Just Talk? Discourses and Deinstitutionalization in School District Policy Making

Because schools are a customary location to conduct child abuse and neglect investigative interviews, this study examines survey results from 109 principals in Tennessee to determine if the Title I status of a school or years of experience as a principal predict awareness of DCS interview policies and an ability to accurately interpret policies related to school-based interviews. A statistically significant relationship was found between the Title I status of a school and principals’ awareness of interview policies. Not all school principals in Tennessee were aware of or could accurately interpret policies for conducting interviews. This study identified principals being more aware of school district issued policies than state-issued policies, and that including the DCS policy as part of school-district policy may increase awareness.

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How School District Policy Influences Grade Level Retention in Elementary Schools

Educational Evaluation and Policy Analysis ◽

10.3102/01623737014004421 ◽

1992 ◽

Vol 14 (4) ◽

pp. 421-438 ◽

Cited By ~ 6

Author(s):

Mahna T. Schwager ◽

Douglas E. Mitchell ◽

Tedi K. Mitchell ◽

Jeffrey B. Hecht

Keyword(s):

School District ◽

Grade Level ◽

Student Mobility ◽

Belief Systems ◽

Cultural Beliefs ◽

Organizational Structures ◽

Retention Rates ◽

District Policy ◽

Staff Behavior ◽

Retention Policies

Research evidence indicates that retention, requiring students to repeat a grade level, fails to raise achievement or enhance social and personal adjustment. Moreover, it does not produce homogeneous classes, may be discriminatory, and is linked to dropping out. Retention continues, however, supported by public belief and sanctioned by district policy. A sample of district retention policies were rated according to two overarching dimensions: (a) the amount of effort required to implement, and (b) the extent to which objective criteria govern retention decisions. Differences along these dimensions are hypothesized to influence district retention rates. Results support use of this framework for comparing retention policies and retention rates when district size is taken into account. Larger districts retain more students, adopt more comprehensive retention policies, and provide a different policy context for implementation than smaller districts. Identified policy dimensions influence retention rates in opposite ways in large and small districts. We suggest that district cultural beliefs and organizational structures for student mobility contribute to these differences. Policy, rather than directly controlling staff behavior, may provide “signals” that are interpreted through organizational belief systems. Thus, adoption of identical district policy may lead to different staff behavior in different school district contexts.

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Public School Voice Clinics, Part II

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1501.58 ◽

1984 ◽

Vol 15 (1) ◽

pp. 58-64 ◽

Cited By ~ 9

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.

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