Vestiges of Segregation in the Implementation of Inclusion Policies in Public High Schools

The present study sought to determine to what extent vestiges of the dual system of educating students with and without disabilities persist and how they undermine the implementation and sustainability of inclusive education. We investigated how prior experiences with segregation shape administrators’ thinking and school policies and practices through interviews with administrators in 11 public high schools. Analysis of the interviews indicated that remnants of past policy and practice persist and that these vestiges and their causes weaken the prospect of sustained change. We discuss the limitations of relying on legislation to change long-standing institutional practices that reinforce a philosophy of difference.

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Teachers Left Behind

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.2014100102 ◽

2014 ◽

Vol 10 (4) ◽

pp. 16-29 ◽

Cited By ~ 1

Author(s):

Hoda Baytiyeh

Keyword(s):

Public Schools ◽

High Schools ◽

Teaching And Learning ◽

Public High Schools ◽

Policy And Practice ◽

Adoption Of Technology ◽

Use Of Technology ◽

12Th Grade ◽

Teaching Tasks ◽

Teachers Attitudes

Nowadays, the use of computers in education is increasing worldwide. Information technology is deemed essential for the digital generation's classrooms. However, the adoption of technology in teaching and learning largely depends on the culture and social context. The aim of this research study is to evaluate the acceptance and use of technology of 12th grade teachers in public high schools in Lebanon. The theoretical framework is drawn from the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate teachers' intentions regarding the use and acceptance of technology in their daily teaching tasks. The participants were 161 teachers in Lebanese public high schools who completed a questionnaire that reflects the UTAUT. Social influence, experience and voluntariness of use appeared to have the strongest effect on teachers' attitudes regarding the use of technology, while effort expectancy and facilitating conditions had the lowest effect. These findings suggest that public schools should implement training in technology for teachers to support their teaching tasks in the context of this current digital generation of students. The study offers a discussion of the results and recommendations for policy and practice.

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Availability of School Counseling, Delinquent Behavior, and Moral Reasoning in Private and Public High Schools

PsycEXTRA Dataset ◽

10.1037/e413812005-515 ◽

2002 ◽

Author(s):

Amy M. Blankenship ◽

Elizabeth Rellinger Zettler

Keyword(s):

High Schools ◽

Moral Reasoning ◽

School Counseling ◽

Delinquent Behavior ◽

Public High Schools ◽

Private And Public

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Parental responses to bullying: Understanding the role of school policies and practices.

Journal of Educational Psychology ◽

10.1037/edu0000295 ◽

2019 ◽

Vol 111 (3) ◽

pp. 475-487 ◽

Cited By ~ 3

Author(s):

Sarah Lindstrom Johnson ◽

Tracy Evian Waasdorp ◽

Larissa M. Gaias ◽

Catherine P. Bradshaw

Keyword(s):

School Policies ◽

Parental Responses ◽

Policies And Practices

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College-Bound Figured Worlds: Case Studies of Three Urban High Schools

Education and Urban Society ◽

10.1177/00131245211027541 ◽

2021 ◽

pp. 001312452110275

Author(s):

Meredith R. Naughton

Keyword(s):

High Schools ◽

Thematic Analysis ◽

College Graduates ◽

Qualitative Case Study ◽

Figured Worlds ◽

Public High Schools ◽

Full Time ◽

Peer Mentors ◽

Compare And Contrast

This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support.

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