scholarly journals School-community partnerships in community children's choir organizations

2017 ◽  
Author(s):  
◽  
Elizabeth Hogan McFarland
Keyword(s):  
Public Schools ◽  
Public Relations ◽  
Music Education ◽  
Common Ground ◽  
School Community ◽  
The United States ◽  
Community Partnerships ◽  
Children's Choir ◽  
Education Support ◽  
K 12

This descriptive study examined community children's choirs' participation in K-12 school-community partnerships to describe characteristics of these organizations and their partnerships, and to examine what the directors believed to be the benefits and challenges of such partnerships. Directors of community-based children's choirs in the United States (N = 89) completed a survey that included questions about their organization's participation in various forms of school-community partnerships. Thirtythree percent of respondent's organizations participated in at least one partnership. Most of those were long-term, simple-transaction partnerships with K-12 public schools, initiated by the children's choir organizations. Goals of partnerships included choral music education, support for schools/community, talent identification, outreach/engagement, and lifelong skill development. These goals were achieved through activities such as performances, educational activities, rehearsals, and recruitment. Some factors more strongly affected the decision to develop a partnership than others, including needs of the school, potential for recruitment, and location. Benefits of partnerships for singers included exposure to enhanced musical experiences, and connecting with other singers. Partnerships also provided benefits to children's choir organizations such as increased effectiveness of the organization's choral program, recruitment, exposure to diverse populations and public relations benefits. Directors perceived the challenges of school-community partnership participation to be communication, lack of money, and finding time to plan/implement programs. Educators and community music directors need more information about partnerships to be able to contribute to building shared experiences. Conversation and education is needed to facilitate cooperation between organizations to find common ground for the good of music education in our communities.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

Accountability Challenges in Networks and Partnerships: Evidence from Educational Partnerships in the United States

2004 ◽  
Vol 70 (2) ◽  
pp. 331-344 ◽  
Author(s):  
Muhittin Acar ◽  
Peter J. Robertson
Keyword(s):  
United States ◽  
Public Schools ◽  
Field Research ◽  
The United States ◽  
Public Private Partnerships ◽  
Interorganizational Networks ◽  
Access To Information ◽  
Educational Partnerships ◽  
Non Profit ◽  
K 12

The study from which this article is drawn constitutes one of the first attempts to remedy the paucity of research on accountability in the context of interorganizational networks and public–private partnerships. The data for the study were drawn from field research focusing particularly on partnerships formed between K-12 public schools and private and/or non-profit organizations in the United States. The most frequently cited difficulties associated with accountability in partnerships were the availability of and access to information, sectoral and personal differences, and frequent changes in personnel, resources, and partners.

Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

2020 ◽  
pp. 002205742096676
Author(s):  
Adekunle Lawal
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
West African ◽  
Educational Opportunities ◽  
Equal Access ◽  
Education For All ◽  
Education Policies ◽  
Elementary And Secondary Education ◽  
K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

Radio in Music Education: The Indiana School of the Sky Music Episodes, 1947–1948

2020 ◽  
pp. 153660062097345
Author(s):  
Morganne Aaberg
Keyword(s):  
United States ◽  
Public Schools ◽  
Music Education ◽  
Teaching Strategies ◽  
Contemporary Music ◽  
The United States ◽  
Indiana University ◽  
The Public ◽  
School Year ◽  
Music Program

In this study I examined archival material relating to music lessons that aired on the Indiana School of the Sky during its inaugural season in the 1947–1948 school year. The Indiana School of the Sky was an educational radio program intended for use in the public schools and produced by Indiana University students and professors, in partnership with the State Department of Education. The purpose of this study was to illuminate details of the Indiana School of the Sky music program during its inaugural season in 1947–1948, such as the staff, repertoire, teaching strategies, and program structure. Of particular interest was Dorothy G. Kelley, who served as supervisor of the Indiana School of the Sky music episodes during its inaugural season, and was the first female to join the faculty of the Music Education Department at Indiana University. A secondary purpose was to examine the intersection of education and technology in the late 1940s through the lens of the Indiana School of the Sky and to afford contemporary music educators the opportunity to reflect on how they use current technologies in their classrooms. This study found that the program employed three main teaching strategies: singalong, call and response, and listening. Indiana University music and music education students performed in many music episodes alongside Kelley, and 34% of compositions that aired during the 1948–1949 school year comprised of music by composers from the United States, or folk music originating in the United States. Other countries represented by either composer or folk tradition included Australia, Austria, Czechoslovakia, England, Finland, France, Germany, Italy, Norway, Mexico, Russia, and Spain.

Descriptive Profile and Survey of Alternatively Certified Texas Music Educators

2017 ◽  
Vol 27 (3) ◽  
pp. 24-37 ◽  
Author(s):  
Christopher K. Dye
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Music Education ◽  
Music Educators ◽  
The State ◽  
Alternatively Certified ◽  
Music Teaching ◽  
Economically Disadvantaged Students ◽  
K 12 ◽  
Prior Experiences

The purpose of the study was to examine the features of Texas’s Alternative Route to Certification (ARC) programs in music education, the demographics and prior experiences of program completers, and the employment of ARC completers in K–12 public schools. Data were collected from the State Board of Educator Certification about demographics and employment information for all individuals who completed ARC programs in music education between 2002 and 2012 ( N = 1,200), and individuals from that population were surveyed concerning their experiences ( n = 214). Survey respondents completed programs that varied widely in duration, features, instructional modalities, and providing institutions. Music educator gender and ethnicity were significantly associated with the route used to pursue alternative certification. Relative to the distribution of music teaching positions across the state, ARC completers were disproportionately employed in large urban districts, charter school districts, and in districts with large proportions of economically disadvantaged students.

scholarly journals Religion, Democracy and the Public Schools

2009 ◽  
Vol 25 (1) ◽  
pp. 33-56 ◽  
Author(s):  
Michael J. Davis
Keyword(s):  
Public Schools ◽  
A Priori ◽  
United States Supreme Court ◽  
The United States ◽  
Religious Activities ◽  
The Public ◽  
School Prayer ◽  
Political Policy ◽  
Early School ◽  
K 12

In the six decades since it began adjudicating issues involving religion and K-12 education, the United States Supreme Court has issued numerous opinions on various aspects of that relationship. Several of the Court's viewpoints have changed over time. It explicitly reversed itself on the constitutionality of using publicly-paid specialists in parochial schools, and dramatically changed its perspective on public funds flowing to those institutions. But the Court has never wavered on issues regarding religious activities in public schools—it has struck down every policy or program it has chosen to review. No opinion was unanimous, and rationales changed. But no result has diverged from the Court's original perspective that the Establishment Clause's brightest line ran just outside the public school grounds.This piece begins with first doctrinal, then policy reviews of the Court's nine school prayer decisions. Parts I and II analyze the decisions as constitutional doctrine, dividing them along parallel lines of time and quality. In Part I, I show that the holdings and rationales of the Court's early school prayer decisions are both sound and commendable as constitutional doctrine. Part II takes a longer look at the remaining later decisions however, and reveals a struggling Court often relying on specious, fabricated or a priori reasoning to reach the apparently inevitable, but questionable, conclusion of unconstitutionality. Part III takes up the effects of the Court's decisions on social and political policy. I argue that the early decisions, though controversial, freed America from a past of sectarian domination, while the later decisions helped sow the seeds of several related and unhappy developments, especially ones promoting the very religious divisions they purported to guard against.

Learning from Each Other: A Portrait of Family-School-Community Partnerships in the United States and Mexico

2010 ◽  
Vol 14 (1) ◽  
pp. 2156759X1001400
Author(s):  
Kylie P. Dotson-Blake
Keyword(s):  
United States ◽  
Academic Success ◽  
School Counselors ◽  
Mexican Immigrants ◽  
School Community ◽  
The United States ◽  
Community Partnerships ◽  
Mexican Immigrant Families ◽  
School Community Partnership ◽  
And Function

Family-school-community partnerships are critically important for the academic success of all students. Unfortunately, in the face of specific barriers, Mexican immigrants struggle to engage in partnership efforts. In the hopes of promoting the engagement of Mexican immigrant families in partnerships, this article presents the findings of a transnational ethnography, exploring family-school-community partnership experiences of Mexican nationalists in Veracruz and Mexican immigrants in North Carolina. A portrait of partnerships in Mexico is contrasted with a portrait of partnerships in the United States, highlighting similarities and differences in role, structure, and function. School counselors are offered strategies for utilizing the knowledge of partnerships in Mexico to promote and support the engagement of Mexican immigrants in partnerships in the United States.

Elsie Shawe, Music Supervisor in St. Paul, Minnesota (1898–1933)

2004 ◽  
Vol 52 (4) ◽  
pp. 328-342
Author(s):  
Sondra Wieland Howe
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Music Teachers ◽  
National Level ◽  
The United States ◽  
National Accounts ◽  
Music Curriculum ◽  
School Music ◽  
The Board Of Directors ◽  
Music Supervisor

Elsie Shawe (1866–1962), supervisor of music in St. Paul, Minnesota, for thirty-five years, is an example of a music supervisor in the United States who was active in the formative years of the Music Supervisors National Conference (MSNC). Although she is cited only briefly in national accounts, there is a substantial amount of material on her career in local archives. In the St. Paul Public Schools, Shawe supervised classroom teachers, organized the school music curriculum, and conducted performances in the community. She served as a church organist and choir director in St. Paul and was president of the Minnesota Music Teachers Association. At the national level, Shawe was an officer of the NEA Department of Music Education and a member of the board of directors of the MSNC. Through her committee work, Shawe promoted the standardization of patriotic national songs.May 5, 2004November 10, 2004.

The Role of the Perceptions of School Climate and Teacher Victimization by Students

2017 ◽  
Vol 35 (23-24) ◽  
pp. 5526-5551 ◽  
Author(s):  
Francis L. Huang ◽  
Colleen Lloyd Eddy ◽  
Emily Camp
Keyword(s):  
Special Education ◽  
Public Schools ◽  
School Climate ◽  
Fixed Effects ◽  
Administrative Support ◽  
The United States ◽  
School Bullying ◽  
Data Set ◽  
Teacher Victimization ◽  
K 12

Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

Julius Eichberg: String and Vocal Instruction in Nineteenth-Century Boston

1996 ◽  
Vol 44 (2) ◽  
pp. 147-159
Author(s):  
Sondra Wieland Howe
Keyword(s):  
High School ◽  
Public Schools ◽  
Music Education ◽  
School System ◽  
Vocal Music ◽  
The United States ◽  
String Education ◽  
Choral Works ◽  
Boston Public Schools ◽  
Vocal Instruction

Julius Eichberg (1824-1893) made valuable contributions to the development of music education through his string and vocal instruction in Boston. Educated in Europe, Eichberg was a violin professor in Geneva before immigrating to the United States in 1857. He directed the Boston Museum Concerts 1859-1866 and composed four operas. In 1867, he founded the Boston Conservatory, developed its string department, and published string method books and chamber music. In the Boston public schools, Eichberg taught high school vocal music, supervised music for the entire school system, and taught teacher-training courses. Boston s school system became a model for other school systems. The annual Music Festivals in Boston, with Eichberg conducting choruses and orchestras, brought the schools positive publicity. Eichberg also composed choral works for his school choruses and edited music textbooks. Eichbergs work in string education and high school choral music laid foundations for programs in the twentieth century.

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