Scott Elementary School: Home Grown School Improvement in the Flesh

2005 ◽  
pp. 235-254
Keyword(s):  
Elementary School ◽  
School Improvement

Elementary Service-Learning Project Example

2020 ◽  
pp. 132-144
Author(s):  
Alyssa N. Palazzolo ◽  
Dana L. Pizzo
Keyword(s):  
Elementary School ◽  
School Climate ◽  
School Improvement ◽  
Service Learning ◽  
Teacher Candidates ◽  
School Improvement Plan ◽  
Improvement Plan

Every year, the L.E.A.D. program requires teacher candidates to plan and implement a Service Learning Project that meets a need in his or her placement school. The progression of the projects has been outlined in Chapter X. This chapter includes an example of a Service Learning Project implemented at a local elementary school by two L.E.A.D. teacher candidates: Kaitlynn Dunn and Katie Polkosnik. The idea to combine mathematics and mindfulness came from their own observations of the school, conversations with staff and administration, and a review of the school's EQAO scores, school improvement plan, and school climate survey.

The fusion of school improvement and leadership capacity in an elementary school

2015 ◽  
Vol 44 (4) ◽  
pp. 599-616 ◽  
Author(s):  
Sigríður Margrét Sigurðardóttir ◽  
Rúnar Sigþórsson
Keyword(s):  
Elementary School ◽  
School Improvement ◽  
Leadership Capacity

scholarly journals What They Left Behind: A Case Study of Teachers' Experiences with School Improvement at Evergreen Elementary School

2014 ◽  
Author(s):  
Amy Orange
Keyword(s):  
Elementary School ◽  
No Child Left Behind ◽  
School Improvement ◽  
Elementary School Teachers ◽  
Left Behind ◽  
Increase Student Achievement ◽  
School Year ◽  
Upper Elementary School ◽  
Teachers Experiences ◽  
Reading And Math

With the enactment of the No Child Left Behind Act, an unprecedented amount of pressure has been placed upon schools to increase student achievement. During the 2009-2010 school year, Evergreen Elementary School was in Year Four of school improvement for failing to make Annual Yearly Progress (AYP) in both reading and math. Drawing on observational and interview data from upper elementary school teachers, this paper will explore how striving to make AYP impacted teachers including increased workloads and stress, and how these factors led to teachers leaving the school, with a focus on a single teacher’s experiences.

Gatekeepers in Gifted: A Case Study of the Disproportionality of Gifted Black Youth in Elementary Programs

2020 ◽  
pp. 155545892097673
Author(s):  
Angela M. Novak ◽  
Karen D. Jones
Keyword(s):  
Elementary School ◽  
School Improvement ◽  
White Students ◽  
Gifted Education ◽  
Black Youth ◽  
Cultural Proficiency ◽  
Gifted Identification ◽  
Gifted Program ◽  
Improvement Team

Gifted identification and services, like many aspects of education, are inequitable and disproportionate in favor of White students. Obama Elementary School serves 421 students: 29% are Black and 58% are White; the school’s gifted program is 10% Black and 86% White. Rebecca Johnson, the gifted teacher, brings this to the attention of her principal, who has Rebecca present to the school improvement team. Rebecca receives pushback from a culturally unresponsive and equity-illiterate group. This case study provides teaching notes on gifted identification and services as well as cultural proficiency and equity literacy, and is framed in both gifted education and anti-racism.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

Teachers' Stereotypes of Children Who Wear Hearing Aids

1981 ◽  
Vol 12 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Cletus G. Fisher ◽  
Kenneth Brooks
Keyword(s):  
Elementary School ◽  
School Child ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Social Implications ◽  
Elementary School Child ◽  
Classroom Teachers ◽  
Frequency Of Occurrence ◽  
Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

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