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School Administrators (school + administrator)
Selected AbstractsPerceived Barriers and Benefits to Research Participation Among School AdministratorsJOURNAL OF SCHOOL HEALTH, Issue 11 2008November 2008 issue of Journal of School Health No abstract is available for this article. [source] Leadership Styles of New Ireland High School AdministratorsANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2006Alfred Tivinarlik First page of article [source] Complicating Discontinuity: What About Poverty?CURRICULUM INQUIRY, Issue 1 2005MARY HERMES ABSTRACT In this article, two white science teachers at tribal schools in the Upper Midwest of the United States, who were identified by community members and school administrators as "successful" teachers, describe experiences of how they wrestle with the daily effects of generations of oppression. Most vividly, they talk about poverty. This article provides a description of some of the beliefs and attitudes, described by the teachers, that help them to be effective allies and teachers for Native American students. Their interviews offer a glimpse into the internal struggle with the contradictions of oppression. This article broadens the discussion of Native American culture-based education and raises questions for the general applicability of cultural discontinuity as an all-encompassing explanation for Native American school failure. [source] Do Satisfied Employees Satisfy Customers?JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 8 2001Parents, Satisfaction Among Public School Administrators, Students, Support-Services Staff Morale Data were obtained from school staff (N= 1,567) who provided support services to schools in a major metropolitan school district. These data were analyzed in relation to data obtained from 3 customer groups (school administrators, students, and parents) who provided ratings of their satisfaction with services. Several aspects of employee morale (e. g., quality of supervision, teamwork, and goal clarity, along with workgroup service climate) were significantly and positively related to administrator and parent satisfaction, but not to student satisfaction. Relations of employee morale and workgroup service climate to administrator satisfaction and parent satisfaction were moderated by customer contact with employees. Results are discussed in relation to expectations of customers and employees that affect the nature of the service-exchange interaction. [source] Read|Write: Table + ChairJOURNAL OF ARCHITECTURAL EDUCATION, Issue 2 2004STEPHEN TURK The Table + Chair project forms part of a series of closely related architectural interventions that also included the production of a new entry façade for the School of Architecture reception offices at Ohio State University. The work entailed the production of a table and chair that were to be used by students in the process of fillingout official paperwork while waitingto meet with school administrators and counselors. These paper "forms" would become the written code of the students' education,their program,and in many ways would determine the course of their education. This presented an opportunity to fabricate furniture that explored the effects of the cross-contamination of material presence with informational patterns by using digital technologies. [source] PISA 2006: An assessment of scientific literacyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2009Rodger Bybee Abstract This article introduces the essential features of the science component of 2006 Program for International Student Assessment (PISA). Administered every 3 years, PISA alternates emphasis on Reading, Mathematics, and Science Literacy. In 2006, PISA emphasized science. This article discusses PISA's definition of scientific literacy, the three competencies that constitute scientific literacy, the contexts used for assessment units and items, the role of scientific knowledge, and the importance placed on attitude toward science. PISA 2006 included a student test, a student questionnaire, and a questionnaire for school administrators. The student test employed a balanced incomplete block design involving thirteen 30-minute clusters of items, including nine science clusters. The 13 clusters were arranged into thirteen 2-hour booklets and each sampled student was assigned one booklet at random. Mean literacy scores are presented for all participating countries, and the percentages of OECD students at the six levels of proficiency are given for the combined scale and for the competency scales. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 865,883, 2009 [source] School-Based Health Centers and Academic Performance: Research, Challenges, and RecommendationsJOURNAL OF SCHOOL HEALTH, Issue 9 2004Sara Peterson Geierstanger ABSTRACT: School-based health centers (SBHCs) provide physical and mental health services on school campuses to improve student health status, and thereby potentially facilitate student academic success. With a growing emphasis on school accountability and the simultaneous dwindling of resources at the federal, state, and local levels, SBHCs face increasing pressures from school administrators and funders to document their impact on student academic achievement. This article reviews the methods, findings, and limitations of studies that have examined the relationship between SBHCs and academic performance. It also describes methodological challenges of conducting and interpreting such research, and discusses factors and intermediate variables that influence student academic performance. Recommendations are offered for SBHC researchers, evaluators, and service providers in response to the pressure they are facing to document the effect of SBHC services on academic outcomes. (J Sch Health. 2004;74(9):347,352) [source] Physical Activity, Dietary Practices, and Other Health Behaviors of At-Risk Youth Attending Alternative High SchoolsJOURNAL OF SCHOOL HEALTH, Issue 4 2004Martha Y. Kubik ABSTRACT: This study assessed the interest of alternative high school staff in intervention research on students' eating and physical activity habits und the feasibility of conducting such research in alternative school settings. A two-phase descriptive design incorporated both quantitative and qualitative methods. In fall/winter 2001,2002, alternative high school administrators in Minnesota were surveyed (response rate = 83%; n = 130/157). During summer 2002, one-on-one, semistruclured interviews were conducted with key-school personnel (n = 15) from urban and suburban schools. Findings indicated few schools had been invited to participate in research on nutrition (11%) and physical activity (7%). However, more than 80% of administrators reported interest in their students participating in such research. Most schools offered health and PE classes and had access to indoor gym facilities and outdoor play areas. While most schools offered a school lunch program, participation was low, cold lunches were common, and food often was unappealing. Beverage and snack vending machines were common. Overall, the physical environment of most alternative schools did not support physical activity and healthy eating as normative behavior. Interest in interventions on physical inactivity, unhealthy dietary practices, und other priority health-risk behavior common in students attending alternative schools was high among teachers and administrators. Results suggest research in alternative high schools is feasible and successful implementation and evaluation of programs possible. [source] Hearing Conservation Education Programs for Children: A ReviewJOURNAL OF SCHOOL HEALTH, Issue 2 2002Robert L. Folmer ABSTRACT: Prevalence of noise-induced hearing loss (NIHL) among children is increasing. Experts have recommended implementation of hearing conservation education programs in schools. Despite these recommendations made over the past three decades, basic hearing conservation information that could prevent countless cases of NIHL remains absent from most school curricula. This paper reviews existing hearing conservation education programs and materials designed for children or that could be adapted for classroom use. This information will be useful as a resource for educators and school administrators and should encourage further development, implementation, and dissemination of hearing conservation curricula. The overall, and admittedly ambitious, goal of this review is to facilitate implementation of hearing conservation curricula into all US schools on a continuing basis. Ultimately, implementation of such programs should reduce the prevalence of noise-induced hearing loss among children and adults. (J Sch Health 2002;72(2):51-57) [source] Low-Income Parents and the Public SchoolsJOURNAL OF SOCIAL ISSUES, Issue 2 2001Bernice Lott This article addresses the responses likely to be received by low-income parents from teachers and staff in their children's public schools in the United States. A review of the relevant literature reveals that teachers and school administrators tend to subscribe to the dominant beliefs that low-income parents do not care about their children's schooling, are not competent to help with homework, do not encourage achievement, and do not place a high value on education. This article presents examples of such middle-class bias in the words and actions of individual teachers, and research findings that tend to contradict these stereotypes. The barriers that exist for low-income parents in interacting with the schools are discussed, and suggestions are offered for ways in which schools can recognize and respect the standpoint and potential contributions of these parents. [source] Diversity in academic medicine no. 1 case for minority faculty development todayMOUNT SINAI JOURNAL OF MEDICINE: A JOURNAL OF PERSONALIZED AND TRANSLATIONAL MEDICINE, Issue 6 2008Diversity in academic medicine no. Abstract For the past 20 years, the percentage of the American population consisting of nonwhite minorities has been steadily increasing. By 2050, these nonwhite minorities, taken together, are expected to become the majority. Meanwhile, despite almost 50 years of efforts to increase the representation of minorities in the healthcare professions, such representation remains grossly deficient. Among the underrepresented minorities are African and Hispanic Americans; Native Americans, Alaskans, and Pacific Islanders (including Hawaiians); and certain Asians (including Hmong, Vietnamese, and Cambodians). The underrepresentation of underrepresented minorities in the healthcare professions has a profoundly negative effect on public health, including serious racial and ethnic health disparities. These can be reduced only by increased recruitment and development of both underrepresented minority medical students and underrepresented minority medical school administrators and faculty. Underrepresented minority faculty development is deterred by barriers resulting from years of systematic segregation, discrimination, tradition, culture, and elitism in academic medicine. If these barriers can be overcome, the rewards will be great: improvements in public health, an expansion of the contemporary medical research agenda, and improvements in the teaching of both underrepresented minority and non,underrepresented minority students. Mt Sinai J Med 75:491,498, © 2008 Mount Sinai School of Medicine [source] Legal issues in school health services and school psychology: Guidelines for the administration of medicationPSYCHOLOGY IN THE SCHOOLS, Issue 9 2009Anna Mazur-Mosiewicz The use of psychoactive medications to augment behavioral and psychosocial interventions in schools has significantly increased within the last few decades. Yet, advising, administrating, and supervising the dispensation of medication (including psychostimulants and psychoactive substances) tend to be some of the most risky tasks of school administrators and personnel. Medication administration is not only an increasing source of civil and administrative liability for school districts, but may lead to legal questions for school counselors, psychologists, and social workers. In response to growing concerns, this article provides guidelines necessary for safe medication administration and monitoring in the school setting. Federal, state, and district guidelines are reviewed. Possible implications for school and district policy makers, principals, teachers, school nurses, school psychologists, social workers, counselors, and parents are outlined. © 2009 Wiley Periodicals, Inc. [source] Cross-survey analysis of school violence and disorderPSYCHOLOGY IN THE SCHOOLS, Issue 2 2001Mark B. Coggeshall School psychologists and administrators are often asked to respond to student violence and disorder based on incomplete or inaccurate information about the nature and scope of these problems in their schools. Records of disciplinary actions and incidents may reflect only the tip of the proverbial iceberg. In national surveys, school administrators report rates of violence and disorder that are only a small fraction of the rates reported by students in national self-report surveys. Student self-report surveys on school violence and disorder may offer school officials a means of more accurately appraising the prevention needs of their students. This article compares the methods and findings of three national surveys of students in an effort to understand what methodological characteristics have the most salient impact on their findings. The article examines measures of school-related weapon carrying and fear from all three national surveys contrasting their modes of administration and question phrasing. Estimates from even the most expertly designed and administered survey will include some error. However, the stability and comparability of the national surveys across time and across surveys suggest that student self-report surveys are valuable tools for school-level needs assessment. © 2001 John Wiley & Sons, Inc. [source] | |||||||||||||||||||