Literatura académica sobre el tema "Xenia City Schools (Ohio)"

This study explores within-district fiscal resource allocation across elementary schools in Texas and Ohio large city school districts and in their surrounding metropolitan areas. Specifically, I ask whether districts widely reported as achieving greater resource equity through adoption of Weighted Student Funding (WSF) have in fact done so. I compare Houston Independent School District (a WSF district) to other large Texas cities and Cincinnati (also using WSF) to other large Ohio cities. Using a conventional expenditure function approach, I evaluate the sensitivity of elementary school budgets to special education populations, poverty rates, and school size. Next, I estimate two-stage least squares cost functions across schools to evaluate the relative costs of achieving average outcomes with respect to varied poverty rates within and across school districts within metropolitan areas. I use these estimates to evaluate whether urban core schools on average spend sufficient resources to compete with neighboring schools in other districts in the same Core Based Statistical Area. I find first that widely reported WSF success stories provide no more predictable funding with respect to student needs than other large urban districts in the same state. I also find that in some cases, resource levels in urban core elementary schools are relatively insufficient for competing with schools in neighboring districts to achieve comparable outcomes.

A study that investigated the perceptions of educational professionals regarding the rising issue of aggressive and disruptive behaviors among young children in inner-city schools is discussed in this article. A convenient sample of 14 professionals were selected and interviewed from educators in an inner-city located in the northeast region of Ohio. Evidence of this investigation suggests that young children’s aggressive behaviors are increasing in both occurrence and complexity. While these behaviors are perceived to be a function of certain environmental exposures, a case can be made for the effectiveness in conflict management and life skill application in young children as many children seem to display more problems in collective and social settings.

The Language Services Department in the Cleveland Heights-University Heights City School District is described. Its framework can serve as a model for the extension of language support services in the public schools. Traditional Language/Speech/Hearing Services are offered in accordance with PL 94-142 including Early Childhood Intervention. Bilingual Education and English as a Second Language (ESL) are other programs under the auspices of the department. It is the first program in the State of Ohio to include English as a Standard Dialect (ESD) as part of Language Services. The Bilingual Education, ESL, and ESD programs are comprehensively explained.

Objective: The purpose of this double-blind, cluster-randomized clinical trial was to examine the effects of xylitol gummy bear snacks on dental caries progression in primary and permanent teeth of inner-city school children. Methods: A total of 562 children aged 5-6 years were recruited from five elementary schools in East Cleveland, Ohio. Children were randomized by classroom to receive xylitol (7.8 g/day) or placebo (inulin fiber 20 g/day) gummy bears. Gummy bears were given three times per day for the 9-month kindergarten year within a supervised school environment. Children in both groups also received oral health education, toothbrush and fluoridated toothpaste, topical fluoride varnish treatment and dental sealants. The numbers of new decayed, missing, and filled surfaces for primary teeth (dmfs) and permanent teeth (DMFS) from baseline to the middle of 2nd grade (exit exam) were compared between the treatment (xylitol/placebo) groups using an optimally-weighted permutation test for cluster-randomized data. Results: The mean new d3-6mfs at the exit exam was 5.0 ± 7.6 and 4.0 ± 6.5 for the xylitol and placebo group, respectively. Similarly, the mean new D3-6MFS was 0.38 ± 0.88 and 0.48 ± 1.39 for the xylitol and placebo group, respectively. The adjusted mean difference between the two groups was not statistically significant: new d3-6mfs: mean 0.4, 95% CI -0.25, 0.8), and new D3-6MFS: mean 0.16, 95% CI -0.16, 0.43. Conclusion: Xylitol consumption did not have additional benefit beyond other preventive measures. Caries progression in the permanent teeth of both groups was minimal, suggesting that other simultaneous prevention modalities may have masked the possible beneficial effects of xylitol in this trial. © 2014 S. Karger AG, Basel

Dr. Penny Hansen is an international physiology educator. She was born in America and became a Canadian citizen, and her husband is from Sweden. Dr. Hansen has a reputation throughout the world from international meetings and visiting professorships in North America and Europe. She received her bachelor’s and master’s degrees in Ohio, and her PhD and entire academic career have been at Memorial University in St. John’s, Newfoundland, which is closer to London than to New Orleans. She found a hospitable environment and stayed. Remember how some jet planes were grounded on Sept. 11 at Gander, Newfoundland; the local people opened their homes, transported passengers in school buses, and served them free meals for a couple of days. Dr. Hansen has received local and national awards for her teaching skills. At St. John’s, her ideas about education quickly outgrew the Basic Science Division in the Faculty of Medicine. She went from Assistant Dean for Undergraduate Medical Education to Director of Academic Development for Medicine to director of a center for health professional education for five professional schools. With this track record she might have been chosen to be dean of a medical school. Dr. Hansen’s most notable contribution to international physiology has been in editing our Society’s teaching journal, Advances in Physiology Education, for nine years. During that time, she has written provocative editorials, encouraged authors from developing countries, and found ways to incorporate fresh ideas about teaching. As far as I know, no other society in the Federation of American Societies for Experimental Biology has a journal devoted to teaching. This is a tribute to Dr. Hansen and her associate editors in their encouragement of teachers to do research on teaching and publish their findings. Dr. Hansen will continue writing and is authoring a textbook entitled Physiology of Life Situations, which will have unique organization. Dr. Hansen was recently appointed co-chair of the Education Committee for the International Union of Physiological Sciences. In that role, she is responsible for conducting teaching workshops and providing resources to teachers of physiology worldwide, particularly in developing countries. She spends time each winter teaching at St. George’s Medical School in Granada. Dr. Hansen is also the elected chair of the Teaching Section for the next three years. It is particularly appropriate that, on this Earth Day 2002, whose motto is “One People, One Earth, One Future,” we hear a citizen of Canada who teaches worldwide talk about“Physiology’s Recondite Curriculum.”—Roger TannerThies, PhD, Professor Emeritus of Physiology, The University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma.

This special issue is the outcome of a generous invitation by the Center for Islamic Studies of Youngstown State University, Youngstown, Ohio, to arrange a seminar on Nordic Islam at Youngstown State and to publish the proceedings in the Center’s journal, Studies in Contemporary Islam. To make the proceedings available to Nordic audiences, the proceedings are also being published in the Tidsskrift for Islamforskning. The seminar was held on 25–26 October 2010, and was highly rewarding. The contributors are grateful for the hospitality they received during their stay in Youngstown. They are also grateful to Professor Rhys Williams, Director of the McNamara Center for the Social Study of Religion at Loyola University Chicago, for contributing to the seminar and the special issue. Rhys Williams’ perspective is that of an experienced researcher of religion in the USA, and represents the logical opposite of the Nordic state model and its way of organizing welfare, civil society, and religion. Dr. Williams’ perspective helps to highlight the specifics of the Nordic context. Last but not least, the contributors wish to thank the editors of the Tidsskrift for Islamforskning.The fact that this special issue about Islamic institutions and values in the context of the Nordic welfare state is intended for both American and Nordic readers has inspired the framework that introduces the issue. The first three contributions constitute one group, as they each deal with the significance that the two different welfare and civil society models represented by the Nordic countries and the USA may have for the institutionalization of Islam and Muslims’ public presence and values. First, Ulrika Mårtensson provides a historical survey of the Nordic welfare state and its developments, including debates about the impact of neoliberal models and (de)secularization. This survey is followed by Rhys Williams’ contribution on US civil society and its implications for American Muslims, identifying the significant differences between the US and the Nordic welfare and civil society models. The third contribution, by Tuomas Martikainen, is a critical response to two US researchers who unfavorably contrast European ‘religion-hostile’ management of religion and Islam with US ‘religion-friendly’ approaches. Martikainen , with reference to Finland, that globalized neoliberal ‘new public management’ and ‘governance’ models have transformed Finland into a ‘postsecular society’ that is much more accommodating of religion and Islam than the US researchers claim.The last seven contributions are all concerned with the ‘public’ dimensions of Nordic Islam and with relations between public and Islamic institutions and values. In the Danish context, Mustafa Hussain presents a quantitative study of relations between Muslim and non-Muslim residents in Nørrebro, a part of Copenhagen, the capital, which is often portrayed in the media as segregated and inhabited by ‘not well integrated’ Muslims. Hussain demonstrates that, contrary to media images, Nørrebro’s Muslim inhabitants feel that strong ties bind them to their neighborhood and to non-Muslims, and they trust the municipality and the public institutions, with one important exception, that of the public schools.From the horizon of the Norwegian capital, Oslo, Oddbjørn Leirvik explores public discourses on Islam and values with reference to national and Muslim identity and interreligious dialogue; Leirvik has personal experience of the latter since its start in 1993. From the Norwegian city of Trondheim, Eli-Anne Vongraven Eriksen and Ulrika Mårtensson chart the evolution of a pan-Islamic organization Muslim Society Trondheim (MST) from a prayer room for university students to the city’s main jami‘ mosque and Muslim public representative. The analytical focus is on dialogue as an instrument of civic integration, applied to the MST’s interactions with the church and the city’s public institutions. A contrasting case is explored in Ulrika Mårtensson’s study of a Norwegian Salafi organization, whose insistence on scriptural commands and gender segregation prevents its members from fully participating in civic organizational activities, which raises questions about value-driven conditions for democratic participation.In the Swedish context, Johan Cato and Jonas Otterbeck explore circumstances determining Muslims’ political participation through associations and political parties. They show that when Muslims make public claims related to their religion, they are accused of being ‘Islamists’, i.e., mixing religion and politics, which in the Swedish public sphere is a strong discrediting charge that limits the Muslims’ sphere of political action in an undemocratic manner. Next, Anne Sofie Roald discusses multiculturalism’s implications for women in Sweden, focusing on the role of ‘Swedish values’ in Muslims’ public deliberations about the Shari‘a and including the evolution of Muslims’ values from first- to second-generation immigrants. Addressing the question of how Swedish Islamic schools teach ‘national values’ as required by the national curriculum, Jenny Berglund provides an analysis of the value-contents of Islamic religious education based on observation of teaching practices. In the last article, Göran Larsson describes the Swedish state investigation (2009) of the need for a national training program for imams requested by the government as well as by some Muslims. The investigation concluded that there was no need for the state to put such programs in place, and that Muslims must look to the experiences of free churches and other religious communities and find their own ways to educate imams for service in Sweden.

The Ohio State University Calculator and Computer Precalculus Project (C2PC) is a curriculum revision project designed to improve the mathematics preparation of college-bound high school students. The project is a cooperative effort of Ohio State University's mathematics department and the educational theory and practice department and of the Columbus, Southwestern, and Upper Arlington City school districts. Over fifty other high schools throughout the United States participated in the field test. Funding for the project comes from the Ohio Board of Regents. British Petroleum (Ohio), and the National Science Foundation.

“The beauty of coaching and mentoring is in knowing that we don’t have to work alone.” NCTE Lead Ambassador Stella Villalba and colleagues from Dublin City Schools, Ohio, share thoughts on their work together.

Pasquale “Pat” Ciricillo (1907-1978) was a twentieth-century musician-teacher who incorporated multiple musical approaches in his work. Born to an Italian family in Cleveland, Ohio, Ciricillo’s affinity for wide-ranging musicianship afforded him a storied career as a professional trumpet player in New York City. His success as a jazz, popular, and classical musician served as a catalyst for the latter part of his career, when he became a school music teacher who created innovative school curricula based on his extensive musical background. This biographical investigation features three distinct periods in Ciricillo’s career: early life in Cleveland, Ohio (1907-1929); life as a professional performer in New York City (1929-1956); and life as a school music teacher in The Bronx and the Rockland County (NY) Schools (1956-1976). Of special interest are the intersections between Ciricillo’s performer and teacher identities and the pedagogical practices that he enacted in the music classroom. Ciricillo’s life and career hold implications for current and future teaching practices in school music programs.

Abstract The coronavirus disease 2019 pandemic accelerated the impending youth mental health crisis in the United States, necessitating a comprehensive approach to providing mental health education and interventions. School-based occupational therapy practitioners’ scope of practice includes wellness promotion, early detection, and evidence-based interventions for mental health challenges. Given the rise of school-based wellness programs, the growing legislation supporting the formation of such programs, and the burgeoning burden of pediatric mental health concerns, occupational therapy practitioners are uniquely positioned to create and implement interventions to support student access to the general education curriculum and can do so by using both prepandemic funding sources and pandemic response funds. This Health Policy Perspectives column is a call to action to refocus the occupational therapy practitioner’s role in school settings to include providing high-quality, evidence-based preventive mental health education and interventions. In this column, we examine prevention-based occupational therapy services in Mason City Schools, Mason, Ohio, as a model of success in the execution of this vision for school-based practice. In addition, we outline the importance of expanding the role of occupational therapy practitioners in schools, which will in turn increase the visibility and relevancy of the profession and broaden its impact on mitigating the youth mental health crisis.

My creative project is the construction of a local history handbook to be used by third grade teachers in the Youngstown City Schools to teach their students the history of Youngstown as a part of their social studies curriculum. The local history handbook that I have constructed has two main parts; a teacher's edition and a student's edition. The teacher's edition is detailed history of Youngstown, written to an adult level of comprehension, and is meant to prepare the teacher with the information needed to answer students' questions. The student's edition is based on the teacher's edition. The student's edition is written to a student's level of understanding and is highlighted with numerous images and activities to further the students' learning of the subject matter.The local history handbook is one component of a larger program, Getting to Know my Downtown in the 3rd Grade, aimed at teaching local third graders the history of their town. Other parts of the program include local history experts and local government leaders coming to speak with the students; traveling activity resource packets; a three — dimensional, interactive map of the downtown; and a culminating field trip to the downtown where students visit many locations important to local history and government. One objective of this project is to establish and strengthen the students' "pride of place" and to prepare them to be better stewards of their local history and built environment in the future. A second objective is to give students a better understanding of how local government operates and the numerous ways for them to make a positive impact on their community.
Department of Architecture

Abstract A few years before I embarked on the study discussed in these pages, I traveled across eight states to recruit academically talented students for admission to Brown University. I visited an array of schools, from those in Detroit’s inner city to the upper-middle-class suburban enclaves of Shaker Heights, Ohio, to the de facto segregated schools of Memphis, Tennessee, to the vast campuses of wealthy prep schools along the eastern seaboard in Massachusetts. The students I encountered varied, too, from the top achievers to the students who loitered in the hallways and cut classes. Often those in the latter group pointed me in the direction of either the principal’s office or the counselor’s office or would even escort me to the door.

This chapter explores the Advanced Placement (AP) program in suburban school districts. Even as urban centers like Fort Worth and New York typify today's livelier venues for AP expansion, the program has deep roots in the prosperous suburbs that abut them. Along with elite private schools, upscale suburban high schools were among the program's earliest adopters, and they remain natural habitats for a nationally benchmarked, high-status venture that gives strong students a head start on the college education that they are almost certainly going to get and perhaps an extra advantage in gaining admission to the universities they aspire to. Yet they are also ripe for attention as they struggle with equity and growth issues of their own. The chapter then reviews two well-known yet very different suburban districts: Dublin City Schools in Ohio and Montgomery County Public Schools in Maryland. Both are celebrated as education successes in their states and both boast long and impressive AP track records. Both, however, face distinctive challenges as they seek to serve today's constituents. Their stories illustrate how AP is functioning in places that know it well yet continue to evolve with it.

The city is often a place of collective memory, but as the recent conflicts over monuments and memorials have taught us, some memories are prematurely erased while others live on past their shelf life. Although history and memory can sometimes leave their mark upon the city, it is more often incumbent upon later generations to construct physical markers of important, though ephemeral, events. More recently cities have invested in informative and interactive installations, and architects have created more abstract, experiential structures that convey history in a more emotive mode. As part of this discourse, our teaching project titled “Unpacking the Archive” aimed to recuperate the lost histories of those who shaped the city immediately after the Civil Rights era when white flight to the suburbs and an era of austerity permanently altered cities. In the context of two courses, a seminar and a research studio, we examined the struggles and actions of the Over-the-Rhine People’s Movement in Cincinnati, Ohio that originated in the early 1970s and continues today. The People’s Movement is a coalition of activists, institutions, and residents who waged a series of campaigns to fight for housing access, schools, parks, and services against hypergentrification and a municipal bureaucracy actively working to eliminate the poor from a picturesque historic neighborhood. A true poor people’s campaign, the Peoples’ Movement unified poor Appalachian and Black residents at a time of heightened racial tensions.