Using High Technology to Facilitate Educational Equity in Rural Northeastern Utah Schools

1989 ◽  
Vol 9 (4) ◽  
pp. 33-36 ◽  
Author(s):  
George T. W. Miller
Keyword(s):  
School Districts ◽  
Educational Equity ◽  
Economic Resources ◽  
Educational Service ◽  
Service Center ◽  
Delivery Methods ◽  
Local School ◽  
Cooperative Effort ◽  
Educational Service Center ◽  
Alternative Delivery

The northeastern Utah Telelearning Project began in 1985. A cooperative effort by the Northeastern Utah Educational Service Center, local school districts, and the Area Vocational Center pooled their resources and talents to identify alternative delivery methods for providing education to rural schools separated by geography and economic resources. Computers, telephones, dedicated phone lines, simplex and duplex microwave, and UHF television were used to provide classes to six area schools. These communication tools were shown to be effective methods of delivery when traditional means were no longer available. The planning, implementation, and operation of the telelearning system are examined.

scholarly journals The Young Engineers Project: One Library’s Collaboration to Foster Fun and Literacy

2015 ◽  
Vol 13 (4) ◽  
pp. 20 ◽  
Author(s):  
Shawn D. Walsh ◽  
Melanie A. Little
Keyword(s):  
Teaching And Learning ◽  
Phone Call ◽  
Educational Service ◽  
Service Center ◽  
Lake County ◽  
Educational Service Center

It started with a phone call from Jovette Hiltunen, director of Teaching and Learning at the Lake County Educational Service Center in Painesville, Ohio, in the fall of 2012, and, unfortunately, it appears to have ended when the money ran out from the grant in the summer of 2014. However, it was an amazing experience, and the kids we worked with touched our hearts. We are so proud of our young engineers.

scholarly journals A Presença de um Núcleo de Atendimento Educacional e sua Contribuição para a Atenuação de Dificuldades de Leitura e Escrita / The Presence of an Educational Center and its Contribution to the Attenuation of Difficulties in Reading and Writing

2021 ◽  
Vol 15 (57) ◽  
pp. 647-664
Author(s):  
Silas Baleeiro Borges ◽  
Maria Antonieta Pereira Tigre Almeida
Keyword(s):  
Field Research ◽  
Educational Service ◽  
Service Center ◽  
Reading And Writing ◽  
Qualitative And Quantitative ◽  
Inclusive School ◽  
New Perspective ◽  
Education Network ◽  
The City ◽  
Educational Service Center

Resumo: O presente artigo tem por finalidade a busca por estratégias que possam atenuar os déficits de leitura e escrita da rede municipal de educação no município de Aracatu – Bahia. Os objetivos da pesquisa são: Investigar as etapas de construção de um Núcleo de Atendimento Educacional Especializado no município de Aracatu – Ba; Identificar as práticas educativas de inclusão necessárias a um espaço escolar inclusivo; Analisar práticas positivas que poderão ser usadas para contribuir no bom desempenho em leitura e escrita. A metodologia utilizada foi pesquisa de campo com levantamento de informações de professores e coordenadores que atuam nas escolas no ano de 2021, coletando informações e as transformando em dados qualitativos e quantitativos. Conclui-se que o núcleo será um suporte para que professores e famílias entendam como lidarem com situação de crianças com diagnósticos e a maneira como serão incluídas sob um novo olhar de um espaço escolar inclusivo. Palavras – chave: Atendimento Educacional; Educação; Inclusão; Leitura/Escrita.  Abstract: The purpose of this article is to search for strategies that can attenuate reading and writing deficits in the municipal education network in the city of Aracatu – Bahia. The research objectives are: To investigate the stages of construction of a Specialized Educational Service Center in the city of Aracatu – Ba; Identifying the educational practices of inclusion necessary for an inclusive school space; Analyze positive practices that can be used to contribute to good performance in reading and writing. The methodology used was field research with a survey of information from teachers and coordinators who work in schools in 2021, collecting information and transforming it into qualitative and quantitative data. It is concluded that the nucleus will be a support for teachers and families to understand how to deal with the situation of children with diagnoses and how they will be included under a new perspective of an inclusive school space.Keywords: Educational Service; Education; Inclusion; Reading/Writing.

A Personal Journey: Integrating Mathematics and Service Learning

2001 ◽  
Vol 6 (8) ◽  
pp. 440-446
Author(s):  
Barbara D.O Donnell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Educational Service ◽  
Service Center ◽  
Personal Journey ◽  
Educational Service Center

The NCTM's standards have affected me as a teacher in more ways than I can count. As a teacher of mathematics in the early 1990s, I realized the importance of professional development. My interest was so deep that the local educational service center trained me to teach other teachers about the Standards and their application.

scholarly journals Post-Disaster Infrastructure Delivery for Resilience

2021 ◽  
Vol 13 (6) ◽  
pp. 3458
Author(s):  
Mikhail Chester ◽  
Mounir El Asmar ◽  
Samantha Hayes ◽  
Cheryl Desha
Keyword(s):  
Cost Effective ◽  
Project Delivery ◽  
Delivery Methods ◽  
Project Delivery Methods ◽  
Alternative Project Delivery Methods ◽  
Resilient Infrastructure ◽  
Alternative Project Delivery ◽  
Innovative Contracting ◽  
Alternative Delivery ◽  
Post Disaster

As climate change increases the frequency and intensity of disasters and associated infrastructure damage, Alternative Project Delivery Methods are well positioned to enable innovative contracting and partnering methods for designing and delivering adaptation solutions that are more time- and cost-effective. However, where conventional “build-back-as-before” post-disaster reconstruction occurs, communities remain vulnerable to future disasters of similar or greater magnitude. In this conceptual paper, we draw on a variety of literature and emergent practices to present how such alternative delivery methods of reconstruction projects can systematically integrate “build-back-better” and introduce more resilient infrastructure outcomes. Considering existing knowledge regarding infrastructure resilience, post-disaster reconstruction and project delivery methods, we consider the resilience regimes of rebound, robustness, graceful extensibility, and sustained adaptability to present the potential for alternative project delivery methods to improve the agility and flexibility of infrastructure against future climate-related and other hazards. We discuss the criticality of continued pursuit of stakeholder engagement to support further improvements to project delivery methods, enabling new opportunities for engaging with a broader set of stakeholders, and for stakeholders to contribute new knowledge and insights to the design process. We conclude the significant potential for such methods to enable resilient infrastructure outcomes, through prioritizing resilience alongside time and cost. We also present a visual schematic in the form of a framework for enabling post-disaster infrastructure delivery for resilience outcomes, across different scales and timeframes of reconstruction. The findings have immediate implications for agencies managing disaster recovery efforts, offering decision-support for improving the adaptive capacity of infrastructure, the services they deliver, and capacities of the communities that rely on them.

scholarly journals Coign of vantage and action: Considering California’ local accountability and school finance plans for English learners

2017 ◽  
Vol 25 ◽  
pp. 15 ◽  
Author(s):  
Julian Vasquez Heilig ◽  
Lisa S. Romero ◽  
Megan Hopkins
Keyword(s):  
School Districts ◽  
Local Control ◽  
School Finance ◽  
English Learners ◽  
Local Community ◽  
Educational Equity ◽  
Public Schooling ◽  
New Approach ◽  
Funding Formula ◽  
Local Control Funding Formula

Local control has been a bedrock principle of public schooling in America since its inception. In 2013, the California Legislature codified a new local accountability approach for school finance. An important component of the new California Local Control Funding Formula (LCFF) approach is a focus on English learners (ELs). The law mandates that every school district produce a Local Control Accountability Plan (LCAP) to engage the local community in defining outcomes and determining funding for ELs. Based on an exploratory analysis of a representative sample of LCAPs, we show that, although California’s new approach offered an opportunity to support locally-defined priorities and alternatives to top-down accountability, few if any districts had yet took full advantage of the opportunity. That is, the school districts in our sample had not yet engaged with the local community to facilitate significant changes to accountability or redistribution of funding and resources to support educational equity for ELs.

Performance-Based Staff Layoffs in the Public Schools: Implementation and Outcomes

1980 ◽  
Vol 50 (2) ◽  
pp. 214-233 ◽  
Author(s):  
Susan Moore Johnson
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Unintended Consequences ◽  
Performance Criteria ◽  
Local School ◽  
The Public ◽  
Teacher Layoffs

In response to declining school enrollments, some local school districts are using performance criteria to determine the order of teacher layoffs. In this article, Susan Moore Johnson reviews efforts to implement such practices in four local school districts. The findings of the study indicate that performance-based layoff policies are not easily translated into practice. Furthermore, interviews with principals in these districts suggest that the unintended consequences of performance-based layoff practices may limit their educational worth.

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