A Quantitative Review of Functional Analysis Procedures in Public School Settings

Objective: We developed categories of the degree of restrictiveness of public schoolboards’ face mask policies in 10 US states that had no statewide mask mandates at any time during the COVID-19 pandemic. We collected data on schoolboards’ mask wearing policies for the individual boards in these states. Methods: We obtained school reopening plans found on school district webpages. We abstracted district mask policies and sorted them into groups indicating whether mask wearing was required or recommended. Results: Overall, 44% of boards mandated masks in school settings. There was a wide variation of policies within and between states. Conclusions: When left to their own resources, schoolboards will follow a variety of policies, many of which are a departure from state recommendations.

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How to Create Sustainable Nonviolence Curriculum in Public Schools in Sweden

Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions ◽

10.4018/978-1-7998-5360-2.ch036 ◽

2021 ◽

pp. 743-762

Author(s):

Giuseppina Wright

Keyword(s):

Public Schools ◽

Public School ◽

School System ◽

Public School Systems ◽

School Settings ◽

Governmental Organizations ◽

Quantitative Results ◽

Swedish School ◽

And Training

Author argues the urgent need for nonviolence training and the contemporary challenges of implementing such plans. Furthermore, chapter briefly discusses the eruptions of violence and experienced in Europe, along with innovative ways to educate all stakeholders. In addition, the chapter includes a case study of a Swedish school, with research of contemporary nonviolence training and curriculum. The chapter will benefit a variety of entities and organizations, such as educators in public school systems and governmental organizations. Findings suggest a growing concern amongst educators, students and parents due to escalating threats and acts of violence in school settings. Moreover, findings indicate partial integration of sustainable nonviolence curriculum into some Swedish schools. Author proposes to integrate and implement nonviolence training into the Swedish public school system as nationally mandated integrated subjects. Further research suggests additional research conducted to measure qualitative and quantitative results nonviolence curriculum and training.

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NASN Special Interest Groups: Their Growth and Development Through the Years

NASN School Nurse ◽

10.1177/1942602x18823352 ◽

2019 ◽

Vol 34 (2) ◽

pp. 118-123

Author(s):

Cheryl Blake ◽

Shirley C. Gordon ◽

Linda Kimel ◽

Lindsey Minchella ◽

Robin Adair Shannon ◽

...

Keyword(s):

Public School ◽

Interest Groups ◽

Special Interest ◽

Growth And Development ◽

School Nurses ◽

Special Interest Groups ◽

School Settings ◽

The Past ◽

Specialized School

Over the past 25 years, the roles of school nurses have been both expanding and specializing in public and non–public school settings. To help meet the ever-changing and demanding challenges that specialized school nurses encounter in their unique settings, NASN embraced the idea that school nurses need a way to connect with colleagues working in similar practices. Thus, special interest groups (SIGs) were established, and the SIGs have become an integral part of NASN.

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Use of Vocational Evaluation Recommendations in Selected Public School Settings

Career Development for Exceptional Individuals ◽

10.1177/088572888600900205 ◽

1986 ◽

Vol 9 (2) ◽

pp. 98-105 ◽

Cited By ~ 4

Author(s):

Debra A. Neubert

Keyword(s):

Public School ◽

School Settings ◽

Vocational Evaluation

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Experiences of Parents Who Homeschool Their Children With Autism Spectrum Disorders

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357611421170 ◽

2011 ◽

Vol 26 (4) ◽

pp. 239-249 ◽

Cited By ~ 13

Author(s):

Karen S. Hurlbutt

Keyword(s):

Autism Spectrum Disorders ◽

Public School ◽

Treatment Plan ◽

Autism Spectrum ◽

Unexpected Finding ◽

Educational Programming ◽

Public School Systems ◽

School Settings ◽

Children With Asd ◽

Spectrum Disorders

Teachers may be inadequately prepared for the increasing number of students being identified with autism spectrum disorders (ASD), as students with ASD may not respond to traditional methods of instruction. Some parents of children with ASD are concerned with educational programming available through public school systems and are turning to homeschooling. Ten parents from nine families participated in this qualitative study to share their experiences, opinions, and perceptions of homeschooling as compared to instruction in public school settings. Four themes emerged from the data analysis, along with one overarching theme. The 10 parents who homeschool their children with ASD believe they have found a treatment plan that works, and their perception has been that the school has been either (a) not willing and/or (b) unable to provide effective programming. An unexpected finding was that homeschooling goals and interventions varied across the families.

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Attitudes of Educators toward Handicapped and Non-Handicapped Children

Psychological Reports ◽

10.2466/pr0.1979.44.3.829 ◽

1979 ◽

Vol 44 (3) ◽

pp. 829-830 ◽

Cited By ~ 6

Author(s):

Sara C. Green ◽

Bruno M. Kappes ◽

Thomas S. Parish

Keyword(s):

Public School ◽

Handicapped Children ◽

School Settings

Previous research has shown that teachers generally perceive handicapped children more negatively than non-handicapped children. The present study once again demonstrated support for this notion. In addition, the results of the present study did not vary across different groups of educators or across whether they taught in institutional or public school settings.

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