Invasive Security Practices in Secondary Public Schools and the Role of School-Based Parent Involvement

2019 ◽  
Vol 37 (2) ◽  
pp. 25-43
Author(s):  
Elizabeth Matthews
Keyword(s):  
Public Schools ◽  
Parental Involvement ◽  
School Administrators ◽  
School Setting ◽  
Security Measures ◽  
School Based ◽  
Security Practices ◽  
School Survey ◽  
Metal Detectors

Typically, school administrators determine their school’s security practices, but parental involvement may also play an important role in school security decisions. Data from the 2015‐2016 School Survey on Crime and Safety (SSOCS 2016) was used to examine the relationship between parental involvement and the presence of physically invasive security practices in secondary schools. Invasive security was defined as the emplacement of metal detectors, contraband sweeps or drug sniffing canines. Analyses revealed that high levels of school-based parent engagement were associated with lower odds of employing invasive security measures in the school setting.

scholarly journals Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren’s Views on Additional Physical Activity in the School Setting: A Focus Group Study

2018 ◽  
Vol 15 (12) ◽  
pp. 2713 ◽  
Author(s):  
Vera van den Berg ◽  
Eline Vos ◽  
Renate de Groot ◽  
Amika Singh ◽  
Mai Chinapaw
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Field Trips ◽  
Focus Group Study ◽  
Physically Active ◽  
School Based ◽  
Teachers And Students ◽  
School Day

Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10–13-year-old primary schoolchildren’s perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make “additional PA in school” a shared project of teachers and students.

Toward a Broader Concept of the Role of the Special Class for Emotionally Disturbed Children

1965 ◽  
Vol 31 (7) ◽  
pp. 329-335 ◽  
Author(s):  
Peter Knoblock ◽  
Ralph A. Garcea
Keyword(s):  
Public Schools ◽  
Emotionally Disturbed ◽  
Special Class ◽  
School Administrators ◽  
Educational Services ◽  
Classroom Teachers ◽  
Mental Health Consultation ◽  
Increasing Demand ◽  
Emotionally Disturbed Children

In an effort to meet the increasing demand for educational services for emotionally disturbed children in public schools, the authors describe their use of one form of mental health consultation. This approach was focused on regular classroom teachers and school administrators who were in contact with disturbed children. All of the consultants were affiliated with a public school special class program.

Strengthening grief support for adolescents coping with a peer’s death

2011 ◽  
Vol 32 (2) ◽  
pp. 144-162 ◽  
Author(s):  
David E. Balk ◽  
Donna Zaengle ◽  
Charles A. Corr
Keyword(s):  
Adolescent Development ◽  
School Setting ◽  
Developed Countries ◽  
Disenfranchised Grief ◽  
Life Crisis ◽  
School Based ◽  
Grief Support

This article offers suggestions for strengthening school-based grief support following an adolescent’s death. Such interventions must be considered within the context of: (a) development during adolescence; (b) the role of peers in adolescent development; and (c) the fact that an adolescent peer’s death is a non-normative life crisis in developed countries. Review of those three topics leads to an overview of death during adolescence; an exploration of adolescent bereavement, grief, and mourning; consideration of disenfranchised grief in relation to an adolescent peer’s death; and an integration of this foundational knowledge in supporting bereaved adolescents within a school setting.

Childhood Chronic Illnesses in the Schools

2019 ◽  
pp. 3-18
Author(s):  
Kimberly Rennie ◽  
Madeline Racine ◽  
Van Michelle Ruda
Keyword(s):  
School Setting ◽  
Chronic Illnesses ◽  
Medical Conditions ◽  
Symptom Presentation ◽  
Case Examples ◽  
School Based ◽  
Education Of Students ◽  
Appropriate Education ◽  
Healthcare Need

Approximately one in five schoolchildren presents with a special healthcare need. Schools are tasked with providing free and appropriate education to all students, which may include both accommodations and specialized services to children to address challenges associated with their medical conditions. The first chapter of this book provides a brief overview of types of presenting conditions, challenges, and considerations that school-based providers may encounter when working with this population of students. The chapter includes a table of common medical terms, procedures, and treatments. Several case examples with accompanying discussions are described to illustrate common themes, challenges, and considerations that students with chronic medical conditions may encounter in the school setting. Finally, the role of culture in the symptom presentation, treatment, and education of students with chronic health needs is discussed.

scholarly journals School-based programs for promoting physical activity and fitness in children and adolescents

2017 ◽  
Vol 4 (1) ◽  
pp. 81-82
Author(s):  
Anne Wareing
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
High Risk ◽  
Children And Adolescents ◽  
School Setting ◽  
Endocrine Disorders ◽  
Bleeding Disorders ◽  
School Based ◽  
Bleeding Episodes

Abstract Rates of obesity are rising in the general population. People with haemophilia are at high risk for being overweight or obese, and may benefit from physical activity-based interventions. The school setting is an ideal environment to implement physical activity-based interventions as it greatly influences the first two decades of life. However, there is a lack of knowledge about the benefits of exercise for managing haemophilia, as well as possible restriction of physical activity by parents or carers due to a fear of increasing the number of bleeding episodes. Furthermore, schools and teachers may be uncertain of how to integrate physical activity for children with bleeding disorders. This article summarises the Cochrane Metabolic and Endocrine Disorders Group systematic review on ‘school-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18 and considers published literature about the role of physical activity within haemophilia.’

scholarly journals MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING

2017 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Paulus Kuswandono
Keyword(s):  
Professional Learning ◽  
School Setting ◽  
English Teachers ◽  
Mentor Teachers ◽  
Emotional Engagement ◽  
Professional Experiences ◽  
School Based ◽  
Teachers Beliefs ◽  
Qualitative Data Analysis Software

Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.

Perspectives on Preparing Graduate Students To Provide Educationally Relevant Services in Schools

2010 ◽  
Vol 11 (2) ◽  
pp. 40-49 ◽  
Author(s):  
Debbie Elledge ◽  
Emily Hasselbeck ◽  
Amy Hobek ◽  
Sandra Combs ◽  
Lesley Raisor-Becker ◽  
...  
Keyword(s):  
Regular Education ◽  
Graduate Programs ◽  
School Setting ◽  
Speech Language Pathologists ◽  
Constant Attention ◽  
School Based ◽  
Children And Parents ◽  
Critical Skills ◽  
The Way

Abstract Working in the schools today requires more than the skills and knowledge for addressing the communication and swallowing disorders that children exhibit. With changes in the way speech-language pathologists (SLPs) perceive themselves and their purpose within their school setting, there must also be changes in the way graduate programs prepare the next generation of school-based speech-language pathologists. This paper addresses those critical skills that will enable school-based SLPs to work within and help to create a school culture that embodies (a) flexibility in service delivery; (b) constant attention to promoting children's successful performance within the regular education curriculum; (c) collaboration among professionals, children, and parents; (d) advocacy for the highest quality services to children and the expanding role of the SLP in that effort; and (e) using evidence to support clinical practice. We will also address what university graduate programs can do to support the development of those skills.

Reflective Practice: Perceived Expectations of Parental Involvement in Underserved and Under-resourced Communities and the Development of Viable Strategies and Partnerships

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Fatima Mansur
Keyword(s):  
Parental Involvement ◽  
School Setting ◽  
Academic Coaching ◽  
Effective Learning ◽  
Holistic Approaches ◽  
Community Dynamic ◽  
School And Community ◽  
Role Of Parents ◽  
Primary Focus

This paper explores the concept of school and community partnerships and their impact on positive student outcomes. My primary focus as a reflective practitioner was to examine the role of parents in this school–community dynamic. School and community are not two separate entities but interwoven through the commitment and support of the children and families they serve. There is a need to identify strategies to assist and empower parents to become more effective learning partners. Friends of Bright Minds Community Prep (FBMCP) sought to address some of the concerns by developing a Parent Academic Coaching Empowerment (PACE) Curriculum; which utilized authentic and holistic approaches rooted in empirical research conducted by Dr. Joyce Epstein’s, involving the six types of parental involvement. It is incumbent for schools and communities (specifically through community-based organizations) to create viable partnerships with the goal of student achievement within the school setting. As a practicing scholar, there is an opportunity for ongoing inquiry, reflection, and discovery.

Flight to Safety in Deindustrialized Cities: Perceptions of School Safety in Charter and Public Schools in Detroit, Michigan

2019 ◽  
Vol 52 (3) ◽  
pp. 394-414 ◽  
Author(s):  
Daniel Hamlin
Keyword(s):  
Public Schools ◽  
Parental Involvement ◽  
School Safety ◽  
Structured Interviews ◽  
Building Conditions ◽  
School Based ◽  
School Of Choice ◽  
Perceptions Of Safety ◽  
School Building Conditions ◽  
Perceptions Of School

Safety is one of the primary reasons why parents report seeking out a school of choice in depressed cities with a high proportion of charter schools. However, little empirical research has examined how parents assess school safety in these settings. This study explores factors that parents associate with school safety in Detroit, Michigan by conducting semi-structured interviews with parents ( n = 31) in both charter and public schools. To contextualize parents’ perceptions of school safety, teachers ( n = 23) were also interviewed. Findings indicate that parental perceptions of safety were shaped by school building conditions, school disciplinary environment, school-based parental involvement, student selection, and school location. These perceived indicators of safety suggest that components of school climate may be important for raising perceptions of safety in challenging contexts where school safety is a pressing concern.

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