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McNeilly, Lemmietta. "Speech-Language Pathology Assistants Current State of Affairs". Perspectives on School-Based Issues 10, n.º 1 (março de 2009): 12–18. http://dx.doi.org/10.1044/sbi10.1.12.
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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.
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Cunniff, Daniel T. "Due Process And Teacher/Administrator Responsibilities In The United States". College Teaching Methods & Styles Journal (CTMS) 3, n.º 4 (4 de agosto de 2011): 55. http://dx.doi.org/10.19030/ctms.v3i4.5587.
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This paper addressed the need for continued awareness on the part of Educational Administrators as to their legal responsibilities as instructional leaders and custodians of the students under their supervision. Research revealed that school administrators unknowingly are violating the law everyday. Courts are keeping a close eye on school districts, which ignore the fact that they are acting in place of students parents and cannot overstep their bounds. The author stressed the fact that it is up to school officials to educate themselves as to their legal responsibilities. The study covered key issues including due process, suspension and expulsion, student searches, and sexual harassment. Case studies were cited and suggestions for litigation avoidance offered.
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Asempapa, Bridget. "Mentoring and Supervising International Students in School Counseling Programs". Journal of International Students 9, n.º 3 (15 de agosto de 2019): 912–28. http://dx.doi.org/10.32674/jis.v9i3.746.
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Graduate counseling programs in the United States have increased their population of international students. However, limited studies have addressed the challenges of international students, specifically in school counseling programs. Considering the cultural disparities that exist for international school counseling students and the challenges associated with being an international student in general, this article identifies and delineates a culturally appropriate mentoring and supervision model that has the potential to shape the experiences of international students in school counseling training programs. The model presented through a case study argues that intentional mentoring and supervision for international school counseling students enhance productivity during students’ field experiences in U.S. school systems.
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Meghani, Ankita, Smisha Agarwal, Alexander John Zapf, Jeffrey G. Edwards, Alain Labrique e Dustin Gibson. "Schooling amidst a pandemic in the United States: Parents’ perceptions about reopening schools and anticipated challenges during COVID-19". PLOS ONE 17, n.º 8 (10 de agosto de 2022): e0268427. http://dx.doi.org/10.1371/journal.pone.0268427.
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Introduction During the COVID-19 pandemic, numerous states in the United States instituted measures to close schools or shift them to virtual platforms. Understanding parents’ preferences for sending their children back to school, and their experiences with distance learning is critical for informing school reopening guidelines. This study characterizes parents’ plans to return their children to school, and examines the challenges associated with school closures during the 2020–2021 academic year. Methods A national-level cross-sectional online survey was conducted in September 2020. Focusing on a subset of 510 respondents, who were parents of school-aged children, we examined variations in parents’ plans for their children to return to school by their demographic and family characteristics, and challenges they anticipated during the school-year using multivariable logistic regressions. Results Fifty percent of respondents (n = 249) said that they would send their children back to school, 18% (n = 92) stated it would depend on what the district plans for school reopening, and 32% (n = 160) would not send their children back to school. No demographic characteristics were significantly associated with parents plans to not return their children to school. Overall, parents reported high-level of access to digital technology to support their child’s learning needs (84%). However, those who reported challenges with distance learning due to a lack of childcare were less likely to not return their children to school (aOR = 0.33, 95% CI: 0.17, 0.64). Parents who reported requiring supervision after school had higher odds of having plans to not return their children to school (aOR = 1.97, 95% CI: 1.03, 3.79). Parents viewed COVID-19 vaccines and face-masks important for resuming in-person classes. Discussion About one-third of parents objected to their children returning to school despite facing challenges with distance learning. Besides access to vaccines and face-masks, our findings highlight the need to better equip parents to support remote learning, and childcare.
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Steffes, Tracy L. "Solving the “Rural School Problem”: New State Aid, Standards, and Supervision of Local Schools, 1900–1933". History of Education Quarterly 48, n.º 2 (maio de 2008): 181–220. http://dx.doi.org/10.1111/j.1748-5959.2008.00140.x.
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“The greatest educational problem now facing the American people is the Rural School Problem,” argued Minnesota county superintendent Julius Arp in 1918. “There is no defect more glaring today than the inequality that exists between the educational facilities of the urban and rural communities. Rural education in the United States has been so far outstripped by the education of our urban centers, that from an educational standpoint, the country child is left far behind in the struggles of life.” This conceptualization of the Rural School Problem, framed within a larger national discussion about the growing disparity between urban and rural life wrought by industrialization, galvanized a broad based coalition of educators, ministers, farmers, agro-businessmen, sociologists, and social reformers into a robust campaign for rural school reform in the early twentieth century. Often lost in recent education histories which have paid much greater attention to urban school reform, this rural school movement had far-reaching consequences, not only for local school governance in the countryside, but for emerging state administration of education. The Rural School Problem, this article argues, helped to stimulate and legitimate significant new state interventions into local schools and define the forms of state aid, regulation, and bureaucracy in a formative period of state development.
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Jones, Nathaniel S., Kyle Wieschhaus, Brendan Martin e Pietro M. Tonino. "Medical Supervision of High School Athletics in Chicago: A Follow-up Study". Orthopaedic Journal of Sports Medicine 7, n.º 8 (agosto de 2019): 232596711986250. http://dx.doi.org/10.1177/2325967119862503.
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Background: High school sports participation in the United States has increased dramatically over the past 25 years. A corresponding increase in the number of injuries has been noted, particularly in contact sports such as football. This has led medical and sports organizations nationwide to advocate for proper medical supervision of athletes at games and practices. Purpose: To gather information from Chicago public high schools to gauge how medical supervision for high school sports has changed in 2017 compared with 2003. Study Design: Cross-sectional study. Methods: Survey questionnaires were sent to the athletic directors of all 99 Chicago public high schools to complete via email. The questionnaire survey contained the same questions as in a survey conducted in 2003 by Tonino and Bollier, with the addition of 4 novel questions relating to emergency action plans (EAPs), automated external defibrillators, concussion management policy, and tackling progression drills. Results: The response rate was 66.67% (66/99 schools). Of the 66 responding schools, all with football programs, no school had a physician on the sideline at home games (decrease from 10.6% in 2003), 37.9% had an athletic trainer present (increase from 8.5% in 2003), and 63.6% had a paramedic available (decrease from 89.4% in 2003). In 2017, 65.6% of responding schools had a coach certified in cardiopulmonary resuscitation (CPR) available at practice to handle medical problems, compared with 89.4% in 2003 ( P < .001). Regarding the 4 novel questions, 93.9% of the responding schools had proper tackling progression drills in place, followed by 89.1% who had appropriate EAPs and 93.9% with concussion management protocols, including return-to-play and return-to-learn protocols. Conclusion: Although significant improvement was found in athletic trainer coverage, especially at games, physician coverage was lacking and fewer coaches were certified in CPR in 2017 compared with 2003. EAPs and concussion management protocols were present in most Chicago public high schools. Overall, greater medical supervision is needed, which we believe should come in the form of increased athletic training and physician involvement and coverage, given that expert, expedited medical care saves lives.
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Benyovszky, Andrea. "The Replication of the System of Conductive Education in the United States". Acta Technologica Dubnicae 3, n.º 2 (1 de dezembro de 2013): 66–72. http://dx.doi.org/10.1515/atd-2015-0020.
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Abstract During the 1980s, the methodology of Hungarian-created conductive education began its innovation in becoming an international model for working with individuals with physical disabilities. Its prevalence has increased around the world ever since. These international interests stimulated efforts to develop ways in which the discipline of conductive education (CE) could occur abroad and as a result, develop a worldwide network of practice. In the United States the first establishment of this international model of conductive education occurred in Grand Rapids, Michigan. Under the professional supervision of the András Pető Institute of Conductive Education and College for Conductor Training, (MPANNI in Hungarian), the Conductive Learning Center (CLC) was established in 1999, enrolling students to participate in the conductive education model and also serving as the laboratory school for the Aquinas College (AQ) teacher preparation program for earning the endorsement to teach the Physically and Otherwise Health Impaired (POHI). Currently, this collaborative program at AQ provided with MPANNI is unique in North America.
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Goodman-Scott, Emily C., Natalie A. Edirmanasinghe, Jeffry Moe e Rawn Boulden. "Assessing the Influence of Multitiered Systems of Support Training on School Counselors’ Perceptions of School Counseling Activities: Results of a National Study". Professional School Counseling 26, n.º 1 (janeiro de 2022): 2156759X2211382. http://dx.doi.org/10.1177/2156759x221138232.
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School counselors are often integral in implementing multitiered systems of support (MTSS), and training in MTSS is crucial for building school counselors’ MTSS capabilities (Sink, 2016). However, scholarship investigating school counselors’ MTSS training is limited, particularly regarding their school counseling practices. In this study, we assessed school counselors’ training in MTSS in relation to their beliefs about appropriate roles and activities. School counselors indicated whether they completed coursework, continuing education, or supervision focused on MTSS, and whether they had experiences with MTSS. Participants shared their beliefs about appropriate activities for school counselors via the International Survey of School Counselor Activities, United States version (Fan et al., 2019). We found that MTSS training was related to perceptions of career counseling, individual work, group work, leadership, and prevention, highlighting the aspects of MTSS training that corresponded with school counseling roles. We provide implications for practice and future research.
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Higgins, Doloris N., Jeanette Tierney, Meredith Lins e Lawrence Hanrahan. "School Nurses: A Resource for Young Worker Safety". Journal of School Nursing 20, n.º 6 (dezembro de 2004): 317–23. http://dx.doi.org/10.1177/10598405040200060501.
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On average, 67 youths under age 18 die at work in the United States each year, and many more suffer work-related injuries. In 1998, an estimated 77,000 young workers suffered work injuries that required treatment in hospital emergency rooms. It is estimated that only one third of work-related injuries are seen in emergency departments; therefore, the National Institute for Occupational Safety and Health (NIOSH) estimates that nearly 230,000 youths suffer work-related injuries each year. Through NIOSH’s Fatality Assessment and Control Evaluation (FACE) program, NIOSH investigators identified poor knowledge of child labor laws, lack of safety training and supervision, inappropriate job assignment, and lack of employer compliance with labor laws as factors contributing to young worker deaths. School nurses serve as a resource to other professionals, parents, employers, and students and can help foster safer working conditions for youth by providing these groups with young worker safety information.
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Damore, Sharon, e Barbara Rieckhoff. "Leading Reflective Practices in Montessori Schools". Journal of Montessori Research 7, n.º 1 (19 de maio de 2021): 51–65. http://dx.doi.org/10.17161/jomr.v7i1.14832.
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In this paper, we report the results of a qualitative study examining the development of leadership competencies as Montessori school leaders gain experience using a coaching protocol with their teachers. Extending previous work, the emphasis is on the school leaders’ specific roles as instructional supervisors leading reflective practices. National standards, both traditional and Montessori, are a foundation to investigate a group of Montessori school leaders’ development in reference to articulated competencies, specifically for the school leader to tend to their own learning and effectiveness through reflection, study, and improvement, and to empower teachers to the highest levels of professional practice and to continuous learning and improvement. After the use of a prescribed coaching protocol, 12 Montessori school leaders from 6 schools across the United States were interviewed using a set of semistructured questions. The study results support that reflective practices lead to both improvement of practice with this group of Montessori school leaders and their respective teachers. We conclude that self-reflection is critical to a Montessori leader’s success, empowering them to model and influence reflective practices, with direct impacts on teacher reflection and school improvement. This conclusion becomes relevant as we observe our Montessori school leaders assuming numerous and complicated administrative roles, from management and teacher evaluation to instructional supervision, mentoring, and coaching teachers.
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Yu, Hyeonho, Pamela H. Kulinna e Shannon C. Mulhearn. "The Effectiveness of Equipment Provisions on Rural Middle School Students’ Physical Activity During Lunch Recess". Journal of Physical Activity and Health 18, n.º 3 (1 de março de 2021): 287–95. http://dx.doi.org/10.1123/jpah.2019-0661.
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Background: Environmental provisions can boost students’ discretionary participation in physical activity (PA) during lunchtime at school. This study investigated the effectiveness of providing PA equipment as an environmental intervention on middle school students’ PA levels and stakeholders’ perceptions of the effectiveness of equipment provisions during school lunch recess. Methods: A baseline–intervention research design was used in this study with a first baseline phase followed by an intervention phase (ie, equipment provision phase). A total of 514 students at 2 middle schools (school 1 and school 2) in a rural area of the western United States were observed directly using the System for Observing Play and Leisure Activity in Youth instrument. Interviews were conducted with stakeholders. Paired-sample t tests and visual analysis were conducted to explore differences in PA levels by gender, and common comparison (with trustworthiness measures) was used with the interview data. Results: The overall percentage of moderate to vigorous PA levels was increased in both schools (ranging from 8.0% to 24.0%). In school 2, there was a significant difference in seventh- and eighth-grade students’ moderate to vigorous PA levels from the baseline. Three major themes were identified: (1) unmotivated, (2) unequipped, and (3) unquestionable changes (with students becoming more active). Conclusions: Environmental supports (access, equipment, and supervision) significantly and positively influenced middle school students’ lunchtime PA levels.
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McKibben, Jason, Christopher Clemons e Makeda Nurradin. "Hybrid Vigor: A Quantitative Analysis of Job Satisfaction of United States School Based Secondary Agricultural Education Classrooms". Journal of Agricultural Education 63, n.º 2 (30 de junho de 2022): 238–50. http://dx.doi.org/10.5032/jae.2022.02238.
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The balance between work and personal life has seen a renewed focus in the years since the onset of the COVID-19 pandemic. In the years leading up to the work stoppage in 2020 a growing body of literature was being compiled that agriculture teachers, as many of the American population do, suffered from a lack of balance between personal and work life. This study sought to examine the way agriculture teachers spent their time, how they viewed their job satisfaction, and if any relationships exist between them. A national sample of agriculture teachers (N = 570) was conducted and when the results were interpreted it was found that agriculture teachers are majority female (51.9%), almost all took agriculture courses in high school (89.3%), were active in FFA in high school (81.9%), and many continued that membership into college (44.9%). Most teachers spent some time outside of school hours preparing for class, SAE supervision, and other school-based activities, but most of their time was spent on FFA activities. Teachers reported some time spent in domestic, civic/religious, and recreation time outside of work. Teachers had a heavy slant towards positive job satisfaction, (M = 1.86, SD = .788) on a one through five scale with one being extremely good and five being extremely bad. Significant correlations were found at a small level (Cohen, 2013) between time in SAE, time in recreation, and salary range with job satisfaction. Significant linear (p < 0.05) regressions were calculated with salary, time in SAE’s, time spent in recreation. Time spent in recreation provided the best fit.
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Flaspohler, Paul D., Dawn Anderson-Butcher, Carl E. Paternite, Mark Weist e Abraham Wandersman. "Community science and expanded school mental health: Bridging the research-to-practice gap to promote child well-being and academic success". Educational and Child Psychology 23, n.º 1 (2006): 27–41. http://dx.doi.org/10.53841/bpsecp.2006.23.1.27.
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Several national initiatives in the United States and reports on mental health and children’s mental health have highlighted the mental health crisis in young people and the need to promote effective delivery of school-based approaches promoting mental health care and preventing disorder. Implementing successful school-based mental health and promoting effective academic, social and emotional learning of children hinges on changing the policies and practices of service systems and shifting relationships among mental health professionals, educators and other school serving professionals. There has been limited focus in school-based (and community-based) clinical practice on fostering collaborative relationships toward implementing empirically supported practice. In addition, there exists a gap between the development and dissemination of empirically supported practices and the training, supervision and supportive infrastructure necessary to implement these effective practices in schools. The emerging field of community science is proposed as a means of bridging this gap between research and practice. Community science is an interdisciplinary framework for strengthening communities by improving the quality of practice in treatment, prevention, health promotion and education. Using the community science framework, this paper outlines critical research-to-practice service delivery, training and technical assistance and policy issues related to the expansion of school-based mental health services and school improvement efforts in the state of Ohio.
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Kearney, Wowek Sean, James Jurica e Theresa Entzi. "Near-peer video-based feedback: a useful activity for aspiring school leaders?" International Journal of Mentoring and Coaching in Education 9, n.º 4 (2 de julho de 2020): 357–73. http://dx.doi.org/10.1108/ijmce-09-2019-0087.
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PurposeThis study examined the value of using near-peer video-based feedback to help train aspiring school leaders in coaching strategies. This research is part of a larger study in which feedback was solicited from both aspiring teachers and aspiring school leaders. The current study focused on the responses provided by the aspiring school leaders.Design/methodology/approachThis study utilized a phenomenological design. Undergraduate students enrolled in a public university in the Southwestern United States were recorded delivering instruction during their final semester of student teaching. These videos were uploaded to a secure website using EdPuzzle. Graduate students aspiring to be principals who were enrolled in a supervision course at the same university observed these classroom videos and provided feedback.FindingsIn regard to what participants learned about using video recordings, responses of aspiring principals fell into three themes as follows: establishing trust, providing critical feedback and broadening perspectives.Research limitations/implicationsThis study is limited by it being a small-scale study conducted at one public university in the Southwestern United States. Accordingly, the findings of this study are limited in their generalizability.Practical implicationsThis study highlights the usefulness of collaborations between educator preparation programs and principal preparation programs to enhance the learning of both student groups.Originality/valueThis research adds to the small but growing body of literature regarding near-peer video-based feedback and its potential value in helping aspiring principals practice coaching skills using written feedback.
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Tzu-Ling Hsieh, 謝紫菱. "美國網路霸凌立法與學校管理判例對臺灣的啟示". 教育研究月刊, n.º 326 (julho de 2021): 103–14. http://dx.doi.org/10.53106/168063602021070327007.
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Vacc, Nancy N. "Individualizing Mathematics Drill and Practice: Variations on a Computer Program". Arithmetic Teacher 34, n.º 7 (março de 1987): 43–47. http://dx.doi.org/10.5951/at.34.7.0043.
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In less than a decade, we have progressed from the rare situation of a school system having its own microcomputer to at least 85 percent of the schools in the United States having one or more microcomputers (Becker 1983). Although empirical studies supporting successful uses of microcomputers to supplement classroom instruction appear in the literature (e.g., Bradley [1982]; McDermott and Watkins [1983]; Ragosta, Holland and Jamison [1982]; Vacc [in press]), effective use of this new technology to assist with classroom instruction remains a concern. A major problem is inadequate available software. More than 90 percent of the educational computer programs reviewed by classroom teachers hired by a National Education Association foundation were found to be unacceptable (“Flunked Software” 1984), as were 95 percent of the language-arts software reviewed by subject-area leaders attending a meeting of the Association for Supervision and Curriculum Development (Otto 1984).
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Vona, Pamela, Shilpa Baweja, Catherine DeCarlo Santiago, Gillian Pears, Audra Langley e Sheryl Kataoka. "A Cross-Site Partnership to Examine Implementation and Sustainability of a School-Based Trauma Program". Ethnicity & Disease 28, Supp (6 de setembro de 2018): 427–36. http://dx.doi.org/10.18865/ed.28.s2.427.
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Objectives: Schools have been identified as an ideal setting for increasing access to mental health services particularly for underserved minority youth. The emerging field of implementation science has begun to systematically investigate strategies for more efficiently integrating evidence-based practices into community settings. Significantly less translational research has focused specifically on the school setting. To address this need, we examined the implementation of a school-based trauma intervention across three distinct regions.Design: We conducted key informant interviews guided by Mendel’s Framework of Dissemination in Health Services Intervention Research with multiple school stakeholders to examine what school organizational characteristics influence the adoption and implementation process and sustainability of Cognitive Behavioral Intervention for Trauma in Schools (CBITS). Participants were selected from schools in three geographic regions in the United States: Western, Midwestern, and Southern.Results: Our findings reveal that while sites had some common organizational factors that appeared to facilitate implementation, regions differed in how they compensated for less robust implementation domains. Across all regions, school stakeholders recognized the need for services to support students impacted by trauma. In the Western region, there was no centralized district policy for implementation; therefore, implementation was facilitated by school-level change agents and supervision support from the district mental health unit. In the Midwestern region, centralized district policies drove implementation. In both the Midwestern and Southern regions, implementation was facilitated by collaboration with a local mental health agency.Conclusions: This study contributes to the paucity of empirical information on the organizational factors that influence the implementation of evidence-based mental health interventions in schools. Our findings reveal that different implementation strategies across policies, structures, and resources can result in implementation of a school-based intervention. Frameworks such as Mendel’s can be helpful in identifying areas of strength and improvement of implementation within a school organization.Ethn Dis. 2018; 28(Suppl 2): 427-436; doi:10.18865/ed.28.S2.427
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Çevik, Salih, Sevda Yıldırım e Sally J. Zepeda. "Leadership for socially-just supervision in K-12 schools in the context of the United States". Multicultural Education Review 12, n.º 4 (1 de outubro de 2020): 306–22. http://dx.doi.org/10.1080/2005615x.2020.1842671.
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Niu, Cuiping. "A Comparative Study of Distance Teaching in Elementary Schools Between China and the United States Under COVID-19". English Language and Literature Studies 11, n.º 3 (1 de agosto de 2021): 66. http://dx.doi.org/10.5539/ells.v11n3p66.
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The outbreak and quick spread of COVID-19 quickly shut down almost all educational institutions in different parts the world by mid-March, 2020, presenting severe challenges to educators all over the world. The paper investigated the teaching situation of elementary schools in China and the United States during the epidemic period. The results show that the common challenges faced by the two countries in distance education are: 1) Elementary school students are young and have poor self-control ability, which requires close supervision and cooperation from parents; 2) Teachers’ information technology level is limited, lack of network teaching ability. There are some problems in Distance Education in American elementary schools, such as parents can’t urge students to study at home, digital technology inequality, low online attendance rate and so on, which further exposed the unfair problems in education. The problem of distance learning in elementary schools in China is that the learning resources are mainly subject knowledge, and the ability and methods of teachers to serve students’ autonomous learning are insufficient. American distance learning experience is to make full use of the rich network learning resources and professional distance teaching platform, and pay attention to the cultivation of students’ network autonomous learning ability. China’s distance teaching experience is to give play to the advantages of centralized management, organize famous teachers to record high quality courses, establish the Air Classroom platform, and provide high-quality classroom teaching resources. Therefore, basic education institutions in both countries should strengthen the training of teachers’ distance learning ability, improve the information-based teaching environment, learn from the experiences of both sides, and explore an effective mode of integrating online and offline education resources, so as to meet the challenges of basic education in the post epidemic era.
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Iwasaki, Kazuko, Toshiyuki Watanabe e Takeshi Tamura. "The Significance of Group Supervision to Yogo Teachers in Japan". Journal of Education and Training Studies 5, n.º 9 (10 de agosto de 2017): 124. http://dx.doi.org/10.11114/jets.v5i9.2587.
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This study aimed to evaluate the significance of group supervision to Yogo teachers in Japan, who often deal with work-related problems in isolation. Like school nurses in the United States, the role of the Yogo teacher is to oversee students’ health education and management. In this study, eight Yogo teachers, each with a minimum of six years’ experience, attended six supervised group sessions in 2016. During each session, one participant presented a case, and all participants then engaged in a general exchange of opinions about the case. Following the six sessions, semi-structured interviews were conducted with the participants, and the interview data were analyzed using M-GTA (modified grounded theory approach). The results generated 14 concepts and six categories, schematizing the Yogo teachers’ change of consciousness in relation to each category. The Yogo teachers evidenced needs in the categories of “Emotional Support,” “Awareness,” “Systemic Thinking,” “Collaboration,” “Motivation Improvement,” and “Training Location.” Ultimately, the study demonstrated that supervision by family therapists improved education by enhancing Yogo teachers’ consultation abilities and systemic thinking. Yogo teachers’ participation in the group supervision resulted in the following change in consciousness: their awareness was deepened by receiving emotional support, by training with the intent to learn, and by considering the significance of collaboration. Overall, teachers experienced an increase in self-motivation. The process for “Improvement of consultation ability” also became clear. Thus, group supervision by psychiatrists and/or family therapists has a positive impact on the overall motivation and work efficacy of Yogo teachers in Japan.
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Gordon, Shirley C., e Charlotte D. Barry. "Delegation Guided by School Nursing Values: Comprehensive Knowledge, Trust, and Empowerment". Journal of School Nursing 25, n.º 5 (24 de junho de 2009): 352–60. http://dx.doi.org/10.1177/1059840509337724.
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As health care institutions in the United States respond to shrinking budgets and nursing shortages by increasing the use of unlicensed assistive personnel (UAP), school nursing practice is changing from providing direct care to supervising activities delegated to UAP. Therefore, delegation is a critical area of concern for school nurses. The purpose of this qualitative research study was to explore values guiding the delegation of health care tasks to UAP in school settings from the perspective of the school nurse. An inquiry focus group was conducted with 64 Florida school nurses. Values guiding delegation were comprehensive knowledge, trust, and empowerment. These values provided a framework for guiding the delegation process.
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Weaver, Vesla M. "Frontlash: Race and the Development of Punitive Crime Policy". Studies in American Political Development 21, n.º 2 (2007): 230–65. http://dx.doi.org/10.1017/s0898588x07000211.
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Civil rights cemented its place on the national agenda with the passage of the Civil Rights Act of 1964, fair housing legislation, federal enforcement of school integration, and the outlawing of discriminatory voting mechanisms in the Voting Rights Act of 1965. Less recognized but no less important, the Second Reconstruction also witnessed one of the most punitive interventions in United States history. The death penalty was reinstated, felon disenfranchisement statutes from the First Reconstruction were revived, and the chain gang returned. State and federal governments revised their criminal codes, effectively abolishing parole, imposing mandatory minimum sentences, and allowing juveniles to be incarcerated in adult prisons. Meanwhile, the Law Enforcement Assistance Act of 1965 gave the federal government an altogether new role in crime control; several subsequent policies, beginning with the Crime Control and Safe Streets Act of 1968 and culminating with the Federal Sentencing Guidelines, ‘war on drugs,’ and extension of capital crimes, significantly altered the approach. These and other developments had an exceptional and long-lasting effect, with imprisonment increasing six-fold between 1973 and the turn of the century. Certain groups felt the burden of these changes most acutely. As of the last census, fully half of those imprisoned are black and one in three black men between ages 20 and 29 are currently under state supervision. Compared to its advanced industrial counterparts in western Europe, the United States imprisons at least five times more of its citizens per capita.
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Howe, Sondra Wieland. "Elsie Shawe, Music Supervisor in St. Paul, Minnesota (1898–1933)". Journal of Research in Music Education 52, n.º 4 (dezembro de 2004): 328–42. http://dx.doi.org/10.1177/002242940405200405.
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Elsie Shawe (1866–1962), supervisor of music in St. Paul, Minnesota, for thirty-five years, is an example of a music supervisor in the United States who was active in the formative years of the Music Supervisors National Conference (MSNC). Although she is cited only briefly in national accounts, there is a substantial amount of material on her career in local archives. In the St. Paul Public Schools, Shawe supervised classroom teachers, organized the school music curriculum, and conducted performances in the community. She served as a church organist and choir director in St. Paul and was president of the Minnesota Music Teachers Association. At the national level, Shawe was an officer of the NEA Department of Music Education and a member of the board of directors of the MSNC. Through her committee work, Shawe promoted the standardization of patriotic national songs.May 5, 2004November 10, 2004.
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Howse, Carrie. "The Reflection of England’s Light: The Instructive District Nursing Association of Boston, 1884–1914". Nursing History Review 17, n.º 1 (janeiro de 2009): 47–79. http://dx.doi.org/10.1891/1062-8061.17.47.
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This article examines the extent to which the Instructive District Nursing Association (IDNA) of Boston was influenced by the English system of district nursing. The schemes had the same aims and motivation, but the differences in their organizational structures, in particular the lack of specialist training and professional supervision of the Boston nurses, affected the IDNA’s work with its poor, mainly immigrant patients. It is clear that much was achieved, but it is also apparent that problems increased as the work expanded. Attempts to solve these difficulties can be traced through the introduction of a nurse supervisor, establishment of a training school, and eventual radical reorganization. The IDNA also had a leading role in the expansion of the visiting nurse movement throughout the United States. I discuss attempts to establish national standards, particularly through the formation of the National Organization for Public Health Nursing (NOPHN). With the disparate arrangements in the U.S. health care system, the NOPHN was unable to reach a workable consensus and failed to produce a comprehensive and cohesive national system similar to that which had been established in England.
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Meng, Lipei. "A Comparative Research Based on the Enrollment Policies of High-Level Athletes in Chinese and American Universities". BCP Business & Management 41 (17 de março de 2023): 169–76. http://dx.doi.org/10.54691/bcpbm.v41i.4426.
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The United States, one of the world's most prosperous countries in the development of college sports, has a relatively complete admissions policy. In order to ensure the overall quality of high-level athletes, it is essential to guarantee good enrollment. By comparing the enrollment policies of high-level athletes between Chinese and American universities, this paper examines the problems existing in the enrollment of high-level athletes in Chinese universities. It is found that in China, the first problem is the semi-transparency of the individualized admissions process of colleges and universities leads to unequal admissions; next, the schools give athletes candidates fewer majors to choose from; then, the unified national admissions will reduce the opportunities of candidates; finally, there is an information communication barrier between universities and candidates. Based on the above problems, this article, by referring to the admissions policy adopted by the United States, suggests collages in China objectively judge the situation of candidates and formulate a reasonable enrollment plan. First, establishing a third-party organization and improving the supervision system; next, giving candidates more opportunities to choose majors; then, establish a communication platform between colleges and candidates, so as to promote the continuous positive development of high-level athlete enrollment in Chinese colleges and universities.
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Min, Jungwon, Zhengqi Tan, Laurie Abadie, Scott Townsend, Hong Xue e Youfa Wang. "An Evaluation of the Effectiveness of the National Aeronautics and Space Administration Mission-X Child Health Promotion Program in the United States". American Journal of Health Promotion 32, n.º 6 (13 de setembro de 2017): 1333–39. http://dx.doi.org/10.1177/0890117117723959.
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Purpose: To examine the effects of the National Aeronautics and Space Administration Mission-X: Train Like an Astronaut program (MX) on children’s health-related knowledge and behaviors of a sample of US participants. Design: A nonexperimental pilot intervention study in 5 cities with a pre–post comparison of children’s health-related knowledge and behaviors in the United States in 2014 and 2015. Sample: Children (n = 409) with a mean age (standard deviation) of 10.1 (1.7) years. Measures: Children answered pre- and postintervention questionnaires. We measured the differences in children’s health knowledge on nutrition and physical fitness and behaviors on diet and physical activity as scores. Intervention: A 6-week web- and school-based intervention for a healthier lifestyle by introducing physical fitness and science activities based on actual astronaut training under a teacher’s supervision. Analysis: Nonparametric analysis and logistic regression models. Results: Participants significantly improved both of their health behaviors on physical activity ( P < .001) and diet ( P = .06) and their health knowledge regarding nutrition ( P < .001) and physical fitness ( P < .001) after the intervention. The improvement in children’s behaviors ( P < .001), knowledge ( P < .001), and the total score ( P < .001) after intervention did not significantly vary by sex or age, after adjusting for year of participation and state of residency. Discussion: The MX seems effective in improving health behaviors and health knowledge of participating children, which may serve as a model for sustainable global child health promotion program. Further research is needed to test its long-term effects on child health.
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Edwards, D. Brent, e Stephanie M. Hall. "Neglected Issues: How Charter Schools Manage Teachers and Acquire Resources". Teachers College Record: The Voice of Scholarship in Education 120, n.º 10 (outubro de 2018): 1–40. http://dx.doi.org/10.1177/016146811812001005.
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Background/Context Charter schools are commonly discussed as being more effective at matching student and family interests with school mission, ensuring family choice of educational products and improving education quality and the efficiency of resource use as a result of the competitive dynamics they are assumed to generate between themselves and public schools. The rhetoric around charter schools in general puts little attention on teacher management and resource acquisition, and the literature on charter schools has tended to focus on outcomes such as student achievement. The prevalence of charter schools within and outside the United States underscores the need to understand what role such issues as teacher management and resourcing play in this increasingly popular education reform. Focus of Study The purpose of this article is to uncover and present the strategies that charter schools employ for managing teachers and acquiring resources, and with what implications. Research Design Through a qualitative case study of a charter school program in Bogotá, Colombia, that began in 1999, we investigated (a) the regulations that governed the hiring, firing, and compensation of charter school teachers, in addition to (b) how charters respond to those regulations in contracting teachers, and (c) the overall approach of charter principals and the charter management organizations (CMOs) that oversee them when it comes to teacher engagement, collaboration, supervision, and professional development. In terms of resource acquisition, the focus was on understanding (d) the extent of government-provided resources to charter schools, (e) the perceptions of charter principals and CMO directors of the resources provided by the government, (f) the ways in which these actors have sought to complement these resources, and (g) the kinds of additional resources that have been obtained. Data in the form of documents, archives, literature and evaluations, and qualitative interviews were collected over eight months. Conclusions Findings indicate that charter school teachers in Bogotá feel that many aspects of their work environment are positive, though they also report tradeoffs in terms of job security and financial compensation. Charter schools use the flexibility afforded to them around employment to spend half as much on teachers by hiring nonunionized teachers, contracting them for periods of a year or less, assigning teachers to lower compensation categories, and offering significantly lower salaries, despite teachers working over 12 hours more each week than their public school counterparts. Findings with regard to resource acquisition address differences between public and charter schools, perceptions of school leaders, and the routes to resource acquisition used by charter schools, namely budget prioritization, donations, volunteers, partnerships, and alumni networks. Implications for future research are discussed, including the need for studies to distinguish among types of charter schools. The article concludes that, when addressing the costs and benefits of charter schools, we need to ask: Costs in what sense? Benefits for whom? And at whose expense?
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Saviz, Camilla M., Abel A. Fernandez e Elizabeth A. Basha. "Formal Service Learning Opportunities: Engineering Internships in Social Entrepreneurship Organizations". International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 7, n.º 1 (30 de maio de 2012): 40–52. http://dx.doi.org/10.24908/ijsle.v7i1.4238.
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Over the past three years, a collaboration between the School of Engineering and the ABC Center for DEF at the University of the XYZ has provided students with internship opportunities at five different social entrepreneurship organizations distributed among six countries. The summer internship program administered by the ABC Center seeks to provide an enriching experience for participants, to raise awareness of the broad application of social entrepreneurship across different disciplines, and provide qualified student assistance to organizations seeking specific help. Working with the socially entrepreneurial organization, students were required to apply problem-solving skills in environments where language, culture, technical support, and supervision were very different from levels experienced during their more ‘traditional’ internships in the United States. These internships in social entrepreneurship allowed students to learn first-hand that successfully implementing projects in other countries requires strong technical skills and a fundamental understanding of local cultural, political, and contextual factors. At the institutional level, lessons learned included the importance of forming strategic partnerships to increase opportunities and capitalize on limited resources, and the need to use existing frameworks to facilitate student involvement in such service-learning opportunities.
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Opiola, Kristie K., Daniel M. Alston e Brandi L. Copeland-Kamp. "The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach". Professional School Counseling 23, n.º 1_part_2 (janeiro de 2020): 2156759X1989918. http://dx.doi.org/10.1177/2156759x19899181.
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This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.
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Fellmeth, Robert C., Bridget Fogarty Gramme e C. Christopher Hayes. "Cartel Control of Attorney Licensure and the Public Interest*". British Journal of American Legal Studies 8, n.º 2 (1 de dezembro de 2019): 193–233. http://dx.doi.org/10.2478/bjals-2019-0006.
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Abstract The purpose of regulating any profession is to assure competent practitioners, particularly where its absence can cause irreparable harm. Regulatory “licensing” ideally achieves such assurance, while at the same time avoiding unnecessary supply constriction. The latter can mean much higher prices and an inadequate number of practitioners. Regrettably, the universal delegation to attorneys of the power to regulate themselves has led to a lose/lose system lacking protection from incompetent practice while also diminishing needed supply. The problem is manifest in four regulatory flaws: First, state bars—in combination with the American Bar Association—require four years of largely irrelevant higher education for law school entry. Most of this coursework commonly has nothing to do with law. Second, and related, these seven-years of mandatory higher education (that only the United States requires for attorney licensure) impose extraordinary costs. Those costs now reach from $190,000 to $380,000 in tuition and room and board per student—driven by shocking tuition levels lacking competitive check. Third, attorney training focuses almost entirely on a few traditional subjects, with little attention paid to the development of useful skills in most of the 24 disparate areas of actual practice (e.g., administrative, bankruptcy, corporate, criminal, family, taxation, et al.). And schools often pay scant attention to legislation, administrative proceedings, or the distinct areas of law that will be relevant to a student’s future practice. Fourth, state bars rely on supply-constricting bar examinations of questionable connection to competence assurance. In the largest state of California, the bar examination fails about 2/3 of its examinees. This system has fostered an opportunistic cottage industry of increasingly expensive preparatory courses that further raise the cost of becoming an attorney—even after 7 years of higher education. Meanwhile, the bars regulating attorneys in the respective states: a) Do not treat negligent acts as a normal basis for discipline (outside of extreme incapacity); b) Do not require malpractice insurance—effectively denying consumer remedies for negligence; c) Do not allow clients injured by malpractice to recover from “client security funds”; d) Do not require post-licensure “legal education” in the area of an attorney’s practice; e) Do not test attorneys in the area of practice relied upon by consumers—ever; and f) Respond to cost-effective, technology-centric solutions to legal problems not by regulation to assure consumer benefit, but by attempts to categorically foreclose them in favor of total reliance on often unavailable/expensive counsel. No area of state regulation has more openly violated federal antitrust law than has the legal profession. The United States Supreme Court held in 2015 that any state body controlled by “active market participants” in a profession regulated is not a sovereign entity for antitrust purposes without “active state supervision.” Yet four years later, attorneys continue to regulate themselves without such supervision, overlooking the threat of criminal felony and civil treble damage liability.
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Draime, Juanita A., Emily C. Wicker, Zachary J. Krauss, Joel L. Sweeney e Douglas C. Anderson. "Description of Position Ads for Pharmacy Technicians". Pharmacy 8, n.º 2 (22 de maio de 2020): 88. http://dx.doi.org/10.3390/pharmacy8020088.
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Pharmacy technician roles are evolving alongside the changing role of a pharmacist. There is currently no uniform definition of a pharmacy technician’s role in the pharmacy workforce. The objective of this study was to look at the United States-based pharmacy technician advertisement database from Pharmacy Week to find patterns and commonalities in the duties and qualifications of pharmacy technicians. A retrospective analysis was performed on fourteen days of pharmacy technician job listings from Pharmacy Week from the year 2018. Information obtained from the listings included job title, location, setting, type of job, job duties, and job requirements. Job duties and requirements were coded by themes. Fourteen days of data resulted in 21,007 individual position listings. A majority of the job listings were for full-time positions (96.4%) and most were in the retail setting (96.78%). The most common requirements were registration with State Board, high school diploma, ability to perform tasks, communication, and physical. The most common job duties were general office etiquette, performing tasks under the direct supervision of the pharmacist, and professionalism. This study provides a description of the evolving role of pharmacy technicians through the broad variety in expectations for requirements of pharmacy technician applicants and the duties they perform when hired.
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Malczewski, Joan. "Interstitial Collaboration: Education Reform in the Jim Crow South". Studies in American Political Development 31, n.º 2 (outubro de 2017): 238–58. http://dx.doi.org/10.1017/s0898588x17000128.
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The Board of Trustees of the Negro Rural School Fund convened in the office of the president of the United States on December 14, 1911. The mission of the fund was to assist Southern black schools, supplying black supervising teachers to rural areas.1President William Howard Taft presided over the meeting, which included members from banking, industry, philanthropy, higher education, and the clergy, demonstrating the importance of associated action in policy and political development in the early twentieth century.2These elite reformers hoped to guide policymaking in education reform, and their work was just one part of a far-reaching agenda for education in the Jim Crow South, based on the premise that public schooling was important to a strong national state.3Yet, it was difficult for elite actors to implement national policy goals in state and local areas, particularly for education. Local control was an important characteristic of American schooling, and Southern education reform was a particularly complicated terrain, dominated by rural areas committed to states’ rights, local control, and the racial state.4While the fund's trustees hoped to direct efforts from their lofty White House venue, foundation efficacy required extensive collaboration with organizations and actors across the South. This work, referred to here asinterstitial collaboration, included a set of initiatives tailored to state and local regions, supported by cooperative relationships between governmental and nongovernmental organizational entities and with citizens across the political spectrum.
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Park, Jennifer S., Kathleen Arveson, Mark Newmeyer e Lee A. Underwood. "Comparing Behavioral Health Graduate Students in Spiritual and Religious Competence". Spiritual Psychology and Counseling 3, n.º 2 (15 de agosto de 2018): 197–221. http://dx.doi.org/10.37898/spc.2018.3.2.0050.
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When it comes to the integration of spirituality and religion within mental health training, standards remain ambiguous, particularly in non-religious affiliated institutions and individual practitioners. The aim of this study sought to examine the competence levels of mental health graduate students utilizing the Revised Spiritual Competence Scale II (SCS-R-II) and the Spiritual and Religious Competency Assessment (SARCA). Participants were recruited by contacting over 68 program directors of both Christian and secular accredited counseling, psychology, and social work schools in the United States and through the Counselor Education and Supervision Network Listserv and American Psychological Association of Graduate Students directory. 125 students with varying degrees of professed religious affiliation, completed the survey. Counselor trainees scored highest on both measures, yet without statistical significance. Students with very strong personal religious affiliation and attendees of Christian affiliated schools scored statistically higher on both measures. Findings indicated Christian institutions and trainees who professed very high Christian affiliation seemed to possess greater competence at integrating spiritual and religious constructs within mental health counseling. However, the results are limited due to sample size. Further, results pointed to convergent validity for the SCS-R-II and SARCA. Implications and future recommendations for behavior science educators and clinicians are discussed.
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Shevchenko, Zhanna. "FEATURES OF PRACTICAL EDUCATION OF SOCIAL EMPLOYEES IN PRACTICE IN HIGH SCHOOL OF POLAND". Scientific bulletin of KRHPA, n.º 11 (2019): 22–35. http://dx.doi.org/10.37835/2410-2075-2019-11-3.
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The article is devoted to the practical component of the professional training of a social worker in a Polish high school. Conceptual approaches are considered in relation to professional preparation of development workers and experience actualized by them with practical preparation at higher school of Poland. It is found out, that preparation of development workers in Poland is a difficult and dynamic process, that permanently changes in accordance with international standards, normative requirements, social changes and necessities on this type of services. As a result of scientific research, the tendency to introduce professional training in the practice of Polish social workers on the progressive approaches of practical experience in the social sphere of European countries and the United States has been traced. It is noted that the model of structured learning is based on the use of a curriculum on a modular basis. Different teaching methods, especially simulation and activity (training in the "team") are used. Equally important is the acquisition of skills, and the assimilation of the value basis of the student's work. Assessment is based on the criteria of competence. The student works under the direct supervision and supervision of the practice leader. Emphasis is placed on the theory of practical learning through experience. According to the results of the study, the organizational and pedagogical conditions of the organization and content of practical training of social workers in practice in Poland are set out: legislative regulation of general principles of practice and internship in Polish universities; the removal of a significant part of the study load (from 40% to 60%) into the obligatory volume of the organization of students' practice directly at the workplace; continuity of the practical orientation of the educational process to practical learning through experience in practice; compliance of modules of practical training programs in practice under the Framework Program for the qualification of a social worker: knowledge, skills, social competences; the variability of the proposals for places of practice for students and the proposed contact letters at the information stands of the departments of social work (pedagogy); provision of means for checking the implementation of modules by trainees through the electronic network, depending on the form of training and the student's capabilities (stationary, correspondence, distance, etc.); providing support for practical training of future social workers in practice (contact hours, independent work, literature to silabases (programs) of practice, etc.); consistency of the procedure for managing and controlling individual programs of student practice from the university and social institution; Settlement of the appointment of students responsible for passing the practice: the coordinator (for bachelors, mainly masters), a mentor, a representative from the practice institution and the manager of the management of the career bureau. The study concluded that the practical component of the program for the training of future social workers in Ukraine should be based on familiarizing students with the European forms, methods and techniques of work, and also involving them in direct and continuous practical activities, under the guidance of experienced mentors and consultants. The exposure of progressive ideas of experience of practical aspect of preparation of development workers in Poland will assist the scientific ground of strategy of development of professional preparation of specialists of social sphere in Ukraine on the stage of her transformation and integration in European and world educational space. The prospects of research of directions of co-operation of establishments of education are certain with employers and other social partners in the process of professional preparation and passing of types of practices by the future specialists of social work.
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Wahyuni, Rina. "PERAN SUPERVISOR DALAM MENINGKATKAN KEDISIPLINAN ADMINISTRASI GURU DI SEKOLAH DASAR". Equity In Education Journal 1, n.º 1 (20 de outubro de 2019): 35–41. http://dx.doi.org/10.37304/eej.v1i1.1550.
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Abstract: With regard to its role as supervisor, the principal is required to be able to improve the discipline of teachers in the school, including administration. However, in reality there are still some teachers who lack discipline in completing their administration at school. This study used a qualitative approach with case study design. Data collection is done by observation, in-depth interviews, and documentation. The results of the research obtained indicate the role of supervisors in improving the discipline of teacher administration is good and very solutive in improving the discipline of teacher administration in schools. Although there are still some teachers who are lacking in discipline, this can be overcome by the supervision program provided by the principal as the supervisor. Keywords: Supervisor, Discipline, Teacher Administration Abstrak: Berkenaan dengan perannya sebagai supervisor, kepala sekolah dituntut untuk dapat meningkatkan kedisiplinan guru yang ada di sekolah, antara lain dalam hal administrasi. Namun, pada kenyataannya masih terdapat beberapa guru yang kurang disiplin dalam menyelesaikan administrasinya di sekolah. Penelitian ini menggunakan pendekatan kualitatif, dengan rancangan studi kasus. Pengumpulan data dilakukan dengan teknik observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian yang diperoleh menunjukkan peran supervisor dalam meningkatkan kedisiplinan administrasi guru sudah baik dan sangat solutif dalam meningkatkan kedisiplinan administrasi guru di sekolah. Meskipun masih ditemukan beberapa oknum guru yang kurang disiplin, namun hal tersebut dapat diatasi dengan adanya program supervisi (pembinaan) yang diberikan oleh kepala sekolah selaku supervisor. Kata Kunci: Supervisor, Kedisiplinan, Administrasi Guru References: Arikunto, S., & Yuliana, L. (2012). Manajemen Pendidikan. Yogyakarta: Aditya Media Yogyakarta. Asmani. (2012). Tips Efektif Supervisi Pendidikan Sekolah. Jogjakarta: DIVA Press. Berliani, T., & Wahyuni, R. (2017). Implementasi Supervisi oleh Kepala Sekolah dalam Meningkatkan Profesionalisme Guru. Jurnal Manajemen dan Supervisi Pendidikan, 1 (3): 218-226. Bogdan, R. C., & Biklen, S.K. (1992). Qualitative Research for Education, second edition.USA: Allyn and Bacon. Ghony, D., & Almanshur, F. (2012). Metodologi Penelitian Kualitatif. Jogjakarta: AR-RUZZ MEDIA. Iskandar. (2011). Kedisiplinan Guru, (Online), (https://urayiskandar.com/2011/02/ kedisiplinan-guru.html), diakses 23 Maret 2019. Masaong, A. K. (2013). Supervisi Pembelajaran dan Pengembangan Kapasitas Guru. Bandung: Alfabeta. Miles, H., & Saldana. (2014). Qualitative Data Analysis A Methods Sourcebook. United States of America: SAGE Publications Inc. Moleong, L. J. (2012). Metodologi Penelitian Kualitatif edisi revisi. Bandung: PT Remaja Rosdakarya. Muslim. (2013). Supervisi Pendidikan Meningkatkan Kualitas Profesionalisme Guru. Bandung: Alfabeta. Rahman. (2014). Peningkatan Disiplin Kerja Guru di Sekolah Dasar Yayasan Mutiara Gambut. Jurnal Bahana Manajemen Pendidikan, 2(1): 1-9. Sagala, S. (2013). Kemampuan Profesional Guru dan Tenaga Kependidikan. Bandung: Alfabeta. Sukatin. (2016). Manajemen Supervisi dalam Pendidikan. Jurnal Pendidikan Islam,5(2): 221-240. Usman, H. (2013). Manajemen; Teori, Praktik dan Riset Pendidikan. Jakarta: Bumi Aksara. Wandhie. 2017. Pengertian Kedisiplinan, (Online), (https://wandhie.wordpress.com /pengertian-kedisiplinan/), diakses 23 Maret 2019. Witaisma. (2013). Pengertian Kedisiplinan, (Online). (https://witaisma.wordpress.com/ 2013/05/19/a-pengertian-kedisiplinan-kedisiplinan-adalah-suatu-kondisi-yang/), diakses 23 Maret 2019.
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K. Weber, Roberta, e Ethan J Allen. "Doctoral Dissertation Topics in Education: Do They Align with Critical Issues?" International Journal of Doctoral Studies 11 (2016): 403–17. http://dx.doi.org/10.28945/3609.
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American society faces complex educational issues which impact many facets of its national interests. Institutions of higher education are granting doctoral degrees to educational leaders, but it is not known to what extent their dissertation topics are aligned with both longstanding and critical issues in education. Using a theoretical framework synthesizing Paul and Elder’s critical thinking model and Kuhlthau’s information seeking process, this study examines a set of education doctoral dissertation topical selections and categorizes them by general themes in relationship to many of the recognized educational issues in the United States. Investigators categorized dissertations from four departments within the College of Education of their home institution. The dataset, retrieved from ProQuest Dissertations and Theses Global, consisted of 231 documents published between 2005 and 2014. Through an inter-rater process examining dissertation titles, abstracts, and keywords, the dissertations were assigned critical issue themes culled from nine editions of a college text, and then categorized under a broader topical scheme situated within a well-used educational research website. Findings indicated that most dissertations concentrated in studies that researched problems and issues within schools. Further, some of the issues considered longstanding were not studied by dissertation authors within the sample. For example, privatization of schools and classroom discipline and justice were not selected for study. Findings also suggest new directions for those responsible for dissertation supervision and topic selection. The study adds to the literature on dissertation topic selection that addresses existing educational issues.
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Little, J. I. "Confronting Rural Localism: The Good Roads Movement in Quebec's Eastern Townships, 1897–1920". Histoire sociale / Social History 57, n.º 117 (maio de 2024): 139–67. http://dx.doi.org/10.1353/his.2024.a928523.
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Abstract: The Good Roads Movement originated in the United States in the early 1890s, expanding to Ontario then Quebec soon afterward. Fostered by urban interests, its original aim was to convince rural municipalities to replace seasonal dirt roads with "permanent" roads constructed either with gravel or crushed stone. The promise to farmers was that their lives would be improved by greater access to markets, churches, and schools, as well as by less wear and tear on their horses and vehicles, among other benefits. Reformers claimed that the chief obstacle they faced was the long-entrenched system of seasonal statute labour, which they wished to replace with a more centralized system of contractors under the supervision of municipal overseers. But rural ratepayers in the Eastern Townships, as elsewhere in North America, resisted paying a money tax as well as surrendering direct control over their neighbourhood roads. Many rural municipalities adhered to statute labour until the rise of the automobile shortly before the First World War motivated the provincial government to begin shifting its focus toward the construction of hard-surface routes for the use of mostly urban motorists and tourists. Abstract: Le mouvement Good Roads trouve son origine aux États-Unis au début des années 1890 et se répand rapidement en Ontario puis au Québec. Encouragé par des intérêts urbains, son objectif initial était de convaincre les municipalités rurales de remplacer les chemins de terre saisonniers par des routes « permanentes » construites avec du gravier ou de la pierre concassée. La promesse faite aux agriculteurs était que leur vie serait améliorée par un meilleur accès aux marchés, aux églises et aux écoles, ainsi que par une moindre usure de leurs chevaux et de leurs véhicules, parmi d'autres avantages. Les réformateurs soutiennent que le principal obstacle auquel ils sont confrontés tient au système bien ancré du travail statuaire saisonnier, qu'ils souhaitent remplacer par un système plus centralisé constitué de contractants sous la supervision des surveillants municipaux. Cependant, les contribuables ruraux des Cantons de l'Est, comme ailleurs en Amérique du Nord, résistent au paiement d'une taxe monétaire et à l'abandon du contrôle direct sur les routes de leur voisinage. De nombreuses municipalités rurales ont adhéré au travail statuaire jusqu'à ce que l'essor de l'automobile, peu avant la Première Guerre mondiale, incite le gouvernement provincial à commencer à s'orienter sur la construction de routes à revêtement dur à l'usage des automobilistes et des touristes principalement urbains.
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Hasan, Rudi. "PENYELENGGARAAN PROGRAM SD-SMP SATU ATAP PADA DAERAH TERPENCIL DALAM LATAR BUDAYA RUMAH BETANG KALIMANTAN TENGAH". Equity In Education Journal 1, n.º 1 (20 de outubro de 2019): 11–19. http://dx.doi.org/10.37304/eej.v1i1.1547.
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Abstract: The purpose of this study is to describe the implementation of the One-Roof Junior Secondary School as an alternative to the distribution of nine-year basic education in remote areas in the cultural setting of Central Kalimantan Betang Houses. This research is a qualitative research with a multi-site study design on 3 One-Roof Junior Secondary Schools in Gunung Mas Regency. Data collection is done by methods: in-depth interviews (indepth interview), participant observation (participant observation), and study documentation (study of document). Determination of data sources is done by using purposive sampling technique. Data analysis is done through the activities of organizing data, organizing and dividing data into units that can be managed, mensiteis, looking for patterns, find what is meaningful and what is researched to be decided and reported systematically (Bogdan and Biklen, 1998). Data analysis in this research was carried out in two stages, namely: data analysis for each site (single site) and cross-site data analysis. Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results of the study found that the values of the betang house culture that underlies the implementation of the One-Roof Junior Secondary School appeared on: (1) bureaucratic structure, including: SOP, coordination and empowerment of HR; (2) resources, including: human resources, infrastructure and financing; and (3) communication, including: internal communication, with supporting elementary schools, with related agencies, and the community around the school. Keywords: One-Roof Junior Secondary School, Remote Area, Betang House Culture Abstrak: Tujuan penelitian ini adalah mendeskripsikan penyelenggaraan program SD-SMP Satu Atap sebagai alternatif pemerataan pendidikan dasar sembilan tahun pada daerah terpencil dalam latar budaya rumah betang Kalimantan Tengah. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi multi situs pada 3 SMPN Satu Atap di wilayah Kabupaten Gunung Mas. Pengumpulan data dilakukan dengan metode: wawancara mendalam (indepth interview), observasi partisipan (participant observation), dan studi dokumentasi (study of document). Penetapan sumber data dilakukan dengan teknik purposive sampling. Analisis data dilakukan melalui kegiatan mengorganisasi data, menata dan membagi data dalam unit-unit yang dapat dikelola, mensitesis, mencari pola, menemukan apa yang bermakna dan apa yang diteliti untuk diputuskan dan dilaporkan dengan sistematis (Bogdan dan Biklen, 1998). Analisis data dalam penelitian ini dilakukan dalam dua tahap, yaitu: analisis data tiap situs (situs tunggal) dan analisis data lintas situs. Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menemukan bahwa nilai-nilai budaya rumah betang yang mendasari dalam penyelenggaraan SD-SMP Satu Atap muncul pada: (1) struktur birokrasi, meliputi: SOP, koordinasi dan pemberdayaan SDM; (2) sumberdaya, meliputi: SDM, sarana prasarana dan pembiayaan; dan (3) komunikasi, meliputi: komunikasi intern, dengan SD penyangga, dengan dinas terkait, dan masyarakat sekitar sekolah. Kata Kunci: SD-SMP Satu Atap, Daerah Terpencil, Budaya Rumah Betang References: Arikunto, S. (1998). Prosedur Penelitian: SuatuPendekatan Praktek. Jakarta: Rineka Cipta. Ary, D., Jacobs, L. C., & Razavieh, A.(2002). Introduction to Research in Education. Sixth Ed. Belmont, CA: Wadswort. Thomson Learning. Bogdan, R. C.,& Biklen, S.K.(1998). Qualitative Research For Educatio: An Introduction to Theory and Methods.Third Ed. Boston: Allyn and Bacon. Bollen, R. (1997). Making Good Schools: Linking School Effectiveness and School Improvement. London and New York: Routledge. Brienkerhoof, D. W.,& Crosby, L.B. (2002). Managing Policy Reform: Concept and Tool for Decision-Makers in Developing and Transitionong Countries. United States of America: Kumarian Perss, Inc. Castetter, W.B. (1996). The Human Resources Function in Educational Administration (Sixth Edition). New Jersey: Prentice Hall, Inc. Dunn, W. N. (1981). Public Policy Analysis: An Introduction. Englewood: Cliff, N.J. Prentice, Inc. Dwijowijoto, R. N. (2004). Komunikasi Pemerintahan. Jakarta: Elek Media Komputindo Kelompok Gramedia. Edward, G. (1980). Implementing Public Policy. Washington, DC. Congressional Quarterly, Inc. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2009). The Basic to Supervision and Instructional Leadership. Secon Ed, Boston: Pearson. Koehler. (1981). Organizational Communication, Behavioral Perspective. New York: Holt, Rinehart and Winston. Kratzer. (1996). Marketing the Nation. New York: Free Press. Kusni. J. J. (2006). Pergulatan Identitas Dayak Dan Indonesia: Belajar dari Tjilik RiwutPalangka Raya: Penerbit Galangpress. Mantja, W. (2002). Manajemen Pendidikan dan Supervisi Pengajaran (Kumpulan Karya Tulis Terpublikasi). Malang: Wineka Media. Mantja, W. (2008). Ethnography, Desain Penelitian Manajemen Pendidikan. Malang: Elang Mas. Nasution, S. (1998). Metode Penelitian Naturalistik Kualitatif Bandung: Transito. Peraturan Pemerintah RI Nomor47 Tahun 2008. Wajib Belajar. Bandung: Penerbit Citra Umbara. Robbins, S., P. (1998). Organizational Behavior. New Jersey: Englewood Cliffs. Sonhadji. K. H. A. (1996). Teknik Pengumpulam Data dan Analisis Data dalam Penelitian Kualitatif dalam Arifin. Penelitian Kualitatif. Malang: Kalimasahda Press. Sugiyono. (2006). Metode Penelitian Administrasi. Bandung: Alfabeta. Undang-Undang Dasar Republik Indonesia Tahun1945. Bandung: Penerbit Citra Umbara. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. 2006. Bandung: Pcnerbit Citra Umbara. Usop, K. M.A.(1994). Pakat Dayak: Sejarah Integrasi dan Jati Diri Masyarakat Dayak dan Daerah Kalimantan Tengah. Palangka Raya: Yayasan Dikbud Batang Garing. Winarno, B. (2002). Kebijakan Publik: Teori dan Proses. Yogyakarta: Media Pressindo.
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Yusrina, Riris, e Aris Munandar. "Representation of NCLB Implementation Program and Its Impact on Hispanic Students: A Critical Discourse Analysis on Media Reports". Rubikon : Journal of Transnational American Studies 10, n.º 1 (23 de abril de 2023): 79. http://dx.doi.org/10.22146/rubikon.v10i1.81504.
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No Child Left Behind (NCLB) aims to improve US education system. Every student in the US must have the same rights to get a quality education. The state is responsible for providing fair, equitable and quality educational facilities to the community. In reality, however, the NCLB was not entirely successful. While the law stipulates equality for underprivileged students, in reality, the richer students get better facilities and the best teachers. In addition, not all school teachers meet the standards. Based on these problems, this study aims to examine the challenges NCLB faced. It also intends to investigate the ideal implementation of NCLB and its effectiveness for students in the United States. This research also explores minority groups, like Hispanics. They are the largest minorities in the US. This research seeks to answer (1) How is the NCLB implementation reported in the media? and (2) What are the impacts of the NCLB implementation on Hispanic students?. This study uses the theory of Critical Discourse analysis from Norman Fairclough and Jager with news articles as data sources. The news articles were taken from the New York Times, usnews.com, dailynews.com, fivethirtyeight.com, and CBS News. The results found that the NCLB is still problematic that still there are achievement gaps, protests, and low performance. In addition, there are still wrong beliefs, discrimination, and dishonesty regarding the implementation of NCLB. Through some possible ways to solve the problem, like supervising and revising NCLB.
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Knopf, Alison. "NIDA on dramatic increase of mushroom seizures". Alcoholism & Drug Abuse Weekly 36, n.º 10 (março de 2024): 5. http://dx.doi.org/10.1002/adaw.34050.
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From 2017 – 2022, law enforcement seizures across the United States of mushrooms containing psilocybin increased dramatically, according to a new study funded by the National Institute on Drug Abuse (NIDA). The number of law enforcement seizures increased from 402 seizures in 2017 to 1,396 in 2022. In addition, the total weight of psilocybin mushrooms seized by law enforcement increased from 226 kg (498 lbs.) seized in 2017 compared with 844 kg (1,861 lbs.) in 2022. This analysis, published in Drug and Alcohol Dependence, was led by researchers at New York University (NYU) Langone Health in New York City, and the University of Florida, Gainesville. The data used for the analysis were collected through the High Intensity Drug Trafficking Areas (HIDTA) program, a grant program aimed at reducing drug trafficking and misuse administered by the Office of National Drug Control Policy. Though law enforcement seizures do not necessarily reflect prevalence of use, they represent an indicator of the availability of illicit drugs. “We are in the middle of a rapidly evolving cultural, media, and legal landscape when it comes to psychedelics, and we need data to help shape informed and appropriate public health strategies,” said NIDA Director Nora D. Volkow, M.D., in announcing the research publication last week. “Moving forward, we must continue to track data on the availability of psychedelics, patterns in use, and associated health effects to guide efforts in promoting accurate education and reducing potential harms among people who do plan to use psychedelic drugs.” Adverse effects of psilocybin mushrooms, such as “bad trips,” are marked by “distorted thinking, perceptual changes, putting oneself in physical danger, and intense feelings of fear, anxiety, and confusion,” according to NIDA. “People who take psychedelic drugs like psilocybin may also experience short‐term side effects such as raised blood pressure and heart rate, agitation, confusion, vomiting, or nausea, which may be severe and require medical attention.” Joseph J. Palamar, Ph.D., M.P.H., associate professor at the NYU Grossman School of Medicine, co‐investigator on the NIDA‐funded National Drug Early Warning System (NDEWS), and lead author on the paper, said “Research studies suggesting its effectiveness in treating mental health issues and extensive positive media coverage may lead some people to seek ‘shrooms’ outside of medical contexts. People who use psilocybin outside of medical supervision need to be educated about risks associated with use.”
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Chinwoo Kim. "Government Supervision over Charities in the United States". Seoul Law Review 22, n.º 2 (novembro de 2014): 185–221. http://dx.doi.org/10.15821/slr.2014.22.2.006.
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Bhatia, Ashok Vir. "Consolidated Regulation and Supervision in the United States". IMF Working Papers 11, n.º 23 (2011): 1. http://dx.doi.org/10.5089/9781455211920.001.
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Skinstad, Anne Helene. "Practicum Supervision in Norway and the United States". Journal of Counseling & Development 71, n.º 4 (4 de março de 1993): 406–8. http://dx.doi.org/10.1002/j.1556-6676.1993.tb02656.x.
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Dominguez-Whitehead, Yasmine, e Felix Maringe. "A cross-national analysis of PhD models". International Journal of Comparative Education and Development 22, n.º 3 (13 de julho de 2020): 233–45. http://dx.doi.org/10.1108/ijced-01-2020-0003.
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PurposeThis paper provides a cross-national analysis of PhD supervision models, milestones and examination procedures in order to compare PhD programs and their practices.Design/methodology/approachA comparative approach is employed, which systematically interrogates PhD supervision models, milestones and examination procedures in the United Kingdom, South Africa and the United States via a comprehensive review of the practices and literature.FindingsThe findings indicate the ramifications of the different approaches and highlight the benefits and drawbacks associated with the different models.Originality/valueBy making explicit the dominant supervision models, milestones and examination procedures that exist in the United Kingdom, South Africa and the United States, the authors shed light on the somewhat obscure path to earning a PhD degree.
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Son, Eunjung, Michael V. Ellis e Sung-Kyung Yoo. "Clinical Supervision in South Korea and the United States". Counseling Psychologist 41, n.º 1 (27 de junho de 2012): 48–65. http://dx.doi.org/10.1177/0011000012442650.
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Reich, Margaret. "United States osteopathic medical school finances". Journal of the American Osteopathic Association 89, n.º 11 (1 de novembro de 1989): 1443–46. http://dx.doi.org/10.1515/jom-1989-891111.
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Reich, Margaret. "United States osteopathic medical school finances". Journal of the American Osteopathic Association 90, n.º 11 (1 de novembro de 1990): 1002–9. http://dx.doi.org/10.1515/jom-1990-901112.
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Stone, Elaine J., e Cheryl L. Perry. "United States: Perspectives in School Health". Journal of School Health 60, n.º 7 (setembro de 1990): 363–69. http://dx.doi.org/10.1111/j.1746-1561.1990.tb05954.x.
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Duan, Changming, Carol Falender, Rodney Goodyear, Mingyi Qian, Xiaoming Jia e Guangrong Jiang. "Telesupervision-of-supervision across national boundaries: United States and China". Journal of Clinical Psychology 75, n.º 2 (27 de dezembro de 2018): 302–12. http://dx.doi.org/10.1002/jclp.22723.
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Berliani, Teti, e Rina Wahyuni. "SUPERVISI AKADEMIK BERBASIS HAROYONG DI SEKOLAH DASAR PADA DAERAH ALIRAN SUNGAI RUNGAN DAN KAHAYAN". Equity In Education Journal 2, n.º 1 (20 de março de 2020): 19–28. http://dx.doi.org/10.37304/eej.v2i1.1682.
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Abstrak: Penelitian ini bertujuan untuk mendeskripsikan tentang supervisi akademik berbasis haroyong di sekolah dasar pada aliran sungai Rungan dan sungai Kahayan sebagai sebuah respon dalam mengimplementasikan Kurikulum 2013. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi multisitus dengan metode komparatif konstan. Penentuan informan dilakukan dengan teknik pengambilan sampel secara purposive sampling dan snowball sampling. Teknik pengumpulan data yang digunakan adalah (a) observasi, (b) wawancara mendalam, dan (c) studi dokumentasi. Analisis data dilakukan dengan analisis situs tunggal dan analisis lintas situs. Hasil penelitian yang diperoleh menunjukkan bahwa supervisi akademik berbasis haroyong di sekolah dasar pada daerah aliran Sungai Rungan dan Sungai Kahayan termasuk dalam kategori cukup baik dikarenakan: sudah terfomulasi dan terprogram dengan cukup baik; secara mekanisme telah dilaksanakan secara rutin dan berjadwal dengan teknik supervisi bervariatif. Serta monitoring dan evaluasi supervisi akademik berbasis haroyong dalam pembelajaran berbasis Kurikulum 2013 telah bekerjasa
Abstract: This study aims to describe academic supervision based on haroyong in elementary schools in the Rungan and Kahayan rivers as a response in implementing the 2013 Curriculum. This study uses a qualitative approach with a multisite study design with a constant comparative method. The determination of the informants was done by using purposive sampling and snowball sampling technique. The data collection techniques used were (a) observation, (b) in-depth interviews, and (c) documentation study. Data analysis was performed with single site analysis and cross site analysis. The results obtained indicate that the haroyong-based academic supervision in elementary schools in the Rungan River and Kahayan River watersheds is in the good enough category because: it is well formulated and programmed; mechanically, it has been carried out on a regular and scheduled basis with various supervision techniques. As well as monitoring and evaluation of haroyong-based academic supervision in 2013 Curriculum-based learning, it has collaborated with external parties so that it has benefits for teachers.
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