School-Based Management and Educational Reform in the United States and Spain

1990 ◽  
Vol 34 (4) ◽  
pp. 523-537 ◽  
Author(s):  
E. Mark Hanson
Keyword(s):  
United States ◽  
Educational Reform ◽  
The United States ◽  
School Based ◽  
School Based Management

scholarly journals Household COVID-19 risk and in-person schooling

Science ◽  
2021 ◽  
pp. eabh2939
Author(s):  
Justin Lessler ◽  
M. Kate Grabowski ◽  
Kyra H. Grantz ◽  
Elena Badillo-Goicoechea ◽  
C. Jessica E. Metcalf ◽  
...  
Keyword(s):  
United States ◽  
Online Survey ◽  
Positive Association ◽  
The United States ◽  
Mitigation Measures ◽  
Office Work ◽  
School Based ◽  
Increased Risk ◽  
Extra Curricular Activities ◽  
Low Levels

In-person schooling has proved contentious and difficult to study throughout the SARS-CoV-2 pandemic. Data from a massive online survey in the United States indicates an increased risk of COVID-19-related outcomes among respondents living with a child attending school in-person. School-based mitigation measures are associated with significant reductions in risk, particularly daily symptoms screens, teacher masking, and closure of extra-curricular activities. A positive association between in-person schooling and COVID-19 outcomes persists at low levels of mitigation, but when seven or more mitigation measures are reported, a significant relationship is no longer observed. Among teachers, working outside the home was associated with an increase in COVID-19-related outcomes, but this association is similar to other occupations (e.g., healthcare, office work). While in-person schooling is associated with household COVID-19 risk, this risk can likely be controlled with properly implemented school-based mitigation measures.

Educational Reform, The Aging Society, and the Teaching Profession

1987 ◽  
Vol 169 (1) ◽  
pp. 80-98
Author(s):  
Claude Mathis
Keyword(s):  
United States ◽  
Public Schools ◽  
Educational Reform ◽  
Social Issues ◽  
Personal Characteristics ◽  
The United States ◽  
Teaching Profession ◽  
Developmental Needs ◽  
Symbiotic Relationships ◽  
Aging Society

Recent proposals for educational reform call for major changes in public education that, if implemented, will presage basic shifts in career patterns for teachers in the elementary and secondary schools of the United States. These changes, coupled with demographic trends now evident in the United States, suggest that public schools in the future will be staffed by teachers who are, on the average, older and more experienced. Reform statements often fail to recognize the symbiotic relationships of schools to the society they serve. As the population ages and becomes more pluralistic the developmental needs of teachers will change. Teaching is a unique skill that demands enthusiasm and vitality for its success. The continuing competence of those who stay in teaching beyond midcareer will depend less on personal characteristics of aging and more on the supportive nature of the context in which teaching takes place. The aging society will introduce many social issues not encountered before in schools or in other institutions. Teaching has, in the past, been predominantly a career for women, and it will likely remain so for the foreseeable future. Ways of maintaining generativity throughout a teaching career will need to become a part of professional expectations. Recent studies of career development, work, and aging provide some clues of expectation for the teaching profession.

‘How come they don’t talk about it in school?’ Identifying adolescent barriers to PrEP use

2021 ◽  
Author(s):  
Leslie Gailloud ◽  
Tatiana Gonzalez-Argoti ◽  
Sophia Philip ◽  
Lena S Josephs ◽  
Joanne E Mantell ◽  
...  
Keyword(s):  
United States ◽  
Human Immunodeficiency Virus ◽  
Thematic Analysis ◽  
The United States ◽  
Health Centers ◽  
Perceived Need ◽  
School Based ◽  
Immunodeficiency Virus ◽  
School Based Health Centers ◽  
Exposure Prophylaxis

Abstract Although 21% of new human immunodeficiency virus (HIV) diagnoses in the United States are in youth aged 13–24 years, adolescent awareness and uptake of the HIV prevention medication pre-exposure prophylaxis (PrEP) are low. This study explores the attitudes and challenges that adolescents face while taking PrEP. Thirty interviews were conducted with Black and Latine (we use the gender-inclusive term Latine rather than Latinx for more appropriate Spanish pronunciation) students aged 15–17 who received care at school-based health centers (SBHCs) in the Bronx, NY. Transcripts were coded inductively and deductively using thematic analysis. Most participants were unaware of PrEP, but nearly all were enthusiastic when informed about it; a majority denied that they would feel any stigma when taking PrEP. Despite this high receptivity, multiple barriers were identified, particularly confidentiality from parents, low perceived need of PrEP and concerns about daily adherence and side effects. Adolescents overall were enthusiastic about the availability of PrEP and felt it empowered them to have control over their health. SBHCs were considered trusted sources of confidential, accessible care, and we believe that they can be uniquely positioned to mitigate barriers to PrEP distribution in the future.

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