Prevalence of Student Dissection-Choice Policies in U.S. Schools

2016 ◽  
Vol 78 (7) ◽  
pp. 560-567 ◽  
Author(s):  
Samantha Suiter ◽  
Jan Oakley ◽  
Justin Goodman
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Districts ◽  
District Of Columbia ◽  
State Level ◽  
The United States ◽  
Public School Districts ◽  
Opt Out ◽  
Animal Use ◽  
Choice Policy

Although animal dissection is common in classrooms, growing concerns for animal welfare and advances in nonanimal teaching methods have prompted the creation of policies that allow students to choose humane alternatives to classroom animal use. We assessed the prevalence and content of policies that allow students to opt out of animal dissection in states and large public school districts across the United States – data that have not previously been collected or analyzed. We found that such policies exist at the state level in 22 states (plus the District of Columbia) and in many large public school districts in the other remaining states. These data illustrate that at least 63% of students in U.S. public schools have access to some kind of dissection choice, although the content of these policies varies widely. We discuss these results and recommend components of a comprehensive student dissection-choice policy.

Prevalence of Concussion-Related Policies and Practices Among Public School Districts in the United States, 2012 and 2016

2020 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Gabrielle F. Miller ◽  
Lara DePadilla ◽  
Sherry Everett Jones ◽  
Michael Lionbarger ◽  
Sally Thigpen
Keyword(s):  
United States ◽  
Public School ◽  
School Districts ◽  
The United States ◽  
Public School Districts ◽  
Policies And Practices

scholarly journals In a State of Fragility: The Compromised Dignity of Communities, Indignation, and the Incapacitation of Public Education

2019 ◽  
Vol 2 (3) ◽  
pp. 1-24
Author(s):  
Agnes Krynski
Keyword(s):  
United States ◽  
Public School ◽  
Public Education ◽  
School Districts ◽  
Learning Communities ◽  
The United States ◽  
Public School Districts ◽  
Exclusionary Practices ◽  
Institutional Agency ◽  
Ethical Oversight

The dominant framing of the work of public school districts in the United States prevents schools from contesting the indignities they themselves or their neighbors suffer. This incapacitates teachers and learning communities to work toward the attainment of inclusive democracy and the contestation of exclusionary practices and policies. An institutionally-grown advocacy of connection that nurtures intercommunity solidarity can help us redefine the work communities do as they learn to think of themselves as being in connection with other groups in a web of affiliation and care. I suggest that public education take on an informal function of ethical oversight rooted in a strong sense of collective institutional agency. Through such agency schools can recognize and respect and help us work through past and present civic grievances while addressing economic and social realities that give rise to feelings of indignation.

A Team Approach to Planning and Evaluating Personnel Preparation Programs in Public Schools

1982 ◽  
Vol 49 (3) ◽  
pp. 230-236 ◽  
Author(s):  
Charles A. Maher
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Districts ◽  
Program Implementation ◽  
Public School Districts ◽  
Team Approach ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Plan Implementation ◽  
Priority Needs

Utilization of a Personnel Preparation Team for planning and evaluating personnel preparation programs in public school districts within the context of Public Law 94–142 (The Education for All Handicapped Children Act of 1975) is described, outcome evidence supporting the effectiveness of the approach is reported, and considerations in its implementation are discussed. The Team Approach, developed by the author and used in numerous public school districts, has three goals: (a) identification and assessment of the personnel preparation needs of public school district staff; (b) design of a personnel preparation plan consisting of programs that address priority needs; and (c) evaluation of plan implementation and outcome. A Team comprises a cross section of teachers, specialists (e.g., counselors), and administrators. This multidisciplinary approach allows a range of perspectives to be considered when planning and evaluating personnel preparation programs, thereby helping to ensure actual program implementation and expected program outcome.

Do charter schools alleviate the negative effect of teacher turnover?

2018 ◽  
Vol 33 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Karlerik Naslund ◽  
Branco Ponomariov
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Teacher Turnover ◽  
Public School Districts ◽  
Theory And Practice ◽  
Labor Practices ◽  
Negative Effect ◽  
Using Data

Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.

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