scholarly journals Stress at Work and Its Subsequent Problems among Teachers of the Public Schools Which Operate the School-Based Violence Reduction Program (VRP) in Tulkarm Governorate

2015 ◽  
Vol 5 (4) ◽  
Author(s):  
Rabee Oteer
Keyword(s):  
Public Schools ◽  
Violence Reduction ◽  
The Public ◽  
School Based ◽  
Reduction Program ◽  
Stress At Work

School Discipline Policies, Perceptions of Justice, and In-School Delinquency

2018 ◽  
Vol 65 (10) ◽  
pp. 1343-1370 ◽  
Author(s):  
Erica R. Fissel ◽  
Pamela Wilcox ◽  
Marie Skubak Tillyer
Keyword(s):  
Public Schools ◽  
School Level ◽  
School Crime ◽  
Disciplinary Practices ◽  
The Public ◽  
School Based ◽  
Level Data ◽  
Discipline Policies ◽  
Management Policies ◽  
The Impact

School crime has been a national issue for nearly 40 years and remains a concern for students, administrators, parents, and the public. Schools engage in numerous strategies aimed at curbing crime, ranging from harsh disciplinary practices to proactive strategies focused on gaining student compliance. This study examines the impact of disciplinary practices on in-school delinquency, while also considering the influence of students’ perceptions of injustice. Using student- and school-level data from the Rural Substance Abuse and Violence Project and hierarchical Poisson regression analyses, findings reveal that students’ perceptions of injustice were significantly related to in-school delinquency, while proactive and reactive discipline practices, spanning the punitiveness continuum, were not. The findings provide tentative guidance for school-based discipline management policies and practices.

Speech-Language Pathology Assistants Current State of Affairs

2009 ◽  
Vol 10 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Lemmietta McNeilly
Keyword(s):  
United States ◽  
Public Schools ◽  
The United States ◽  
Speech Language Pathology ◽  
The Public ◽  
School Based ◽  
Current State ◽  
Language Pathology ◽  
Educational Requirements ◽  
State Of Affairs

Abstract The utilization of speech-language pathology assistants (SLPAs) is increasing in the United States particularly in the public schools. The American Speech-Language-Hearing Association provides specific guidelines regarding the training, use, and supervision of (SLPAs; ASHA, 2004). The current state of affairs of SLPAs involves variable requirements across the states to qualify for SLPA credentials. The programs that educate SLPAs have variable technical and curricular requirements, and the educational requirements for regulating SLPAs also vary across the states. School-based SLPs continue to raise questions about the supervision requirements, funding, and reimbursement issues for working with SLPA in schools across the country.

Development of an Interdisciplinary Dysphagia Team in the Public Schools

2000 ◽  
Vol 31 (1) ◽  
pp. 62-75 ◽  
Author(s):  
Emily M. Homer ◽  
Cheryl Bickerton ◽  
Sherry Hill ◽  
Lisa Parham ◽  
Darlene Taylor
Keyword(s):  
Public Schools ◽  
Staff Development ◽  
Current Status ◽  
Students At Risk ◽  
The Public ◽  
School Based ◽  
Action Team ◽  
Swallowing Dysfunction ◽  
Nutrition And Hydration ◽  
Future Plans

This article describes the development of a school-based dysphagia team (swallowing action team [SWAT]) within the St. Tammany Parish School System located in Covington, Louisiana. The team's vision was to ensure safe nutrition and hydration for students at risk for swallowing dysfunction during school hours. This article addresses how the team was initially formed, the process of identifying students who were exhibiting a swallowing disorder, steps taken for staff development, and problems encountered in seeking administrative approval. The current status of the dysphagia program, as well as future plans for further implementation, are also presented.

Permission Not Required: The Power of Parents to Disrupt Educational Hypocrisy

2017 ◽  
Vol 41 (1) ◽  
pp. 159-181 ◽  
Author(s):  
Beatrice S. Fennimore
Keyword(s):  
Parent Involvement ◽  
Public Schools ◽  
Public School ◽  
Ethical Issues ◽  
School Practices ◽  
The Public ◽  
School Based ◽  
Justice Theories ◽  
Unequal Opportunities ◽  
Equal Educational Opportunities

This review is focused on literature documenting the experiences of nondominant and minoritized parents who challenge injustice and inequity in the public schools attended by their children. It interrogates hegemonic approaches to parent involvement favoring dominant groups and silencing efforts of nondominant parents to confront discriminatory assumptions and unequal opportunities. Research studies generally published between 1995 and 2016 reflecting grassroots parent activism encountering conflict and tension and exposing racism, classism, and discrimination in public school practices and policies were selected. Using the lens of critical race and social justice theories, the review is structured on three major public school hypocrisies: (1) hegemonic traditional school-controlled parent involvement that privileges dominant groups and devalues contributions of nondominant groups, (2) false claims of equity in schools characterized by stratified and differential opportunities, and (3) discriminatory market-based choice and privatization schemes. Ultimately the review calls on researchers to acknowledge ethical issues that arise when their work “confirms” nondominant parent and child inferiority. Further, it calls for observer–activist–participant research paradigms that acknowledge school-based resistance to critical nondominant parent activism and respectfully document the continuing struggle of nondominant parents for equal educational opportunities.

Workload Status of School-Based Speech-Language Pathologists in Texas

2012 ◽  
Vol 13 (4) ◽  
pp. 136-149
Author(s):  
Erika Armstrong ◽  
Ginger White ◽  
Laura Moorer-Cook ◽  
Cindy Gill
Keyword(s):  
Public Schools ◽  
Speech Language Pathologists ◽  
Workload Analysis ◽  
The Public ◽  
Number Of Children ◽  
School Based ◽  
The Status ◽  
Laws And Policies ◽  
Time Expenditures

In 1993, the American Speech-Language-Hearing Association (ASHA) recommended caseloads of 40 for speech-language pathologists (SLPs) practicing in the public schools, a recommendation that was not feasible for most school districts. In addition, new laws and policies substantially increased the paperwork, responsibilities, and time expenditures required of the school-based SLP. ASHA subsequently instigated extensive reviews of the problem and, in 2002, suggested that schools instead use a “workload analysis approach,” considering all of the required activities from prereferral to dismissal, in order to determine the number of children an SLP could appropriately serve. In our study, we attempted to catalog the status of Texas' efforts in using workload considerations. More than 400 school-based respondents indicated the percentages of time they spent fulfilling each professional responsibility at their school. Responses suggest that variation in caseload numbers corresponds to clinician role (SLP vs. supervising SLP vs. SLP Assistant). Most clinicians indicated that they were fairly satisfied with their job; however, many were employed 5 or fewer years in the schools and the average workweek was 48–49 hours. Although it appears that Texas is using workload considerations to some extent, efforts should continue to optimize the quality of treatment for Texas schoolchildren and retention of SLPs in the schools.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Sign in / Sign up

Export Citation Format

Share Document