Student Violence Directed Against Teachers: Victimized Teachers’ Reports to School Officials and Satisfaction With School Responses

Abstrak- In general, this study aims to determine and analyze the role of supervision in an education. This research uses the literature study method by collecting literature (material materials) sourced from books, journals, and other sources related to the science of Educational Administration. Supervision comes from the word super and vision, which means to see and review from above or view and assess from above, which is carried out by superiors on the activities, creativity and performance of subordinates. In terms of terms, in Carter's Good Dictionary Education, supervision is all the efforts of school officials in leading teachers and other education personnel to improve teaching. These include stimulating, selecting the growth and development of teachers' positions, selecting and revising educational goals, teaching materials and teaching methods, and evaluating teaching. Educational supervision has very important goals and benefits. The scope of educational supervision includes the following: Managerial supervision of the curriculum, Managerial supervision of student affairs, Managerial supervision of educators and education personnel, Managerial supervision of facilities and infrastructure, Managerial supervision of finance, Managerial supervision of public relations, Managerial supervision of administration, Administration supervision academics about learning, related to methods, sourcing strategies, and evaluations.

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Students’ Individual Rights: Safety and Privacy

The Oxford Handbook of U.S. Education Law ◽

10.1093/oxfordhb/9780190697402.013.28 ◽

2019 ◽

Author(s):

Martin Gardner

Keyword(s):

Public Schools ◽

Supreme Court ◽

School Safety ◽

Fourth Amendment ◽

Privacy Rights ◽

Discipline Problems ◽

School Officials ◽

Privacy Concerns ◽

Safety Issues ◽

Student Privacy

This chapter addresses problems faced by educators attempting to provide their students with a safe and effective learning environment. Drugs and weapons in many schools pose serious safety and discipline problems, while threats of violence from sources outside the school have become increasingly serious. Educators deal with these problems while students enjoy Fourth Amendment rights. Often the privacy rights of students conflict with the interests of school officials. The task of the law is to accommodate the respective interests of educators and students. The discussion herein addresses some of these issues of student privacy and safety. The examination of school privacy focuses on the extent to which the Fourth Amendment’s protection against “unreasonable searches and seizures” applies to those attending public schools. The Fourth Amendment discussion illustrates the often-conflicting obligation of educators to keep those in their charge safe while at the same time respecting student privacy concerns. School safety interests also exist outside the context of the Fourth Amendment as illustrated by strategies to keep schools safe from threats such as those dramatically manifested by school shootings killing multiple students. Some such strategies, along with discussion of the dangers of cell phones in schools, will be reviewed in this chapter. The Fourth Amendment section considers the relevant U.S. Supreme Court decisions addressing student rights under the Fourth Amendment, as well as reviewing lower court cases treating issues left open by the Supreme Court. The chapter concludes by highlighting school safety issues not directly involving the Fourth Amendment.

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“A Superior Kind of Working Woman”: The Contested Meaning of Vocational Education for Girls in Progressive Era Chicago

The Journal of the Gilded Age and Progressive Era ◽

10.1017/s153778142100013x ◽

2021 ◽

Vol 20 (3) ◽

pp. 392-410

Author(s):

Ruby Oram

Keyword(s):

Public Schools ◽

Vocational Education ◽

Progressive Era ◽

Female Students ◽

Male Students ◽

School Officials ◽

History Of Capitalism ◽

New School ◽

Club Women ◽

History Of

AbstractProgressive Era school officials transformed public education in American cities by teaching male students trades like foundry, carpentry, and mechanics in classrooms outfitted like factories. Historians have demonstrated how this “vocational education movement” was championed by male administrators and business leaders anxious to train the next generation of expert tradesmen. But women also hoped vocational education could prepare female students for industrial careers. In the early twentieth century, members of the National Women’s Trade Union League demanded that public schools open trade programs to female students and teach future working women the history of capitalism and the philosophy of collective bargaining. Their ambitious goals were tempered by some middle-class reformers and club women who argued vocational programs should also prepare female students for homemaking and motherhood. This article uses Chicago as a case study to explore how Progressive Era women competed and collaborated to reform vocational education for girls, and how female students responded to new school programs designed to prepare them for work both in and outside the home.

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“I Don’t Know What to Say”: Teachers’ Perspectives on Supporting Bereaved Students After the Death of a Parent

OMEGA - Journal of Death and Dying ◽

10.1177/0030222821993624 ◽

2021 ◽

pp. 003022282199362

Author(s):

Inbar Levkovich ◽

Zohar Elyoseph

Keyword(s):

Content Analysis ◽

Counseling Students ◽

Complex Nature ◽

School Officials ◽

Face To Face ◽

Teachers Experiences ◽

Death Of A Parent ◽

The Family ◽

Need For Support ◽

Teachers Perspectives

This qualitative study examined teachers’ experiences dealing with bereaved students following the death of a parent. The researchers conducted in-depth, semi-structured, face-to-face interviews with 25 teachers in Israeli schools who had counseled one of their students after the death of a parent. The interviews were recorded and transcribed and underwent content analysis. Analysis of the findings revealed that the teachers felt helpless, confused, overloaded emotionally and anxious when counseling students who had lost a parent. In addition, the teachers discussed the complex nature of their relationship with the remaining parent, ranging from a desire to support the family through avoidance for fear of hurting the parent to fears of being overwhelmed by the child’s problems. Many teachers mentioned their need for support from school officials.

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Drug Seminar for School Officials—October 24, 1973

Journal of Drug Education ◽

10.2190/n4an-81vw-xf97-p5mv ◽

1974 ◽

Vol 4 (3) ◽

pp. 357-359

Author(s):

Burton S. Joseph

Keyword(s):

New York ◽

Child Abuse ◽

Drug Abuse ◽

New York State ◽

School Personnel ◽

State Legislature ◽

School Officials ◽

York State

The writer attempts to explain the ramifications of some of the more significant new laws on drug abuse and child abuse enacted by the New York State Legislature and relate them to the problems of school personnel.

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