. The implementation cost of each EEM and the associated simple payback period is also determined. A study is also conducted to explore possibility of using solar power to cover 50% of energy requirements of each school and the cost and payback period of the project are evaluated. The results of this paper provide insights regarding prioritizing energy efficiency projects in K-12 schools in humid subtropical climates and particularly the state of Florida and help with decision making regarding investment in on-site power generation using solar energy.

One-to-One Technology in the K-12 Classroom

Education ◽  
2020 ◽  
Author(s):  
Andrea H. Parrish
Keyword(s):  
Public Schools ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The United States ◽  
Dynamic Learning ◽  
Computing Device ◽  
Access To Technology ◽  
One To One ◽  
K 12 ◽  
The Impact

In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.

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