scholarly journals The Transition Practices of One County's Rural Elementary School Districts and Their Receiving Independent School District

2018 ◽  
Vol 27 (2) ◽  
Author(s):  
Stephen E. Smith
Keyword(s):  
Elementary School ◽  
School District ◽  
Independent School ◽  
Transition Process ◽  
Ninth Grade ◽  
Elementary School District ◽  
Independent School District ◽  
Elementary School Districts ◽  
Ninth Grade Students ◽  
Rural Elementary School

The purpose of this study was to describe the transition implementation experienced by rural elementary school district students entering the ninth grade at an independent school district, and to describe the ties to the school that exist among these same ninth grade students. This qualitative research involved interviewing 11 ninth grade students, six rural elementary school district counselors and/or administrators, and one independent school district counselor. Conclusions of the study revealed that the independent school district in the study does not have a structured transition implementation program to assist rural elementary school district students. Despite literature that supports the success of transitional programs for students and the fact that the county in the study once had a transitional program, there is currently no program in place. The one thing every rural elementary and independent school district staff member agreed on was that the transition process for the rural elementary students needs drastic improvement. Suggestions were provided by all participants to assist with improving transition.  

Metric Mall

1989 ◽  
Vol 37 (1) ◽  
pp. 6-11
Author(s):  
Nancy Fay ◽  
Catherine Tsairides
Keyword(s):  
Elementary School ◽  
School District ◽  
Independent School ◽  
Fifth Grade ◽  
Independent School District ◽  
Fifth Grade Students ◽  
Mathematics And Science

At Petrosky Elementary school in Alief Independent School District, Houston. Texas, a unique mathematics and science unit was developed for third-, fourth-, and fifth-grade students. The students worked in stores in this “Metric Mall.” These “retail” experiences gave them opportunities to work with measuring tools and ordinary, but motivating, materials.

What Does an Optimal District Standard For School Nursing Look Like?

2018 ◽  
Vol 34 (4) ◽  
pp. 202-204 ◽  
Author(s):  
Ted Cross ◽  
Erin D. Maughan ◽  
Donna Mazyck
Keyword(s):  
School District ◽  
Health Services ◽  
Independent School ◽  
School Nurses ◽  
Lessons Learned ◽  
School Nursing ◽  
Evidence Based Practices ◽  
Independent School District ◽  
Assessment Program ◽  
Future Potential

As a district, Mansfield Independent School District wanted to validate that Health Services was performing at the highest level possible, implementing evidence-based practices, and achieving the highest outcomes with our students and staff. NASN (2016) had developed the Framework for 21st Century School Nursing Practice to illustrate the practice of school nurses; and sought ways to operationalize the Framework for local school nurses and district level use. This article will explain how the two groups partnered together to develop a tool and assessment program. The article will discuss the approach, challenges, and perspectives of both Mansfield Independent School District and NASN, lessons learned, outcome, and future/potential changes within health services.

Refugee Children and Parental Involvement in School Education

2018 ◽  
pp. 139-161
Author(s):  
Zlata Kovacevic ◽  
Barbara Klimek ◽  
Iris Sharon Drower
Keyword(s):  
Elementary School ◽  
School District ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Program Model ◽  
Children And Families ◽  
Elementary School District ◽  
Refugee Students ◽  
Refugee Education ◽  
Over Time

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

Integrating Accessible Multiplication Games into Inclusive Classrooms

2012 ◽  
pp. 273-292
Author(s):  
Cindy L. Anderson
Keyword(s):  
Elementary School ◽  
Statistical Analysis ◽  
School District ◽  
Universal Design ◽  
Fourth Grade ◽  
Inclusive Classrooms ◽  
Covariance Analysis ◽  
Analysis Of Covariance ◽  
Elementary School District ◽  
Multiplication Facts

Two accessible games were the focus of a study involving inclusive fourth grade classrooms in a suburban Chicago elementary school district. The games were created using software with universal design capability and were designed to teach multiplication facts. Data were collected that compared the classes using the software with classes that did not use the software. The statistical analysis used in the design of the study was analysis of covariance using a pretest assessment of multiplication facts as the covariate. Students used the games twice a week for four weeks during a period of 40 minutes a day. Results indicated a gain in accuracy of multiplication facts on the part of the groups using the games, but not enough to demonstrate significance. In addition to the analysis of covariance analysis, selected classes filled out surveys designed to measure the students’ opinions of the games and their effectiveness. Results of the surveys indicated that the students were somewhat unsure about their effectiveness as a tool to learn multiplication facts but found them enjoyable to play. Interpretation of both of these results is provided.

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