What Boards of Education Are Really About

2018 ◽  
pp. 35-42
Author(s):  
Ryan Donlan ◽  
Todd Whitaker
Keyword(s):  
Boards Of Education

scholarly journals State Boards of Education: Lesser Known Policy Actors

2018 ◽  
Vol 33 (1) ◽  
pp. 205-233 ◽  
Author(s):  
Michelle D. Young ◽  
Bryan A. VanGronigen ◽  
Amy Luelle Reynolds
Keyword(s):  
Exploratory Study ◽  
Policy Making ◽  
Boards Of Education ◽  
Policy Actors ◽  
Policy Work ◽  
Over Time

Few scholars have engaged in close examinations of state boards of education (SBOEs), their make-up, or the broader implications of their influence over time. SBOE membership, authority, and impact differ significantly across the 50 states. This article reports findings from an exploratory study of three SBOEs and their role as policy actors. Thinking about SBOEs as policy actors focuses attention not only on the power, authority, and policy-making functions of SBOEs, but also on the individuals who serve on SBOEs, their actions, and the discourses constructed through the performance of their policy work.

Conducting IPT-AST in Schools

2016 ◽  
pp. 136-143
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Boards Of Education ◽  
Depression Prevention ◽  
School Settings ◽  
School Based ◽  
Mental Health Programs

This chapter discusses the delivery of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in school settings. The literature on school-based mental health programs is reviewed. Advantages of delivering preventive interventions in schools and challenges to implementation are outlined. These challenges include obtaining agreement from school personnel and boards of education; identifying personnel who will take the lead in implementing IPT-AST; identifying adolescents who will be appropriate for these services; explaining IPT-AST to adolescents and parents to engage them in the program; and managing logistical and scheduling issues within the schools. The authors discuss strategies to address the challenges of implementing this depression prevention program in a school setting.

County Boards of Education

1923 ◽  
Vol 98 (19) ◽  
pp. 511-511
Author(s):  
J. R. Grant
Keyword(s):  
Boards Of Education

Special Education in Northwest Ohio: A Case Study of Rural Service Delivery Problems.

1993 ◽  
Vol 12 (3) ◽  
pp. 42-46 ◽  
Author(s):  
Veronica Gold ◽  
Steven C. Russell ◽  
Ellen U. Williams
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Problem Area ◽  
National Study ◽  
Boards Of Education ◽  
Geographic Isolation ◽  
Educational Support ◽  
Rural Service Delivery ◽  
Rural Service

This article describes the core of a larger study that examined rural special education service delivery problems as perceived by various personnel within County Boards of Education as opposed to, County Boards of Mental Retardation and Developmental Disabilities within a 12-county area of northwest Ohio. By utilizing instrumentation similar to an earlier national study conducted by Helge (1983), responses were compared between agencies within the 12 counties themselves, as well as, parallel comparisons drawn with national outcomes. Limited access to educational support services, geographic isolation, commuting distance, carreer opportunities, burnout, and scarcity of personnel were identified as problem areas. Recommendations that are low-to-no-cost are provided that address each identified problem area within the 12-county region.

Improving institutional incentives for public land management: an econometric analysis of school trust land leases

2005 ◽  
Vol 1 (2) ◽  
pp. 193-215 ◽  
Author(s):  
MATTHEW H. BONDS ◽  
JEFFREY J. POMPE
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Public Lands ◽  
The United States ◽  
Institutional Arrangements ◽  
Public Land ◽  
Boards Of Education ◽  
Public Land Management ◽  
Conflicting Objectives ◽  
School Trust

There is considerable interest in the proper management of public lands in the United States, but questions arise over what institutional arrangements may ensure proper land stewardship. Recently, the trust doctrine has been heralded as a way to motivate prudent decision making by land managers. School trust lands, which are managed to generate revenues for public schools, represent a long-standing example of the trust doctrine at work. We examine Mississippi school trust leases and show that the trustees, who are elected officials, maintain multiple conflicting objectives, which ultimately undermine the trust relationship. However, we find that a recent institutional change that made the Boards of Education (the fund recipients) the trustees, caused revenues to increase dramatically.

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