scholarly journals Balanced Literacy in an Urban School District

2005 ◽  
Vol 98 (5) ◽  
pp. 272-280 ◽  
Author(s):  
Bruce B. Frey ◽  
Steve W. Lee ◽  
Nona Tollefson ◽  
Lisa Pass ◽  
Donita Massengill
Keyword(s):  
School District ◽  
Balanced Literacy ◽  
Urban School ◽  
Urban School District

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

School leaders' preferences for teacher applicant characteristics in a large urban school district

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
W. Kyle Ingle ◽  
Namok Choi ◽  
Marco A. Munoz
Keyword(s):  
School District ◽  
Factor Structure ◽  
Assistant Principals ◽  
Large Scale ◽  
Urban School ◽  
Urban School District ◽  
Cross Sectional Survey ◽  
Urban District ◽  
Content Type ◽  
Significant Difference

PurposeWe surveyed educational leaders in a large, urban school district in the southeastern United States, examining: (1) the factor structure of scores from a new measure of administrators' preferred teacher applicant characteristics, and (2) the relationships between administrator demographics and their preferences.Design/methodology/approachWe implemented a non-experimental, cross-sectional survey design using the Preferred Teacher Applicant Characteristics Survey (PTACS). We undertook descriptive and exploratory factor analyses in order to examine dimensions and underlying patterns among the 31 survey items. The retained factors served as the dependent variables in our multiple regression analyses.FindingsWe identified a four-factor structure: (1) personal, (2) professional, (3) student outcomes, and (4) demographics. Our analyses suggest that there was not meaningful variability in administrators' preferred characteristics of applicants across racial and gender variables, but revealed a significant difference between principals and assistant principals for applicant demographics.Research limitations/implicationsOur findings are limited in their generalizability to the respondents from a single urban district who completed our survey in spring 2018. Although we cannot establish causation, the significant difference between principals and assistant principals for demographics may result from principals feeling greater pressure from district targets to hire diverse staff than their assistant principal counterparts. It is important to note that preferences for teacher applicant characteristics are different from actual hiring decisions and the availability of preferred characteristics.Originality/valueOur study is the first large-scale use of the instrument in a large US urban school district, a context, which poses significant challenges to the education of youth as well as the hiring and retention of educators.

Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Urban School District

2018 ◽  
Vol 11 (2) ◽  
pp. 276-289 ◽  
Author(s):  
Nathaniel von der Embse ◽  
Laura Rutherford ◽  
Ariel Mankin ◽  
Andrew Jenkins
Keyword(s):  
School District ◽  
Urban School ◽  
Urban School District ◽  
Intervention Model ◽  
Trauma Informed

The Urban School District

1986 ◽  
Vol 21 (3) ◽  
pp. 228-253 ◽  
Author(s):  
Joseph P. Viteritti
Keyword(s):  
School District ◽  
Urban School ◽  
Urban School District
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