A Study on Mentoring for new teachers' ability to adapt to school System and improvement direction

This paper examined benefits of mentoring to the teachers especially the new teachers in the school system. The concept of mentoring was discussed vis-a-vis other related terms. The qualities of a mentor teacher were elucidated. How to start a mentoring programme as well as the four phases of mentoring relationship were fully highlighted and discussed. The “new teachers” to be introduced to administrative skills as identified by the paper are: those not trained in the teaching profession, those trained but entering into full time teaching for the first time, those trained teachers but not experienced in teaching (1 – 4 years) and those already teaching but found teaching uninteresting. The skills on which the new teachers can be mentored includes: school records keeping, class(room) management, teaching effectiveness and efficiency, school community relations, school plant management and evaluation and assessment of students. Benefits of mentoring to old and new teachers were highlighted. Mentoring is one of the best reforms in the education system and a very cost effective programme which will make the teachers to be the best they could in the school system and in the teaching profession.

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Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1601.25 ◽

1985 ◽

Vol 16 (1) ◽

pp. 25-28 ◽

Cited By ~ 5

Author(s):

Nicholas J. DeGregorio ◽

Nancy Gross Polow

Keyword(s):

Teacher Training ◽

School System ◽

Voice Disorders ◽

Future Research ◽

Speech Language Pathologists ◽

Speech Language Pathologist ◽

Bergen County ◽

Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

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Speech Therapy Services in a Large School System: A Six-Year Overview

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0704.207 ◽

1976 ◽

Vol 7 (4) ◽

pp. 207-219 ◽

Cited By ~ 3

Author(s):

Constance P. DesRoches

Keyword(s):

School System ◽

Speech Therapy ◽

Factors Affecting ◽

Case Load ◽

Number Of Children ◽

School Population ◽

System A ◽

Therapy Services ◽

And Shifts ◽

Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

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Students as Active Participants in Hearing Aid Maintenance

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2303.208 ◽

1992 ◽

Vol 23 (3) ◽

pp. 208-213 ◽

Cited By ~ 3

Author(s):

Marsha Lipscomb ◽

Peggy Von Almen ◽

James C. Blair

Keyword(s):

Inner City ◽

Hearing Aids ◽

School System ◽

Regular Education ◽

Hearing Aid ◽

Hearing Impairments ◽

City School

Twenty students between the ages of 6 and 19 years who were receiving services for students with hearing impairments in a metropolitan, inner-city school system were trained to monitor their own hearing aids. This study investigated the effect of this training on the percentage of students who wore functional hearing aids. Ten of the students received fewer than 3 hours of instruction per day in the regular education setting and generally had hearing losses in the severe to profound range. The remaining 10 students received greater than 3 hours of instruction per day in the regular education setting and had hearing losses in the moderate to severe range. The findings indicated improved hearing aid function when students were actively involved in hearing aid maintenance programs. Recommendations are made concerning hearing aid maintenance in the schools.

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Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Cited By ~ 1

Author(s):

Vera Joanna Burton ◽

Betsy Wendt

Keyword(s):

English Language Learners ◽

Language Learners ◽

School System ◽

English Language ◽

First Language ◽

The United States ◽

Public School System ◽

Language Difference ◽

Number Of Children ◽

School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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Immigrant Youth in Germany

European Psychologist ◽

10.1027/1016-9040/a000154 ◽

2013 ◽

Vol 18 (3) ◽

pp. 158-168 ◽

Cited By ~ 28

Author(s):

Emily Frankenberg ◽

Katharina Kupper ◽

Ruth Wagner ◽

Stephan Bongard

Keyword(s):

School System ◽

Large Scale ◽

Age Groups ◽

Well Being ◽

Ethnic Discrimination ◽

Emotional And Behavioral Problems ◽

Sociocultural Adaptation ◽

Age Related ◽

German School ◽

Transcultural Adaptation

This paper reviews research on young migrants in Germany. Particular attention is given to the question of how Germany’s history of migration, immigration policies, and public attitude toward migrants influence the transcultural adaptation of children and adolescents from different ethnic backgrounds. We combine past research with the results of new empirical studies in order to shed light on migrants’ psychological and sociocultural adaptation. Studies comparing young migrants and their German peers in terms of psychological well-being, life satisfaction, and mental health outcome suggest higher rates of emotional and behavioral problems among migrants of most age groups. With regard to adolescent populations between the ages of 14 and 17 years, however, the existence of differences between migrants and natives appears to be less clear. Research has also yielded inconsistent findings regarding the time trajectory of transcultural adaptation among adolescents. The coincidence of acculturation and age-related change is discussed as a possible source of these inconsistencies. Further, we provide an overview of risk and protective factors such as conflicting role expectations and ethnic discrimination, which may cause heightened vulnerability to adverse adaptation outcomes in some groups. Large-scale studies have repeatedly shown migrants of all age groups to be less successful within the German school system, indicating poor sociocultural adaptation. Possible explanations, such as the idiosyncrasies of the German school system, are presented. Our own studies contribute to the understanding of young migrants’ adaptation process by showing that it is their orientation to German culture, rather than the acculturation strategy of integration, that leads to the most positive psychological and sociocultural outcomes. The paper concludes by discussing implications for future cross-cultural research on young migrants and by suggesting recommendations for multicultural policies.

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