scholarly journals Physical Attacks: An Analysis Of Teacher Characteristics Using The Schools And Staffing Survey

2016 ◽  
Vol 9 (3) ◽  
pp. 129-136 ◽  
Author(s):  
Thomas O. Williams Jr ◽  
Jeremy V. Ernst
Keyword(s):  
Teacher Characteristics ◽  
School Type ◽  
Public School Teachers ◽  
Schools And Staffing Survey ◽  
School Teachers ◽  
The Past ◽  
Study Characteristics ◽  
Education Statistics ◽  
The Mean ◽  
Teaching Area

This study investigated physical attacks as reported by public school teachers on the most recent Schools and Staffing Survey (SASS) from the National Center for Education Statistics administered by the Institute of Educational Sciences. For this study, characteristics of teachers who responded affirmatively to having been physically attacked in the past 12 months were examined. Teacher characteristics associated with being physically attacked appeared to be proportionate to those found in the general population of teachers who were not physically attacked. Several notable exceptions were gender, school type, years of experience, and school location. The mean number of physical attacks varied greatly within all characteristics examined. Of the twelve teaching areas, special education had the highest percentage of teachers who reported being physically attacked in the past 12 months and the highest mean number of physical attacks per teaching area.

scholarly journals Who Are Charter School Teachers? Comparing Teacher Characteristics, Job Choices, and Job Preferences

2012 ◽  
Vol 20 ◽  
pp. 29 ◽  
Author(s):  
Marisa Ann Cannata ◽  
Roberto Penaloza
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
Teacher Characteristics ◽  
School Type ◽  
Teacher Qualifications ◽  
Public School Teachers ◽  
School Teachers ◽  
Job Preferences ◽  
Traditional Public School ◽  
Charter School Teachers

Given the importance of teachers to student learning, it is important to understand how and why charter schools differ in terms of their human capital. This paper explores the following questions: How do teacher qualifications and characteristics vary across school types? How much choice do teachers feel they have about where to work? How do teacher preferences for where to work differ by school type? Our findings suggest that charter school teachers do have different preferences for where to work compared to traditional public school teachers, but understanding these differences requires exploring differences among types of charter schools as well.

Teacher Attrition and Mobility Over Time

2021 ◽  
pp. 0013189X2110608
Author(s):  
Dan Goldhaber ◽  
Roddy Theobald
Keyword(s):  
Teacher Attrition ◽  
Negative Relationship ◽  
Public School Teachers ◽  
School Teachers ◽  
Unemployment Rates ◽  
The Past ◽  
State Unemployment Rate ◽  
Strong Negative Relationship ◽  
State Unemployment ◽  
Over Time

We use 35 years of data on public school teachers in Washington to calculate several different measures of teacher attrition and mobility. We explore how these rates vary over time and their relationship with the state unemployment rate. Annual rates of teacher attrition from the workforce have been between 5% and 8% for each of the past 35 years, and there is a strong negative relationship between unemployment rates and these rates of attrition. This history suggests that teacher attrition is likely to increase as the economy recovers after the pandemic, but this increase is likely to be modest.

Associations Between Teacher–Student Racial/Ethnic Congruence and Public School Teachers’ Risk for Stress

2020 ◽  
pp. 004208591989404
Author(s):  
Christopher J. McCarthy ◽  
Jendayi Dillard ◽  
Paul G. Fitchett ◽  
Lauren Boyle ◽  
Richard G. Lambert
Keyword(s):  
School Context ◽  
Public School Teachers ◽  
Schools And Staffing Survey ◽  
National Data ◽  
Teacher Student ◽  
Education Statistics ◽  
K 12 ◽  
The Relationship ◽  
Racial Ethnic ◽  
Ethnic Congruence

Using national data from the National Center for Education Statistics 2011–2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K–12 practitioners’ risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition and suggested that the likelihood of being categorized as most at-risk for stress is associated with the teacher-to-student racial/ethnic congruence. Findings point to substantial differences in how teachers appraise their environments depending on school context, which has implications for how education stakeholders recruit and prepare classroom practitioners.

Teachers' Attitudes toward Merit Pay: Examining Conventional Wisdom

ILR Review ◽  
1993 ◽  
Vol 47 (1) ◽  
pp. 50-61 ◽  
Author(s):  
Dale Ballou ◽  
Michael Podgursky
Keyword(s):  
Private School ◽  
Merit Pay ◽  
Public School Teachers ◽  
Schools And Staffing Survey ◽  
School Teachers ◽  
Entrepreneurial Spirit ◽  
Low Achieving Students ◽  
The Common ◽  
Teachers Attitudes ◽  
Two Sectors

This examination of data from the 1987–88 Schools and Staffing Survey challenges the common supposition that most teachers oppose merit pay. The authors find that teachers in districts that use merit pay do not seem demoralized by the system or hostile toward it, and teachers of disadvantaged and low-achieving students are generally supportive of merit pay. Private school teachers favor merit pay more than do public school teachers, a difference that may reflect differences in management in the two sectors and a more entrepreneurial spirit among staff in private schools.

Frustration in the schools Teachers speak out on pay, funding, and feeling valued

2019 ◽  
Vol 101 (1) ◽  
pp. NP1-NP24
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
The Past

The 2019 PDK Poll of the Public’s Attitude Toward the Public Schools finds that half of public school teachers have considered leaving the profession in the past year, and majorities say that, given the opportunity, they’d vote to strike, an action that large majorities of parents and the public say they’d support. In other results, Americans say that public schools need to be better funded, that they should require students to study civics and offer Bible classes as electives, and the mediation should be used more than detention and suspension to deal with misbehaving students.

Scrub typhus (Orientia tsutsugamushi), A rapidly spreading epidemic in Chennai - A standalone lab experience

2016 ◽  
Vol 5 (09) ◽  
pp. 4896
Author(s):  
Sripriya C.S.* ◽  
Shanthi B. ◽  
Arockia Doss S. ◽  
Antonie Raj I. ◽  
Mohana Priya
Keyword(s):  
Scrub Typhus ◽  
Clinical Symptoms ◽  
Clinical Manifestations ◽  
Febrile Illness ◽  
Orientia Tsutsugamushi ◽  
The Past ◽  
Igm Elisa ◽  
The Mean ◽  
Specific Symptoms ◽  
Symptoms And Signs

Scrub typhus (Orientia tsutsugamushi), is a strict intracellular bacterium which is reported to be a recent threat to parts of southern India. There is re-emergence of scrub typhus during the past few years in Chennai. Scrub typhus is an acute febrile illness which generally causes non-specific symptoms and signs. The clinical manifestations of this disease range from sub-clinical disease to organ failure to fatal disease. This study documents our laboratory experience in diagnosis of scrub typhus in patients with fever and suspected clinical symptoms of scrub typhus infection for a period of two years from April 2014 to April 2016 using immunochromatography and IgM ELISA methods. The study was conducted on 648 patients out of whom 188 patients were found to be positive for scrub typhus. Results also showed that pediatric (0 -12 years) and young adults (20 – 39 years) were more exposed to scrub typhus infection and female patients were more infected compared to male. The study also showed that the rate of infection was higher between September to February which also suggested that the infection rate is proportional to the climatic condition. Statistical analysis showed that the mean age of the patients in this study was 37.6, standard deviation was 18.97, CV % was 50.45. 

Perfil dos Professores de Ensino Fundamental sobre Dificuldade Visual/ Profile of Elementary School Teachers about Visual Impairment.

1970 ◽  
Vol 3 (2) ◽  
pp. 25-33
Author(s):  
Mariana Garcia Lopes Arena ◽  
Priscila Silva De Araújo ◽  
Thaíssa Santos de Carvalho Ottoboni ◽  
Clarissa Santos de Carvalho Ribeiro
Keyword(s):  
Visual Impairment ◽  
Elementary School Teachers ◽  
School Health ◽  
Teaching Experience ◽  
Signs And Symptoms ◽  
First Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Eye Health ◽  
The City

Objetivos: Verificar os conhecimentos e ações desenvolvidas por professores que atuam com alunos do ensino fundamental em relação aos sinais e sintomas indicativos de dificuldades visuais, analisando suas condutas diante do problema. Materiais e métodos: Realizou-se levantamento entre professores da primeira série do ensino fundamental de escolas públicas, estaduais e municipais, do município de Itajubá - MG, no ano letivo de 2013. Foi utilizado questionário autoaplicável como instrumento de coleta de dados. Resultados e discussão: Todos os 21 professores de escolas públicas responderam o questionário. A média de idade foi de 40,9 anos e a média de magistério, de 20,3 anos. Quanto à formação profissional, a maioria não apresenta capacitação na área (90,5%). Em relação aos sinais e sintomas de dificuldade visual, os mais indicados foram dificuldade para ler na lousa (100%), dor de cabeça (95,2%), franzir a testa (90,5%) e aproximação exagerada de objetos e livros (90,5%). Dentre os professores, 80,9% indicaram ter tido algum aluno com dificuldade visual no último ano, enquanto 19,1% não suspeitaram. Entre os professores que indicaram ter algum aluno com dificuldade visual, 88,2% tiveram como conduta orientar os pais, 70,6% orientou procurar um oftalmologista, 58,8% orientaram a direção e somente 23,5%, orientaram o aluno. Conclusão: Apesar dos professores apresentarem algum conhecimento sobre a saúde ocular, estes ainda são insuficientes e suas ações são incompletas.  Palavras-chave: Promoção de saúde; acuidade visual; saúde escolar.    ABSTRACT Objectives: The study aims to determine the knowledge and actions developed by teachers working with elementary students for signs and symptoms which may show visual difficulties, analyzing the behaviors of teachers on the issue. Methods: We conducted a survey among first grade teachers of public state and city schools, in the city of Itajubá - MG, in the year of 2013. Self-administered questionnaire was used as an instrument for data collection. Results and discussion: All the 21 public school teachers answered the questionnaire. The average age of teachers was 40.9, whereas the average was teaching experience was 20.3 years. As for training the majority has no training in the area (90.5%). Regarding the signs and symptoms of visual impairment, the nominees were: more difficulty reading the blackboard (100%), headache (95.2%), frown (90.5%) and too close to objects and books (90.5%). Among the teachers 80.9% of them indicated that they had some students with visual impairment last year, while 19.1% did not suspect. The conduct showed that among teachers who reported having a student with visual impairment, 88.2% oriented parents, 70.6% seek guidance ophthalmologist, 58.8% oriented direction and only 23.5% have guided the student. Conclusion: Although teachers present some knowledge about eye health, it is still insufficient and their actions are incomplete.  Keywords: Promoting health, visual accuracy, school health.

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

2016 ◽  
Vol 3 (25311) ◽  
pp. 1-10 ◽  
Author(s):  
Algeless Milka Pereira Meireles Silva ◽  
Fauston Negreiros ◽  
Ronaldo Matos Albano
Keyword(s):  
Public School ◽  
Public School Teachers ◽  
School Teachers
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