Personal Characteristics Desired in Public-School Executives

1940 ◽  
Vol 40 (6) ◽  
pp. 417-423
Author(s):  
William C. Reavis
Keyword(s):  
Public School ◽  
Personal Characteristics ◽  
School Executives

Homeschooling/Unschooling in Gifted Education

2018 ◽  
pp. 172-190 ◽  
Author(s):  
Samantha Goodowens ◽  
Jessica Cannaday
Keyword(s):  
Public School ◽  
School System ◽  
Teacher Educators ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Public School System ◽  
Main Theme ◽  
The Public ◽  
Gifted Programming ◽  
Teacher Education Faculty

This chapter discusses the lived experiences of one parent of a profoundly gifted student. Parental perceptions of gifted programming in the public school system, parental reasons for leaving the public school system, and the alternative schooling designs of homeschooling and unschooling are discussed. Further discussed is the parental perception of the general lack of knowledge teacher educators possess in regards to highly, exceptionally, and profoundly gifted students. Parent recognition and discussion of the incompatibility between the traditional schooling system and their child's personal characteristics is a main theme. Parental design of new educational experiences to meet the unique needs of their individual child is shared. Insights into the alternative education practices of homeschooling and unschooling for highly and profoundly gifted students, as well as one parent's perspective of the current school system, are shared with teacher education faculty preparing new teachers to work with gifted students.

Personal Characteristics, Job Performance, and Absenteeism of Public School Teachers1

1988 ◽  
Vol 18 (7) ◽  
pp. 552-563 ◽  
Author(s):  
Gerald R. Ferris ◽  
T. Gregory Bergin ◽  
Sandy J. Wayne
Keyword(s):  
Public School ◽  
Job Performance ◽  
Personal Characteristics

Adjusting State Public School Teacher Salaries for Interstate Comparison

2017 ◽  
Vol 47 (1) ◽  
pp. 142-169 ◽  
Author(s):  
Dan S. Rickman ◽  
Hongbo Wang ◽  
John V. Winters
Keyword(s):  
Public School ◽  
College Graduates ◽  
School Teacher ◽  
Personal Characteristics ◽  
Teacher Characteristics ◽  
Tax Rates ◽  
Teacher Pay ◽  
Teacher Salaries ◽  
Teacher Salary ◽  
Public School Teacher

Using the three-year microdata sample of the American Community Survey for 2009 to 2011, we compute public school teacher salaries for comparison across US states. Teacher salaries are adjusted for state differences in teacher characteristics, cost of living, federal tax rates, household amenity attractiveness, and location within the metropolitan versus nonmetropolitan portions of the states. We find high persistence in the state rankings of nominal public school teacher salaries across time. Yet, we also find that the rankings significantly shift with the adjustments, suggesting they are necessary for meaningful comparisons of public teacher salaries across states. The differences in teacher pay across states also greatly narrow with the adjustments. Finally, this is the first study to show and test that teacher salary comparisons across states should be based on a comparison of public school teacher salaries with nonteacher college graduates in the states, adjusted for differences in personal characteristics and effective federal tax rates.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Public School Voice Clinics, Part II

1984 ◽  
Vol 15 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Therapy ◽  
Respiratory Problems ◽  
Chronic Laryngitis ◽  
Upper Respiratory ◽  
Vocal Nodules

In 10 years of semiannual voice clinics held in a metropolitan school district, 249 cases were reviewed. Attending otolaryngologists diagnosed vocal nodules in 40% of the cases. Chronic laryngitis and thickened cords were also frequently noted. One third of the cases had concomitant allergies, ear, and/or upper respiratory problems. Direct voice therapy was recommended for 65% of those attending voice clinics. The data on sex and age were consistent with previous research. Family voice history and prognosis are also discussed.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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