The landscape of advocacy in public schools: The role of school psychologists.

2020 ◽  
Vol 17 (S1) ◽  
pp. 81-85 ◽  
Author(s):  
Kari A. Oyen ◽  
Katie Eklund ◽  
Nathaniel von der Embse
Keyword(s):  
Public Schools ◽  
School Psychologists

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

Risk and Protective Factors in the Life of Youth in Relation to Resilience

2018 ◽  
Vol 52 (1) ◽  
pp. 50-59
Author(s):  
Silvia Barnová ◽  
Viola Tamášová
Keyword(s):  
Social Support ◽  
Protective Factors ◽  
School Psychologists ◽  
Social Environment ◽  
Social Services ◽  
Service Providers ◽  
Vital Role ◽  
Great Role ◽  
Health Service Providers

Abstract Introduction: A certain degree of stress is present in everyone’s life and young people are not an exception. Most of them show a certain degree of resilience and can cope with stressful situations without any difficulties, however there is a group of youth who live in toxic environments and need help. If there is a risk of failure due to the intensity of stressors; external formal and informal support have a great role to play as they have the potential to prevent negative developmental outcomes. Purpose: The authors’ intention was to make a review of available literature on the current issues of resilience research with a focus on the importance of protective factors in young people’s lives – especially when they are exposed to adversity. An emphasis is placed on the vital role of social support to individuals provided by schools as well as social services. Methods: In the presented literature review, multiple formal search methods including hand searching of key journals; electronic searching of journal databases and subject specific websites; reference scanning; and citation tracking were used. Conclusion: Individuals commonly demonstrate some level of resilience, yet most of them are able to deal with stressful situations without any harm. On the other hand, if the adversity is too high, the presence of social support provided by their social environment is important. In this context, good relationships in general and sufficient external protective factors provided by their social environment (schools, school psychologists, institutional social and health service providers) are important.

scholarly journals Sense of coherence and burnout among school psychologists: The moderating role of loneliness

2020 ◽  
Author(s):  
Sivan George-Levi ◽  
Tomer Schmidt-Barad ◽  
Inbal Natan ◽  
Malka Margalit
Keyword(s):  
School Psychologists ◽  
Sense Of Coherence ◽  
Moderating Role

A Look Back: Church, state, and Kappan

2021 ◽  
Vol 102 (5) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Supreme Court ◽  
School Policy ◽  
Policy And Practice ◽  
Religious Instruction ◽  
Look Back ◽  
Diverse World ◽  
Supreme Court Rulings ◽  
Role Of Religion

In this monthly column, Kappan managing editor Teresa Preston looks back at how the magazine has covered questions related to the role of religion in public schools. Authors considered how Supreme Court rulings affected school policy and practice, whether religious instruction is necessary for promoting positive values, and how to encourage respect in a religiously diverse world.

Is the role of specialists in media and information technologies in public schools changing?

TechTrends ◽  
1987 ◽  
Vol 32 (3) ◽  
pp. 12-16
Author(s):  
Minaruth Galey ◽  
William F. Grady
Keyword(s):  
Public Schools ◽  
Information Technologies

Public leadership behaviors of school principals: does it affect teacher motivation and job satisfaction in Turkish culture?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bünyamin Han ◽  
Rasim Tösten ◽  
Zakir Elçiçek
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Teacher Motivation ◽  
School Principals ◽  
Leadership Behaviors ◽  
Content Type ◽  
The Public ◽  
Public Leadership ◽  
Mediating Role

PurposeThe aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.Design/methodology/approachThis research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.FindingsAccording to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.Practical implicationsThe results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.Originality/valueAlthough there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

From Victims to Perpetrators of Bullying: The Role of Irrational Cognitions, Externalizing Problems, and Parental Attachment

2021 ◽  
pp. 088626052110435
Author(s):  
Raluca Balan ◽  
Anca Dobrean ◽  
Robert Balazsi
Keyword(s):  
Public Schools ◽  
Path Analysis ◽  
Indirect Effects ◽  
Externalizing Problems ◽  
Parental Attachment ◽  
Bullying Victimization ◽  
Indirect Pathway ◽  
Bullying Perpetration ◽  
Interaction Terms

The transition from bullying victimization to bullying perpetration is well documented in the literature. However, the mechanisms linking bullying victimization to perpetration are not fully understood. The main aim of the current study was to conduct a preliminary research investigating the indirect effects of youths bullying victimization on bullying perpetration through irrational cognitions and externalizing problems. The second aim of the study was to explore the moderating role of the type of parental attachment (secure vs. insecure) in the proposed model in explaining the association of bullying victimization and bullying perpetration. Data were collected from 269 adolescents (11-15 years; M = 11.98, SD = .68), enrolled in middle public schools from Romania. Path analysis and moderated path analysis were conducted to explore the direct and indirect effects and moderating effects, respectively. Study findings indicate that bullying victimization was indirectly related to bullying perpetration separately through youths’ irrational cognition as well as through externalizing problems. The serial indirect pathway from victimization to perpetration through irrational cognitions leading further to externalizing problems was also significant. However, the type of attachment that adolescents reported having toward their parents failed to moderate the indirect pathways, since all the interaction terms were nonsignificant. These findings advance the field prevention and intervention by identifying irrational cognitions and externalizing problems as important targets that anti-bullying programs should address to stop the transition from victims of bullying to perpetrators.

A New Perspective for Understanding School Managers’ Roles: The Impact of Principals’ Boundary Activities on the Effectiveness of School Management Teams

2018 ◽  
Vol 120 (3) ◽  
pp. 1-40
Author(s):  
Pascale Benoliel ◽  
Anit Somech
Keyword(s):  
Public Schools ◽  
School Leadership ◽  
Structural Equation ◽  
Equation Model ◽  
Management Teams ◽  
Role Performance ◽  
New Perspective ◽  
Mean Differences ◽  
The Impact

Background/Context Increasingly, educational leadership research has stressed that leadership is not solely embedded in formal roles but often emerges from relationships between individuals. Senior management teams (SMTs) are an important expression of a formal management structure based on the principle of distributed leadership. Such structures may require a reconceptualization of school leadership and the role of the principal in such a way as to better meet new challenges and enable principals to manage SMTs more effectively. Accordingly, it is proposed that to improve effectiveness, principals engage in boundary activities, the principals’ internal activities directed toward the SMT aimed at dealing with internal team matters and the principals’ external activities directed toward external agents in the team's focal environment to acquire resources and protect the team. Purpose/Objective The present study attempts to advance a theoretical model of principals’ internal and external activities toward their SMTs. This study's purpose is twofold: First, the study tries to determine which of the internal and external activities principals engage in more frequently and less frequently and to what extent. Second, the study attempts to determine how these activities are related to the SMT effectiveness outcomes: in-role performance and innovation. Taking on a distributive perspective to school leadership, our goal is to extend our knowledge about the activities that might facilitate SMT effectiveness, by highlighting the principal boundary activities as fundamental. Research Design Quantitative study. Data Collection and Analysis Data were collected from two sources to minimize problems associated with same source bias: 92 SMTs and their principals from 92 public schools in Israel. Principals evaluated the SMTs’ effectiveness through validated surveys of team in-role performance and team innovation, and SMT members evaluated the internal and external activities of the principal. Findings/Results ANOVA analyses indicate significant mean differences between the principal's internal and external activities. Results from Structural Equation Model indicate that internal activities were related to SMT performance, whereas external activities were related to SMT innovation. Conclusions/Recommendations Principals who manage both the internal SMT dynamic by promoting SMT identity and building team trust, while also promoting a common mission, serve the role of coordinator between SMT members and constituencies external to the SMT, enhancing SMT effectiveness. It may be, then, that studying new models of school leadership and management, including the relationship of the principal and the SMT, may deepen our understanding of the increasingly complex role of principals today.

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