AN ANALYSIS OF THE EDUCATIONAL PRACTICES IMPACTING THE PROGRESSION OF BLACK MALES IN FLORIDA PUBLIC SCHOOLS

2021 ◽  
Author(s):  
Rufus Ellis ◽  
Tammy McGriff-Farlin
Keyword(s):  
Public Schools ◽  
Black Males ◽  
Educational Practices

scholarly journals Professores(as)-pesquisadores(as) de educação física na educação básica: idiossincrasias e fomento à formação na região metropolitana de Fortaleza

2019 ◽  
Vol 17 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Amanda Taiane Correia de Oliveira ◽  
Liana Lima Rocha ◽  
Luciana Venâncio ◽  
Luiz Sanches Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Basic Education ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
Educational Practices ◽  
Female Teacher ◽  
One Year ◽  
Education Network ◽  
The City

Introdução: Investigamos as características dos processos formativos de três docentes e os motivos subjacentes à sua mobilização como professores(as) que se preocupam em pesquisar. Objetivo: O objetivo de nossa investigação é compreender as idiossincrasias desses(as) professores(as)-pesquisadores(as), que investigam suas próprias práticas educativas na educação básica, na área da educação física na cidade de Fortaleza e na região metropolitana. Métodos: O nosso estudo é fundamentado em uma pesquisa qualitativa com a colaboração de professores(as) de educação física de escolas públicas da rede estadual de educação básica de Fortaleza. A pesquisa colaborativa foi realizada com uma professora e dois professores ao longo de um ano e meio. Resultados: Temos como principal resultado da pesquisa, o engajamento efetivo dos(as) professores(as) com as suas práticas educacionais. Portanto, a responsabilidade com os processos de ensino está associada aos modos de investigação realizados pelos(as) docentes. Conclusão: Consideramos que o envolvimento com projetos e também com grupos de estudos das universidades, tanto durante a graduação quanto na pós-graduação, tornam o trabalho de cada professor(a) diferenciado em termos (auto)formativos. ABSTRACT. School physical education teachers-researchers: idiosyncrasies and support to teacher educa¬tion in Fortaleza’s (Brazil) metropolitan region. Background: We have investigated the characteristics of the educative processes of three teachers and the reasons underpinned by their mobilization as teachers who care about researching. Objective: The objective of our investigation is to understand the idiosyncrasies of these teachers, who investigate their own educational practices in basic education in the area of physical education in the city of Fortaleza and in the metropolitan region. Methods: Our study is based on qualitative research with the collaboration of physical education teachers from public schools of the State basic education network at Fortaleza. The collaborative research was carried out with one female teacher and two male teachers over one year and a half. Results: The main result of the research is the effective engagement of teachers with their educational practices. Therefore, responsibility for teaching processes is associated with the modes of research carried out by the teachers. Conclusion: We consider that the involvement with projects and also within academic groups at universities, both during undergraduate and postgraduate courses, differentiate the work of each teacher in (self) educative terms.

scholarly journals “They are Scared of Me”: Black Male Perceptions of Sense of Belonging in U.S. Public Schools

2020 ◽  
Vol 15 (2) ◽  
pp. 36-49
Author(s):  
Jennifer Grace
Keyword(s):  
Public Schools ◽  
Black Males ◽  
Black Male ◽  
Sense Of Belonging ◽  
Structured Interviews ◽  
Racially Diverse ◽  
Predominantly Black ◽  
Male Perceptions ◽  
Practical Recommendations

Using a Critical Race framework, this study examined black male perceptions of their sense of belonging in U.S. public schools. The author conducted semi-structured interviews with ten black males who had been expelled from schools. Findings reveal perceptions of a stark discrepancy in the quality of education provided at schools that are predominantly black vs. schools that are more racially diverse. Furthermore participants describe school as a hostile environment for black males citing microaggressions, isolation, and verbal abuse as indicators. Based on the findings, practical recommendations for supporting the educational experiences of black males are offered.

scholarly journals Efeitos da Arte na Escola: Percepções de Gestoras e Docentes

2019 ◽  
Vol 20 (4) ◽  
pp. 388-394
Author(s):  
Bianca Isabel Pederiva ◽  
Suzana Feldens Schwertner
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Textual Analysis ◽  
Rio Grande ◽  
Learning Processes ◽  
Educational Practices ◽  
Rio Grande Do Sul ◽  
School Subject ◽  
The Will ◽  
Doing School

Tomando a escola como um espaço para a experimentação e a arte como um dispositivo para a vontade de criação, o presente artigo tem como objetivo analisar os efeitos da arte nas práticas educativas e nos processos de ensino e de aprendizagem. O delineamento metodológico da investigação é de cunho qualitativo e ocorreu pela realização de entrevistas com duas gestoras e quatro docentes de duas escolas públicas do Vale do Taquari, no Estado do Rio Grande do Sul, Brasil. De acordo com as percepções dos participantes da pesquisa, por meio de Análise Textual Discursiva, foram elaboradas três categorias. A primeira, “Fazer escola: docência inventiva”, apresenta a docência como principal articulador entre práticas artísticas e práticas educativas. A segunda, “A prática de marchar em direção ao skholé”, discorre acerca das imposições atribuídas ao espaço escolar e relata movimentações peculiares que a arte pode produzir em meio aos processos de ensino e de aprendizagem. A última, “Efeitos da arte: sons de experimentação”, expressa as reverberações da arte para a formação do estudante, abordando sua relação com a matéria escolar, com a “ex-posição” e com a experiência. Ressalta-se, ao final, que despertar a atenção para a arte na escola é uma atitude que permite pensar a educação em toda sua potencialidade de transformação. Palavras-chave: Práticas Educativas. Práticas Artísticas. Docência. Experimentação. Abstract Taking school as space for experimentation and art as a device for the will to create, this article aims to analyze the effects of art on educational practices and on the teaching and learning processes. The methodological design of the research is qualitative and has been carried out through interviews with two principals and four teachers from two public schools in the Taquari Valley, in the state of Rio Grande do Sul, Brazil. According to the perceptions of the participants, through Discursive Textual Analysis, three categories were elaborated. The first, “Doing school: inventive teaching”, presents teaching as the main articulator between artistic practices and educational practices. The second, “The practice of marching towards the skholé”, discusses the impositions attributed to the school space and reports peculiar movements that art can produce in the process of teaching and learning. The last one, “Effects of Art: Sounds of Experimentation”, expresses the reverberations of art for the formation of the students, approaching its relation with the school subject, with “ex-position” and with the experience. In the end, it is noteworthy that arousing attention to art in school is an attitude that allows one to think about education in all its potential for transformation. Keywords: Educational Practices. Artistic Practices. Teaching. Experimentation. 

How Does the State Structure Secularization?

2015 ◽  
Vol 56 (2) ◽  
pp. 207-239 ◽  
Author(s):  
Damon Mayrl
Keyword(s):  
Professional Development ◽  
United States ◽  
Public Schools ◽  
Educational Administration ◽  
The United States ◽  
The State ◽  
Educational Practices ◽  
State Control ◽  
Religious Instruction ◽  
Decentralized System

AbstractWhy do similar modern nations accord religion different roles in their public institutions? This paper engages this question by examining trends in religious instruction in the public schools of the United States and Australia from 1850 to 1950. I find that American education secularized farther and faster than Australian education because of its decentralized system of educational administration. In the United States, decentralized educational administration facilitated challenges to religious exercises by religious minorities, fostered professional development among educators, and allowed novel educational practices oriented in new educational theories rather than religion to spread. In Australia, by contrast, centralized state control over education insulated majoritarian religious exercises from minority criticism, suppressed professional development, and helped maintain traditional educational practices that sustained religious instruction. The state thus has both mediating and constitutive effects on secularization, a finding which opens new directions for research into the dynamics of secularization.

scholarly journals Changing Course: Exploring Impacts Of Waiting For Superman On Future Teachers Perspectives On The State Of Education

2012 ◽  
Vol 5 (1) ◽  
pp. 23 ◽  
Author(s):  
Aaron Jensen ◽  
Edward Janak ◽  
Timothy F. Slater
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Effective Teachers ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Educational Practices ◽  
Future Teachers ◽  
Video Documentary ◽  
National Debate ◽  
Teachers Attitudes

The controversial video documentary Waiting for Superman, released in 2010, has helped to ignite a firestorm of national debate on current educational reforms in the United States. The purpose of this study is to determine the possible impacts of the video documentary Waiting for Superman potentially influencing pre-service education teachers attitudes about education and current educational practices. Twenty-seven pre-service, post baccalaureate, teacher-education students volunteered for this exploratory study which used pre/post surveys and a focus group of six randomly chosen volunteers from the participants to determine what, if any, impact Waiting for Superman had on their view on current educational issues. This data suggests that Waiting for Superman altered students pre-existing notions about teachers unions, the importance of effective teachers, and enhanced their outlook on charter schools over public schools. This study contributes to our growing understanding of how widely disseminated video documentaries can influence attitudes about educational practices among future teachers so as to guide teacher education programs about the possible inclusion of such videos as part of the undergraduate curriculum.

scholarly journals Social Interactions between Teachers and Students: A Study Addressing Associations and Predictions

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Marília Mariano ◽  
Alessandra Turini Bolsoni-Silva
Keyword(s):  
Public Schools ◽  
Social Skills ◽  
Behavior Problems ◽  
Protective Factor ◽  
Structured Interview ◽  
Educational Practices ◽  
Clinical Indicators ◽  
Predictive Values ◽  
Teachers And Students ◽  
And Gender

Abstract Interactions between teachers and students impact children’s academic and social learning. This study’s objective was to identify associations and predictions between variables concerning social educational skills, negative educational practices, behavior problems and the social skills of students differentiated by schooling, clinical indicators of behavior problems, and gender. A total of 283 children and their teachers from the public schools participated in the study, who answered questionnaires and participated in a semi-structured interview. Correlation and regression statistical analysis were performed. All the groups presented positive correlations between social educational skills, children’s social skills, negative educational practices, and behavior problems. Behavior problems and social skills presented predictive values among preschoolers. The aforementioned variables, together with positive and negative educational practices, presented predictive values among school children. The conclusion is that teachers can be a protective factor for children’s development, but this requires planning.

scholarly journals Spontaneous Representations of Disability and Attitudes toward Inclusive Educational Practices: a Mixed Approach

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Alexandra Maftei ◽  
Alois Gherguț
Keyword(s):  
Public Schools ◽  
Educational Practices ◽  
Disabled Children ◽  
Previous Contact ◽  
Adults And Children ◽  
Explicit Representations ◽  
Potential Impact ◽  
Mixed Approach ◽  
Positive Effect ◽  
Disabled Adults

The present study's primary aims were a) to explore non-disabled adults' spontaneous representation of disability and the specific associations related to adults and children with disabilities; to investigate participants' general perception of specific inclusive educational practices and the potential impact of contact with disabled individuals on children. We used a mixed (qualitative and quantitative) approach in a sample of 628 participants aged 18 to 82 (M=28.59, SD=11.50). Our results suggested that most explicit representations of disability were negatively valenced, i.e., people generally used pessimistic and detrimental related words. Psychomotor deficiencies comprised the most frequent disability category associated with disabled adults, while autism was the most frequent disability related to disabled children. Participants considered that the inclusion of physically disabled children (compared to children with intellectual disabilities) in public schools has a more positive effect on non-disabled children. The previous contact with a friend or a family member with a disability significantly and positively impacted the general attitude toward disability and inclusive educational practices. Results are discussed regarding their practical implications for the educational system and specific strategies related to inclusive public policies.

scholarly journals A Unique Blend of Research, Policy, Practice and Engagement to Impact Public Education for All Students

2019 ◽  
Vol 13 (3) ◽  
pp. 41
Author(s):  
Celina Moreno ◽  
María “Cuca” Robledo Montecel ◽  
Aurelio Montemayor
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Educational Opportunity ◽  
Research Policy ◽  
Policy Research ◽  
Systems Change ◽  
Educational Practices ◽  
Research Association ◽  
Policy And Practice ◽  
Program Support

The Intercultural Development Research Association, founded in 1973, is an independent, non-profit organization whose mission is to achieve equal educational opportunity for every child through strong public schools that prepare all students to access and succeed in college. IDRA strengthens and transforms public education along six paths: fair funding, sound educational practices, valuing students, valuing educators, valuing families and systems change. The organization has done so by uniquely crossing borders of policy, research, practice and community engagement to transform education by putting children first. The following article reviews how IDRA drives critical paths to transform education. The authors tell the story of how these paths have developed over time to push for fair funding, which was IDRA’s founding issue and continues to be a central focus; promote sound educational practices through professional and curriculum development; model valuing of students particularly as demonstrated through the IDRA Valued Youth Partnership program; support educators in excelling as asset-based teachers and catalysts for student success; and focus family engagement on leadership in education for transforming policy and practice for their neighborhood public schools. These interrelated paths are woven into IDRA’s change model: The Quality Schools Action Framework. This framework is a tool for strengthening the capacity of public schools to affect systems change to graduate and prepare all students for college.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

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