Regarding: Consumption of school meals provided by PNAE among Brazilian public school adolescents

Big corporations and food service companies are making millions of dollars from public school meal programs, often to the detriment of students’ health. Jennifer Gaddis explains how government policies and funding shortfalls have affected what is served is school cafeterias. Common cost-cutting measures include serving cheap and easy-to-prepare meals, selling junk food to raise revenues, or bringing in outside companies to manage cafeterias. Parents and community groups have pushed back, trying to bring scratch cooking and nutritious food back into their cafeterias.

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Why nutritious meals matter in school

Phi Delta Kappan ◽

10.1177/0031721720956847 ◽

2020 ◽

Vol 102 (1) ◽

pp. 34-37

Author(s):

Eleanor D. Thompson

Keyword(s):

Food Security ◽

Public School ◽

Food Insecurity ◽

Student Performance ◽

School Meals ◽

School Meal ◽

Meal Quality ◽

The Subject ◽

School Equity

The Trump Administration’s rollbacks in nutritional standards for school meals have been the subject of much criticism and the basis for a lawsuit. Research into food insecurity and public school meal quality shows that food security and high nutritional standards are essential to any efforts to improve both school equity and student performance. Eleanor Thompson describes this research and makes recommendations for halting proposed rollbacks and providing more durable protections for the regulations that exist.

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Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0603.119 ◽

1975 ◽

Vol 6 (3) ◽

pp. 119-124 ◽

Cited By ~ 3

Author(s):

Robert T. Wertz ◽

Michael D. Mead

Keyword(s):

Public School ◽

Cleft Palate ◽

Classroom Teacher ◽

First Grade ◽

Speech Disorders ◽

Third Grade ◽

Second Grade ◽

Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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Higher Education and the Public School Speech Clinician

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0601.54 ◽

1975 ◽

Vol 6 (1) ◽

pp. 54-55

Author(s):

George W. Schubert

Keyword(s):

Higher Education ◽

Public School ◽

The Public

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Public School Voice Clinics, Part II

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1501.58 ◽

1984 ◽

Vol 15 (1) ◽

pp. 58-64 ◽

Cited By ~ 9

Author(s):

Sandra Q. Miller ◽

Charles L. Madison

Keyword(s):

Public School ◽

School District ◽

Voice Therapy ◽

Respiratory Problems ◽

Chronic Laryngitis ◽

Upper Respiratory ◽

Vocal Nodules

In 10 years of semiannual voice clinics held in a metropolitan school district, 249 cases were reviewed. Attending otolaryngologists diagnosed vocal nodules in 40% of the cases. Chronic laryngitis and thickened cords were also frequently noted. One third of the cases had concomitant allergies, ear, and/or upper respiratory problems. Direct voice therapy was recommended for 65% of those attending voice clinics. The data on sex and age were consistent with previous research. Family voice history and prognosis are also discussed.

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Public School Voice Clinics, Part I

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1501.51 ◽

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.

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Computer Usage by Speech-Language Pathologists in Public Schools

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1904.423 ◽

1988 ◽

Vol 19 (4) ◽

pp. 423-427 ◽

Cited By ~ 5

Author(s):

Gail Ruppert Houle

Keyword(s):

Public Schools ◽

Public School ◽

Computer Technology ◽

Computer Usage ◽

Attitudes Toward Computers ◽

Speech Language Pathologists ◽

Frequent Users ◽

Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

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Creative Problem Solving in Public School Supervision

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2003.320 ◽

1989 ◽

Vol 20 (3) ◽

pp. 320-332 ◽

Cited By ~ 5

Author(s):

David A. Shapiro ◽

Nelson Moses

Keyword(s):

Public School ◽

Problem Solving ◽

School Environment ◽

Professional Growth ◽

Cognitive Learning ◽

School Personnel ◽

Collaborative Problem Solving ◽

The Public ◽

School Supervision ◽

Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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