Green Schools: Strengthening Our Economy by Investing in Our Children

2009 ◽  
Vol 19 (2) ◽  
pp. 255-257
Author(s):  
John M. Weekes
Keyword(s):  
Public Schools ◽  
Teacher Turnover ◽  
Energy Use ◽  
The United States ◽  
School Design ◽  
Percent Reduction ◽  
Green Schools ◽  
History Of ◽  
American Schools ◽  
Student Absenteeism

An architect looks at the history of school design and construction in the United States, which by 2008 had approximately 97,000 public schools holding 54.3 million students and five million teachers. About 73 percent of the schools were built prior to 1969. A study has shown that Green Schools can produce a 30–50 percent reduction in energy use, 35 percent reduction in carbon dioxide, a 40 percent reduction in water use, and cut 70 percent in solid waste. Further, student absenteeism and teacher turnover were reduced and productivity increased three percent. If all American schools were Green, the country would save nearly $1 trillion in the next 10 years.

Origins and History of The Satanic Temple

2020 ◽  
pp. 27-60
Author(s):  
Joseph P. Laycock
Keyword(s):  
United States ◽  
Public Schools ◽  
Corporal Punishment ◽  
Political Action ◽  
Military Veterans ◽  
The United States ◽  
After School ◽  
National Council ◽  
Historical Overview ◽  
History Of

This chapter provides a historical overview of The Satanic Temple from its foundation as a political action held in Tallahassee, Florida, in 2013 to the formation of a National Council with a physical headquarters and a system of chapters throughout the United States and abroad. The chapter describes the formation of the religion’s creed (The Seven Tenets), its campaign to prevent corporal punishment in public schools, its campaign to implement an After School Satan Club (ASSC) in schools throughout the United States, and its attempt to install a Satanic monument to honor military veterans at a park in Belle Plaine, Minnesota.

Land of the Rising Pulse: A Social Ecological Perspective of Physical Activity Opportunities for Schoolchildren in Japan

2014 ◽  
Vol 33 (3) ◽  
pp. 304-325 ◽  
Author(s):  
Collin Andrew Webster ◽  
Naoki Suzuki
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
The United States ◽  
Ecological Perspective ◽  
Daily Routines ◽  
School Based ◽  
Social Ecological ◽  
Factors Influencing ◽  
American Schools ◽  
Japanese Schools

The uptake of policies and recommendations to promote physical activity (PA) in American schools has been slow. It can be useful to investigate international contexts where school-based PA promotion has had more success and consider whether facilitative factors have transferability to American schools. This study employed a social ecological perspective to examine the school-based PA opportunities for Grade 2 students in Japan and the factors influencing these opportunities. Observations in five public schools, relevant documents, and interviews with teachers, principals, and district and ministry officials were analyzed using constant comparison. Findings showed multiple PA opportunities existed in daily routines and throughout the year. Government policy had a downstream influence on all lower levels of the education system. Many of the PA opportunities Japanese schools provided align with American recommendations, but different educational priorities between Japan and the United States might make implementing these opportunities more challenging in American schools.

CHOCOLATE CITY, VANILLA SUBURBS REVISITED

2021 ◽  
pp. 1-29
Author(s):  
Reynolds Farley
Keyword(s):  
World War Ii ◽  
Public Schools ◽  
Residential Segregation ◽  
The United States ◽  
World War ◽  
Racial Residential Segregation ◽  
Large Numbers ◽  
History Of ◽  
Suburban Ring ◽  
The City

Abstract Despite the long history of racial hostility, African Americans after 1990 began moving from the city of Detroit to the surrounding suburbs in large numbers. After World War II, metropolitan Detroit ranked with Chicago, Cleveland, and Milwaukee for having the highest levels of racial residential segregation in the United States. Detroit’s suburbs apparently led the country in their strident opposition to integration. Today, segregation scores are moderate to low for Detroit’s entire suburban ring and for the larger suburbs. Suburban public schools are not highly segregated by race. This essay describes how this change has occurred and seeks to explain why there is a trend toward residential integration in the nation’s quintessential American Apartheid metropolis.

Introduction

1979 ◽  
Author(s):  
David Nasaw
Keyword(s):  
United States ◽  
Public Schools ◽  
Social History ◽  
The United States ◽  
Public Schooling ◽  
The Public ◽  
Race And Class ◽  
The Social ◽  
History Of ◽  
Public Colleges And Universities

A history of American public schooling reduced to graphs would tell a simple story of almost continuous growth. In every category, the graphs would incline upwards, recording a steady rise in the number of students in school, the time they spent there, the teachers who taught them, the schools that housed them, and the dollars expended. The upward trend would continue unbroken from the 1820s until the 1970s. We cannot, at this time, chart the downward course that has commenced (if only temporarily) in the mid-1970s. We know only that that part of the American public that votes on school bond issues and makes its opinions known to professional pollsters is no longer willing to spend as much money or place as much trust in public schooling as it once was. It is too soon to predict the future course of public schooling in America, but a good time to reconsider the past. To understand why Americans have grown disillusioned with their public schools we must look beyond the immediate present to the larger history of the United States and its public schools. The public schools of this country—elementary, secondary, and higher—were not conceived full-blown. They have a history, and it is the social history of the United States. This essay will not attempt to present that history in its entirety but will focus instead on three specific periods decisive for the social history of this society and its public schools: the decades before the Civil War, in which the elementary or “common schools” were reformed; the decades surrounding the turn of the twentieth century, in which the secondary schools “welcomed” the “children of the plain people”; and the post-World War II decades, which found the public colleges and universities “overwhelmed” by a “tidal wave” of “non-traditional” students— those traditionally excluded from higher education by sex, race, and class. In each of these periods, the quantitative expansion of the student population was matched by a qualitative transformation of the enlarged institutions.

Bridging Cultures

2019 ◽  
pp. 235-248
Author(s):  
Einas Albadawi Tarboush
Keyword(s):  
Public Schools ◽  
The United States ◽  
The Body ◽  
Refugee Children ◽  
Foreign National ◽  
Syrian Refugee ◽  
Refugee Families ◽  
Body Of Knowledge ◽  
Depth Analysis ◽  
American Schools

This literature review focuses on exploring the existing body of research that examined the schooling experiences of Syrian refugee children living in the United States. It also attempts to identify the gap previous studies did not bridge to enrich the body of knowledge. Hundreds of thousands of Syrian children and families have had to negotiate the perils of displacement. As could be expected, the education of these Syrian refugee children has been held at a crossroads as families attempt to find both security and a renewed sense of prosperity abroad. The researcher's hope is that a more in-depth analysis of the lived dynamics of Syrian refugee children in American schools will reveal something more significant in regards to how schools and their educators can expect to find success with their foreign-national student populations, as well as providing refugee families with useful tools in navigating the complexities of American public schools.

The Relationship between Mindfulness and Burnout in Eastern Kentucky Educators

2020 ◽  
Author(s):  
Claude Anama-Green
Keyword(s):  
Public Schools ◽  
Teacher Turnover ◽  
The United States ◽  
Mindfulness Practice ◽  
Eastern Kentucky ◽  
Increased Risk ◽  
Research Findings ◽  
Study Population ◽  
The Relationship ◽  
Reduced Risk

As educator attrition continues to plague public education in the United States, attention turns to teacher burnout as a major component of the problem. Statistics suggest that up to half of new teachers will quit the profession or leave their district within the first five years of their careers. In either case, public schools and students continue to experience negative outcomes associated with ongoing teacher turnover. The burden of the problem in Eastern Kentucky is significant, though little is published regarding the burnout experiences of Eastern Kentucky teachers. Some published research findings suggest that teacher mindfulness practice may be associated with reduced risk of burnout, which could ultimately help retain teachers. This study evaluated the relationship between teacher mindfulness and burnout with a focus on identifying factors that reduce the risk of burnout. Findings from the study indicate that the construct Intrapersonal Mindfulness can predict the level of burnout experienced by teachers in the study population. Further, Odds Ratio and Relative Risk calculations suggest that those with elevated Intrapersonal Mindfulness have reduced risk of “average” or “high” burnout and increased risk of “low” burnout. Consistent with published literature, the results also suggest that Eastern Kentucky teachers experience significantly higher levels of burnout than those in other “helping” professions. Findings from this study can be used to inform intervention studies designed to reduce the burden of burnout on teachers, districts, and students.

Recent Restrictions upon Religious Liberty

1942 ◽  
Vol 36 (6) ◽  
pp. 1053-1068 ◽  
Author(s):  
Victor W. Rotnem ◽  
F. G. Folsom
Keyword(s):  
Public Schools ◽  
Rhode Island ◽  
Religious Freedom ◽  
The United States ◽  
Considerable Proportion ◽  
Board Of Education ◽  
The Public ◽  
The Supreme Court ◽  
History Of ◽  
Roger Williams

Within the last five years, the Supreme Court of the United States has added decisions of greater importance to the case law of religious freedom than had been accumulated in all the years since the adoption of the Bill of Rights. The importance of two of these recent decisions rests upon the subordination of freedom of action based on sectarian beliefs to the restrictions of society as a whole. In one of the two cases, the law of society was a board of education order that school children participate in the flag salute exercise on pain of expulsion from the public schools; in the other, it was peddlers' license tax ordinances. Because neither of these decisions has been accepted as a firmly rooted precedent, it will be well to examine them in the light of the history of the federally secured right of religious freedom and in the light of the immediate public reactions to them.A considerable proportion of the early emigration to the thirteen original colonies was undoubtedly due to a desire to escape religious persecution in England and on the Continent. Those colonists, however, were as insistent that their own particular form of religion be adhered to as their oppressors had been. The story of Roger Williams, who was expelled from the colony of Massachusetts because of his non-conformist views and who established the colony of Rhode Island as a sanctuary of religious tolerance, and that of Ann Hutchinson, who also was exiled from the Bay Colony for a like reason, are monuments to the intolerance of the Puritans.

An eternal monkey trial? Evolution and creationism in U.S. schools

2021 ◽  
Vol 102 (5) ◽  
pp. 24-28
Author(s):  
Adam Laats
Keyword(s):  
United States ◽  
Public Schools ◽  
The United States ◽  
Culture War ◽  
Teaching Evolution ◽  
The Past ◽  
Scopes Trial ◽  
History Of ◽  
As If

When it comes to creationism, it might seem as if the United States is trapped in a century-long culture-war rut. In a sense, the Scopes Trial of 1925 put science itself on trial, and it can seem as if every new dispute over teaching evolution is only a repetition of that famous trial. In truth, however, the power of creationism has ebbed dramatically over the past 100 years. Adam Laats examines the history of creationist activism and describes the radical diminution in the power of creationism in America’s public schools.

scholarly journals Engaging Equity Pedagogies in Computer Science Learning Environments

2020 ◽  
pp. 1-27
Author(s):  
Tia C. Madkins ◽  
Nicol R. Howard ◽  
Natalie Freed
Keyword(s):  
Public Schools ◽  
Computer Science ◽  
Learning Environments ◽  
Culturally Relevant Pedagogy ◽  
Teaching And Learning ◽  
The United States ◽  
Theoretical Frameworks ◽  
History Of ◽  
Definition Of ◽  
Relevant Pedagogy

In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) learning environments, we demonstrate how researchers and educators can shift the focus from access and achievement to social justice. After explaining the differences between the relevant theoretical frameworks, we provide practical examples from research of how both practitioners and researchers might use and/or examine equity-focused teaching practices. Resources for further learning are also included.

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