What's Going On…

1976 ◽  
Vol 23 (4) ◽  
pp. 251-252
Keyword(s):  
Public Schools ◽  
Learning Styles ◽  
Instructional Television ◽  
Learning Problems ◽  
Early Assessment ◽  
Training Project ◽  
Mathematics Skills ◽  
Regular Classrooms ◽  
Color Video ◽  
The U.S

Integrating Students With Special Learning Problems into regular classrooms is the focus of the Lexington Teacher Training Project. A series of ten color video- cassettes, each with a printed guide, has been produced by the Lexington (Massachusetts) Public Schools with funds from the U.S. Office of Education (USOE). The series includes “Diagnosis and Educational Planning,” “Early Assessment: Step to Planning,” “Together They learn,” “Mastering Mathematics Skills,” and “Reading and learning Styles.” Previews of representative lessons are available at no charge to those interested in considering the series for use in school. Requests for preview materials should be made to the Agency for Instructional Television, Box A, Bloomington, IN 47401.

Moving beyond Brown: Race and Education After Parents v. Seattle School District No. 1

2011 ◽  
Vol 113 (4) ◽  
pp. 735-754 ◽  
Author(s):  
Jamel K. Donnor
Keyword(s):  
Public Schools ◽  
School District ◽  
Supreme Court ◽  
Students Of Color ◽  
Global Economy ◽  
Community Schools ◽  
Policy Makers ◽  
Educational Advancement ◽  
Quality Learning ◽  
The U.S

Background By a 5–4 margin, the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 declared that voluntary public school integration programs were unconstitutional. Citing the prospective harm that students and their families might incur from being denied admission to the high school of their choice, the Supreme Court declared that the plaintiffs, Parents Involved in Community Schools (PICS), had a valid claim of injury by asserting a interest in not being forced to compete for seats at certain high schools in a system that uses race as a deciding factor in many of its admissions decisions. Purpose The goal of the article is to discuss how conceptions of harm and fairness as articulated in Parents Involved in Community Schools v. Seattle School District No. 1 privilege the self-interests of White students and families over the educational needs of students of color. Research Design This article is a document analysis. Conclusions By referencing the Brown v. Board of Education of Topeka decision of 1954 (Brown I) to buttress its decision, the U.S. Supreme Court has determined that programmatic efforts to ensure students of color access to quality learning environments are inherently ominous. The dilemma moving forward for policy makers and scholars concerned with the educational advancement of students of color is not to develop new ways to integrate America's public schools or reconcile the gaps in the Supreme Court's logic, but rather to craft programs and policies for students of color around the human development and workforce needs of the global economy.

STUDENTS’ LEARNING CREATIVITY PROFILE REVIEWED FROM SCHOOL ACCREDITATION STATUS

2021 ◽  
Vol 5 (2) ◽  
pp. 62-77
Author(s):  
Ineu Maryani
Keyword(s):  
High School ◽  
Public Schools ◽  
Junior High School ◽  
Junior High ◽  
National Standard ◽  
Learning Problems ◽  
Survey Method ◽  
Guidance And Counseling ◽  
Average Ability ◽  
Significant Difference

This article aims to describe the students' learning creativity profile reviewed from school's accreditation status. The method in this study was a survey method by distributing a questionnaire of students’ learning creativity through google form. Participants in the study were grade VIII students in public schools with National Standard School accredited status, schools with A accredited State Junior High School (JHS), and B accredited State Junior High School (JHS). Based on the results of data processing, there was a significant average difference in learning creativity on indicators the ability to deal with learning problems between public schools with National Standard School accredited status and schools with A accredited State JHS. The average ability to deal with learning problems is also significantly different between schools with A accredited State JHS, and B accredited State JHS. A significant difference in average is also shown in the indicators of interest in learning creations and indicators of the ability to develop in learning between public schools with National Standard School accredited status and schools with A accredited State JHS. The results of this study can be used as empirical data for research on guidance and counseling programs to develop students' creativity in schools.Keywords: Profile, learning creativity,  student

A New Understanding of our Confusion

2017 ◽  
pp. 582-604 ◽  
Author(s):  
Christopher Seals ◽  
Akesha Horton ◽  
Inese Berzina-Pitcher ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Selection Process ◽  
Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
Stem Instruction ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.

Continuous Evaluation of the Learning Process of Algebra Through a Semi-Automated Tool

2019 ◽  
Vol 12 (3) ◽  
pp. 1-20
Author(s):  
Blanca Estela Pedroza-Méndez ◽  
Juan Manuel Gonzalez-Calleros ◽  
Josefina Guerrero-García ◽  
Cesar A. Collazos
Keyword(s):  
Public Schools ◽  
Learning Styles ◽  
Continuous Evaluation ◽  
Personalized Education ◽  
The Subject ◽  
Automated Tools ◽  
Skills Learning ◽  
Intelligent Tutorial Systems ◽  
Tutorial Systems ◽  
Automated Tool

Personalized education is an issue that is being considered in the development of automated tools. Personalized education refers to the fact that students' characteristics must be considered to determine the type of teaching or instructional design that must be provided to him/her. Within the area of intelligent tutorial systems (STI), student characteristics are handled within the student's module and usually refer to the student's skills, learning styles and prior knowledge of the subject of interest. The latter is closely related to the need to constantly assess the student, which is a process that is not easy to perform manually. However, several public schools in Mexico there is not the infrastructure necessary to be able to use automated tools, in each of the classrooms. This article is a proposal for a semi-automated tool for constant assessment.

Teacher Unions and the Productivity of Public Schools

ILR Review ◽  
1987 ◽  
Vol 40 (3) ◽  
pp. 354-363 ◽  
Author(s):  
Randall W. Eberts ◽  
Joe A. Stone
Keyword(s):  
Public Schools ◽  
Standardized Tests ◽  
Department Of Education ◽  
Teacher Unions ◽  
Individual Student ◽  
Instructional Techniques ◽  
Achievement Gains ◽  
Student Data ◽  
Average Students ◽  
The U.S

Do teacher unions affect the productivity of public schools? The authors examine this question using individual student data from the Sustaining Effects Survey sponsored by the U.S. Department of Education. Holding resources constant and using achievement gains on standardized tests as the measure of output, they find that union districts are seven percent more productive for average students. For the minority of students who are significantly above or below average, however, nonunion districts are more productive by about the same margin, apparently because teacher unions reduce the use of specialized instructional techniques. This result is consistent with the view that unions tend to standardize the workplace. Across all students, the average union productivity advantage is three percent.

Classroom Practices Used with Gifted Third and Fourth Grade Students

1993 ◽  
Vol 16 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Francis X. Archambault ◽  
Karen L. Westberg ◽  
Scott W. Brown ◽  
Bryan W. Hallmark ◽  
Wanli Zhang ◽  
...  
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Gifted Students ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Regular Classrooms ◽  
Fourth Grade Students ◽  
High Concentrations ◽  
Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

Secular Schools? Religious Practices in New York and Viginia Public Schools Since World War II

1992 ◽  
Vol 4 (4) ◽  
pp. 361-388
Author(s):  
Bruce J. Dierenfield
Keyword(s):  
Public Policy ◽  
New York ◽  
World War Ii ◽  
Public Schools ◽  
Supreme Court ◽  
Church And State ◽  
World War ◽  
State Relations ◽  
Modern Era ◽  
The U.S

Scholars examining the controversy over church-state relations in the modern era have concentrated almost exclusively on its constitutional aspects. This is to be expected since the U.S. Supreme Court has handed down epic decisions that have drawn an increasingly sharper picture of the First Amendment's guideline concerning the government's involvement in religion. The Court did, in fact, lead the way in establishing or reestablishing the doctrine called “separation of church and state.” But the Court touched off a furious debate within the states that has intermittently yet persistently influenced public policy since the early 1960s. It is time that scholars examine more closely the participants outside of the Court.

Passive and Assertive Secularism: Historical Conditions, Ideological Struggles, and State Policies toward Religion

2007 ◽  
Vol 59 (4) ◽  
pp. 568-594 ◽  
Author(s):  
Ahmet T. Kuru
Keyword(s):  
Public Schools ◽  
The United States ◽  
State Building ◽  
State Policies ◽  
Process Tracing ◽  
Dominant Ideology ◽  
The Public ◽  
Religious Control ◽  
The Public Sphere ◽  
The U.S

Why do secular states pursue substantially different policies toward religion? The United States, France, and Turkey are secular states that lack any official religion and have legal systems free from religious control. The French and Turkish states have banned students' headscarves in public schools, whereas the U.S. has allowed students to wear religious symbols and attire. Using the method of process tracing, the author argues that state policies toward religion are the result of ideological struggles. In France and Turkey the dominant ideology is “assertive secularism,” which aims to exclude religion from the public sphere, while in the U.S., it is “passive secularism,” which tolerates public visibility of religion. Whether assertive or passive secularism became dominant in a particular case was the result of the particular historical conditions during the secular state-building period, especially the presence or absence of an ancien regime based on a marriage of monarchy and hegemonic religion.

Learning Style Preferences of Gifted Minority Students

1993 ◽  
Vol 9 (1) ◽  
pp. 40-44 ◽  
Author(s):  
Norma J. Ewing ◽  
Fung Lan Yong
Keyword(s):  
African American ◽  
Public Schools ◽  
Learning Styles ◽  
Minority Students ◽  
Learning Style ◽  
Mexican American ◽  
Noise Temperature ◽  
Auditory Modality ◽  
Learning Style Preferences ◽  
Style Preferences

The purpose of this study was to compare the learning style preferences among gifted African-American, Mexican-American, and American-born Chinese middle grade students, considering gender and grade levels. The subjects were randomly selected from seven Chicago public schools, and group-administered the Learning Style Inventory. A three-way analysis of variance revealed significant ethnic, gender and grade differences among gifted African-American, Mexican-American and American-born Chinese students on several learning styles preferences. All three gifted groups were characterized by motivation, responsibility, and preferences for studying in the afternoon and bright light. A majority of the three groups also did not prefer noise, temperature (warm environment), auditory modality, structure, and authority figures. Findings of the study support and extend past research regarding the learning styles of gifted students. They render support for the provision of differentiated curricula for gifted minority students.

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