Examining student-adult relationships during K-12 school age years

2021 ◽  
Author(s):  
Shelly J. Lappi
Keyword(s):  
School Age ◽  
Adult Relationships ◽  
K 12

The opt-out movement and the power of parents

2018 ◽  
Vol 99 (8) ◽  
pp. 36-40 ◽  
Author(s):  
James D. Kirylo
Keyword(s):  
Standardized Testing ◽  
Teacher Educator ◽  
School Age Children ◽  
School Age ◽  
Policy Changes ◽  
Raising Awareness ◽  
Opt Out ◽  
K 12

Largely led by parents of school-age children from around the country, the opt-out movement has gained momentum in resisting the overuse of standardized testing. The author, a teacher educator, former K-12 teacher, and parent, argues that the opt-out movement is raising awareness regarding standardized testing and opening the door toward policy changes.

Critical Barriers to Technolgy in K-12 Education

2011 ◽  
pp. 3008-3010
Author(s):  
Christine Sweeney
Keyword(s):  
Public Education ◽  
New Technologies ◽  
Critical Mass ◽  
Change Agents ◽  
School Age Children ◽  
School Age ◽  
It Industry ◽  
Digital Society ◽  
Education Today ◽  
K 12

Those who are fortunate enough to be associated with K-12 education during this first decade of the 21st century will witness tremendous evolutionary—even revolutionary—changes throughout those institutions. The interrelated dynamics of public education, the IT industry, and the evolving “digital society” are already combining to produce a variety of entirely new models for K-12. Although those models are indeed emerging, significant change will come at a pace that is perhaps somewhat slower initially than some would prefer. K-12 education is, after all, an institution rich in tradition and culture, and often slow to change. Nonetheless, as the presence and reach of new technologies—the Internet in particular—reach critical mass, that pace will quicken, and by the year 2010, school age children will enjoy an educational experience profoundly different from anything previously known. Profound change usually occurs when not one, but several change agents come together, either deliberately or coincidentally, and interact—often sparked by some sort of catalyst. This type of interaction is occurring throughout public education today. In this case, the change agents at work include K-12 institutions, the evolving IT industry, and the rapidly emerging digital society.

scholarly journals The COVID States Project #38: Public perceptions of education during the COVID-19 pandemic

2021 ◽  
Author(s):  
Matthew Baum ◽  
Roy H. Perlis ◽  
Jon Green ◽  
David Lazer ◽  
Katherine Ognyanova ◽  
...  
Keyword(s):  
District Of Columbia ◽  
School Age Children ◽  
School Age ◽  
Demographic Groups ◽  
Grade Levels ◽  
Income Groups ◽  
Current Vaccine ◽  
Vaccines For Children ◽  
Perceptions Of Education ◽  
K 12

In our December 2020 survey wave, we included a series of questions aimed at assessing the state of opinion regarding these topics. Some key findings are:● Two thirds of respondents are at least somewhat concerned about the quality of the education they (if they are students) or their children (if they are parents) are receiving during the pandemic. This is true across partisan, racial, and income groups.● A majority of parents of K-12 students indicate that their children learned less than they would have without the pandemic, including pluralities of primary school (grades K-5) parents and majorities of parents of middle (grades 6-8) and high (grades 9-12) school-age children. This also includes, at minimum, substantial pluralities, and in most instances, majorities, across all demographic groups across all grade levels.● We find some evidence of a socio-economic divide, with wealthy Americans more likely than other income groups to believe their high school-age children are learning less during the pandemic than other income groups. But this pattern does not extend to younger children.The COVID-19 Consortium for Understanding the Public’s Policy Preferences Across States 6● Sizeable majorities of respondents support prohibiting in-person classes for K-12 schools, while slightly smaller majorities support requiring students to take the COVID-19 vaccine prior to returning to the classroom. Support for the latter requirement increases with income.● Republicans are far less supportive than Democrats and Independents of either prohibiting in-person learning or requiring vaccines, while white respondents are less supportive than non-whites in both cases.● Majorities of respondents in 46 out of 50 states, plus the District of Columbia, support prohibiting in-person teaching in K-12 schools, while majorities in 35 states, plus the District of Columbia, support mandatory COVID-19 vaccines for children before they return to school. (It is important to note here that current vaccine efficacy clinical trials have not evaluated the safety or efficacy of such vaccines in individuals younger than 16 years old.)y.

scholarly journals Disparities in Educational Access in the Time of COVID: Evidence From a Nationally Representative Panel of American Families

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110413
Author(s):  
Shira K. Haderlein ◽  
Anna Rosefsky Saavedra ◽  
Morgan S. Polikoff ◽  
Daniel Silver ◽  
Amie Rapaport ◽  
...  
Keyword(s):  
Grade Level ◽  
Learning Opportunities ◽  
School Age Children ◽  
School Age ◽  
School Year ◽  
Technology Instruction ◽  
Race Ethnicity ◽  
Nationally Representative ◽  
K 12 ◽  
Shed Light

We use data collected between April 2020 and March 2021 from the Understanding America Survey, a nationally representative internet panel of approximately 1,450 households with school-age children, to document the access of American households to K–12 education during the COVID-19 crisis. We also explore disparities by parent race/ethnicity, income, urbanicity, partisanship, and grade level (i.e., elementary school vs. middle/high school). Results shed light on the vectors of inequality that occurred throughout the pandemic in access to technology, instruction, services (e.g., free and reduced-price meals), and in-person learning opportunities. Our work highlights the equity implications of the pandemic and suggests the importance of encouraging widespread in-person learning opportunities and attendance by the beginning of the 2021–2022 school year for addressing COVID-19’s educational effects.

Critical Barriers to Technolgy in K-12 Education

2011 ◽  
pp. 481-482
Author(s):  
Christine Sweeney
Keyword(s):  
Public Education ◽  
New Technologies ◽  
Critical Mass ◽  
Change Agents ◽  
School Age Children ◽  
School Age ◽  
It Industry ◽  
Digital Society ◽  
Education Today ◽  
K 12

Those who are fortunate enough to be associated with K-12 education during this first decade of the 21st century will witness tremendous evolutionary—even revolutionary—changes throughout those institutions. The interrelated dynamics of public education, the IT industry, and the evolving “digital society” are already combining to produce a variety of entirely new models for K-12. Although those models are indeed emerging, significant change will come at a pace that is perhaps somewhat slower initially than some would prefer. K-12 education is, after all, an institution rich in tradition and culture, and often slow to change. Nonetheless, as the presence and reach of new technologies—the Internet in particular—reach critical mass, that pace will quicken, and by the year 2010, school age children will enjoy an educational experience profoundly different from anything previously known. Profound change usually occurs when not one, but several change agents come together, either deliberately or coincidentally, and interact—often sparked by some sort of catalyst. This type of interaction is occurring throughout public education today. In this case, the change agents at work include K-12 institutions, the evolving IT industry, and the rapidly emerging digital society.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Language and Literacy Predictors of Dialect Density Among School-Age African American Children From Two Geographic Regions

2020 ◽  
Vol 51 (3) ◽  
pp. 807-820
Author(s):  
Lena G. Caesar ◽  
Marie Kerins
Keyword(s):  
African American ◽  
Multiple Regression ◽  
Oral Language ◽  
East Coast ◽  
Geographic Region ◽  
Literacy Skills ◽  
School Age ◽  
Regression Analyses ◽  
Geographic Regions ◽  
American Children

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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