Elementary School Personnel and Cultural Factors Affecting Health Education Implementation in the High‐Stakes Testing Era

2021 ◽  
Author(s):  
Melissa K. Boguslawski ◽  
David K. Lohrmann ◽  
Catherine Sherwood‐Laughlin ◽  
Suzanne Eckes ◽  
Andrea K. Chomistek ◽  
...  
Keyword(s):  
Elementary School ◽  
Health Education ◽  
High Stakes Testing ◽  
School Personnel ◽  
Cultural Factors ◽  
High Stakes ◽  
Factors Affecting ◽  
Elementary School Personnel

scholarly journals Addressing Challenges to the Reliable, Large-Scale Implementation of Effective School Health Education

2019 ◽  
Vol 20 (6) ◽  
pp. 834-844 ◽  
Author(s):  
Michael J. Mann ◽  
David K. Lohrmann
Keyword(s):  
Health Education ◽  
Large Scale ◽  
School Health ◽  
High Stakes Testing ◽  
System Level ◽  
High Stakes ◽  
Effective School ◽  
School Health Education ◽  
Health Promoting ◽  
Laws And Policies

The long-held priority of teaching young people the knowledge and skills needed for healthy living has recently been diminished in many preK-12 schools. Driven by federal and state priorities, laws, and policies associated with high-stakes testing, instruction in untested subjects has been reduced or eliminated in most schools in order to devote more attention to tested subjects, like reading, math, writing, and science. This article proposes a pathway to ensure that all children are able to learn what society knows about health. To that end, four challenges to the reliable, large-scale implementation of effective school health education are identified: (1) establishing school health education as an undeniable social and cultural priority through improved advocacy; (2) strengthening educational institutions’ capacities to reliably deliver large-scale, high-quality, school-based health education; (3) collaboratively coordinating efforts of health-promoting governmental and nongovernmental organizations that generate thought leadership for school health education; and (4) creating multidisciplinary research capacities for solving problems associated with the implementation of reliable, large-scale, effective school health education. By implementing specific strategies associated with each challenge, health educators can promote the social and system-level conditions required to support, elevate, and ensure delivery of effective health education to every student in every school every year.

scholarly journals The impact of language and high-stakes testing policies on elementary school English language learners in Arizona.

2006 ◽  
Vol 14 ◽  
pp. 13 ◽  
Author(s):  
Wayne E. Wright ◽  
Daniel Choi
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
High Stakes Testing ◽  
High Stakes ◽  
Ell Students ◽  
Sheltered English Immersion ◽  
The Impact ◽  
Sheltered English

This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona.

High Stakes Testing and Educational Inequality in K-12 Schools

2019 ◽  
Author(s):  
Ronald W. Solórzano
Keyword(s):  
Students Of Color ◽  
English Learners ◽  
Curriculum And Instruction ◽  
Opportunity To Learn ◽  
High Stakes Testing ◽  
School Personnel ◽  
The United States ◽  
Low Achievement ◽  
High Stakes ◽  
K 12

The ubiquitous use of high stakes tests in K-12 schools in the United States has a deleterious effect on students of color (e.g., Black and Latino). Punitive policies related to test outcomes, such as retention and graduation, have been particularly damaging. In fact, the historical use of tests has been linked to exclusionary and racist motives resulting in discriminatory practices in college admissions while leading to genetic and cultural deficit theories to explain low achievement for students of color. The legacy of these early uses of tests has maintained its adverse presence in today’s educational landscape. National data on grade retention, high school dropout rates, and achievement indicate that students of color are disproportionately penalized by school-based policies resulting in an unequal educational experience. Unfortunately, these trends have been persistent reflecting achievement gaps between White and Asian students and Latino and Black students, and where, in most cases, no meaningful progress in eliminating these gaps has been made. English learners are particularly harmed by these policies and tests since language and opportunity to learn (OTL) concerns persist. Trends of low achievement are attributed to poorly resourced schools, cultural deficit theories employed by school personnel, and the invalid use of tests. Schools could serve students better by employing a curriculum and instruction that is culturally and linguistically relevant, that integrates communities and schools to critically analyze their educational and social-political status and agency thus empowering both for lasting change. Furthermore, teachers need to be empowered to be instructional leaders who critically evaluate their curriculum and instruction so as to educate and liberate students of color.

Summer institutes in mathematics and science-mathematics for elementary-school personnel

1961 ◽  
Vol 8 (2) ◽  
pp. 90
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
National Science Foundation ◽  
School Personnel ◽  
School Teachers ◽  
National Science ◽  
Elementary School Personnel ◽  
Science Information ◽  
Mathematics And Science

The National Science Foundation has provided funds to support nineteen summer institutes in 1961 for elementary-school teachers, supervisors, and principals. Primary emphasis in the institutes will be devoted to strengthening the participants' knowledge of mathematics and science. Information and application blanks may be obtajned only from the host institutions. The completed application blanks must be postmarked by March 15, 1961, to assure consideration.

scholarly journals The Influence of Weekday Eating Patterns on Energy Intake and BMI Among Female Elementary School Personnel

Obesity ◽  
2010 ◽  
Vol 18 (4) ◽  
pp. 736-742 ◽  
Author(s):  
Heather L. Hartline-Grafton ◽  
Donald Rose ◽  
Carolyn C. Johnson ◽  
Janet C. Rice ◽  
Larry S. Webber
Keyword(s):  
Elementary School ◽  
Energy Intake ◽  
School Personnel ◽  
Eating Patterns ◽  
Elementary School Personnel

Re-education in mathematics for elementary school personnel: in-service programs—one way to solve the problem

1964 ◽  
Vol 11 (6) ◽  
pp. 413-417
Author(s):  
Joseph A. Izzo ◽  
Ruth Kelley Izzo
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Effective Instruction ◽  
School Personnel ◽  
School Mathematics ◽  
School Teachers ◽  
Service Programs ◽  
Mathematics Program ◽  
Elementary School Personnel

The recent revolution in school mathematics—the term associated with developments which have produced the so-called modern programs in mathematics—has presented a challenge to elementary school teachers. The challenge is to acquire sufficient background in mathematics to enable them to provide effective instruction in the mathematics program presently suggested for the elementary school.

In the classroom: Solving algebraic equations in Grade 2

1963 ◽  
Vol 10 (6) ◽  
pp. 357-358
Author(s):  
Ruth Holden Gimmel
Keyword(s):  
Elementary School ◽  
School Personnel ◽  
Second Grade ◽  
Algebraic Equations ◽  
Elementary School Personnel

After attending a Mathematics Institute for Elementary School Personnel in the summer of 1962, it was timely to introduce some modern techniques to improve the understanding of mathematics in my second-grade class.

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