scholarly journals An Exploratory, Preliminary Report on United States Weather Education Trends and General Population Links Between Weather Salience and Systemizing

2020 ◽  
pp. 54-63
Author(s):  
Matthew J. Bolton ◽  
H. Michael Mogil ◽  
Lara K. Ault
Keyword(s):  
United States ◽  
High School ◽  
Middle School ◽  
Public Schools ◽  
General Population ◽  
Social Cognitive ◽  
The United States ◽  
Autism Spectrum ◽  
Grade Levels ◽  
K 12

Meteorologists have been interested in STEM (science, technology, engineering, and math) education endeavors for many years. The present study’s authors recently observed an apparent trend in United States public schools away from weather content in physical science classes, especially at higher grade levels. Through the blending of multiple psychological theories, this study sought to examine when people in the United States are presented with educational weather content at the Kindergarten to Grade 12 (K-12) levels and also investigated links between two psychological constructs: Weather salience and systemizing. Recent evidence among people on the autism spectrum suggests that weather salience—psychological attention to weather—is linked to systemizing, a psychological process that involves attention-to-detail and pattern recognition, thus prompting an investigation of this relationship in the general population. Results preliminarily suggest that K-12 weather education in the United States occurs most often in the elementary and middle school years, but that people receiving weather education only in high school, and intriguingly a combination of elementary and high school, but not middle school, have the highest weather salience levels. There was also a positive relationship between weather salience and systemizing. Results are discussed in light of the weather salience, systemizing, and social cognitive career theories.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

Accountability Challenges in Networks and Partnerships: Evidence from Educational Partnerships in the United States

2004 ◽  
Vol 70 (2) ◽  
pp. 331-344 ◽  
Author(s):  
Muhittin Acar ◽  
Peter J. Robertson
Keyword(s):  
United States ◽  
Public Schools ◽  
Field Research ◽  
The United States ◽  
Public Private Partnerships ◽  
Interorganizational Networks ◽  
Access To Information ◽  
Educational Partnerships ◽  
Non Profit ◽  
K 12

The study from which this article is drawn constitutes one of the first attempts to remedy the paucity of research on accountability in the context of interorganizational networks and public–private partnerships. The data for the study were drawn from field research focusing particularly on partnerships formed between K-12 public schools and private and/or non-profit organizations in the United States. The most frequently cited difficulties associated with accountability in partnerships were the availability of and access to information, sectoral and personal differences, and frequent changes in personnel, resources, and partners.

scholarly journals We Still Need You! An Update on the Status of K-12 Civics Education in the United States

2015 ◽  
Vol 48 (04) ◽  
pp. 630-634 ◽  
Author(s):  
Wayne Journell
Keyword(s):  
United States ◽  
High School ◽  
Political Science ◽  
The United States ◽  
Political Life ◽  
Civics Education ◽  
Science Engagement ◽  
The Status ◽  
Science And Politics ◽  
K 12

ABSTRACTIn 2001, Richard Niemi and Julia Smith published an article inPS: Political Science and Politicson enrollments in high school civics and government courses. They framed their study on the premise that political scientists were ignoring an important aspect of American civic and political life, and they concluded by issuing a call for political scientists to become more involved in K-12 civics education. This article provides an update on the state of K-12 civics education and renews Niemi and Smith’s call for political science engagement in K-12 education.

Black and White Female Disproportional Discipline K–12

2020 ◽  
Vol 53 (1) ◽  
pp. 23-41
Author(s):  
Hamida Hussein Hassan ◽  
Vernon Brooks Carter
Keyword(s):  
United States ◽  
Public Schools ◽  
Civil Rights ◽  
The United States ◽  
Female Students ◽  
Black Female ◽  
White Female ◽  
Black And White ◽  
12Th Grade ◽  
K 12

The school-to-prison pipeline represents an educational environment that allows public schools to push many at-risk children out of school and into the juvenile justice or the adult criminal justice system. Consequently, this study explores the disproportionate rates of discipline when comparing Black and White female students in the national public-school system. Specifically, this research explored discipline outcomes for Black and White female students in kindergarten through 12th grade in five of the best academically performing states in the United States compared with five of the worse academically ranked states in the United States. Using the Civil Rights Data Collection (CRDC) of 2013–2014 data, the exploration found Black female students were disproportionately suspended compared with White female students in both the high and low academically performing states. Similarly, Black female students experienced disproportionality rates (overrepresented) compared with White female students for school-related arrests. Overall, the disproportionality rates for Black female students suspended and arrested compared with White female students were higher in the academically higher ranked states.

scholarly journals eSports in K-12 and Post-Secondary Schools

2019 ◽  
Vol 9 (2) ◽  
pp. 105
Author(s):  
Gregory Rothwell ◽  
Michael Shaffer
Keyword(s):  
United States ◽  
High School ◽  
Language Arts ◽  
Technical Education ◽  
Soft Skills ◽  
The United States ◽  
Career Technical Education ◽  
Post Secondary Education ◽  
Post Secondary ◽  
K 12

eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools.

The General Trend of Mathematics Education in Secondary Schools

1924 ◽  
Vol 17 (8) ◽  
pp. 449-458
Author(s):  
W. D. Reeve
Keyword(s):  
United States ◽  
High School ◽  
Individual Differences ◽  
General Population ◽  
Secondary School ◽  
General Trend ◽  
The United States ◽  
School Enrollment ◽  
School Population ◽  
Education Today

The most significant thing in education today is the wide recognition of individual differences in ability among pupils. This is particularly true in regard to the high school and is due partly to a, realization that our secondary school population is very different from that of thirty years ago “not only in their experiences and interests, but also in their inborn abilities.” According to a recent report of the division of research of the National Educational Association,1 the number of pupils enrolled in high schools in this country has increased from 202,963 in 1890 to 2,229,407 in 1922. In this report we read that “If the population of the United States had increased as rapidly as its high school enrollment since 1890, its general population would now be 687,861,591.”

The Oxford Handbook of Religion and American Education

2018 ◽  
Keyword(s):  
Higher Education ◽  
United States ◽  
Public Schools ◽  
The United States ◽  
Private Higher Education ◽  
American Education ◽  
Public And Private ◽  
British America ◽  
The Bible ◽  
K 12

The Oxford Handbook of Religion and American Education brings together preeminent scholars to craft a comprehensive survey and assessment of the study of religion and education in the United States. Religion has been inextricably entwined with education in the United States since the days of colonial British America. Beginning with mothers schooling their children at home from the Bible, to the first establishment of Harvard College in 1636 with the principal mission to prepare clergy, the place of religion—and more to the point, whose religion and for what purpose—has been vigorously contested for nearly 400 years. This handbook aims to examine the current state of religion and American education from homeschooling to private religious schools to public schools to religious institutions and on through the range of public and private higher education. The book is organized into five sections: Frameworks; Lifespan Faith Development; Faith-Based K-12 education; Religion and Public Schools; and Religion and Higher Education. Within these sections forty leading scholars in the field of religion and education review these topics in thirty chapters. The contributors offer an in-depth synthesis of major issues within the field, while contributing to lively debates about the links between landmark research contributions and contemporary research agendas. Designed for an interdisciplinary audience, the Oxford handbook serves as a legacy project for leading scholars who are critically shaping the future direction of the field of religion and American education.

scholarly journals Teacher and Parent Perspectives on NGSS Alignment Following Teacher Professional Development

2021 ◽  
Vol 32 (1) ◽  
pp. 72-79
Author(s):  
Adam Channell ◽  
◽  
William Cobern ◽  
David Rudge ◽  
Amy Bentz ◽  
...  
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Development ◽  
The United States ◽  
Classroom Implementation ◽  
Grade Levels ◽  
Teacher Professional ◽  
Teachers And Parents ◽  
Teachers Professional Development ◽  
K 12

Abstract: This study examined United States K-12 science teacher interactions with parents during Next Generation Science Standards (NGSS) reform following teachers’ professional development (PD) participation, as well as parent accounts of understanding and support for NGSS. Fourteen teachers and fifteen parents completed an online surveys and phone interviews. Themes, based on coded data, were constructed to represent relationships between teachers and parents during NGSS classroom implementation post-PD. We found that parents were generally unaware of NGSS and not well-informed about the changes the new standards brought to their child’s science classrooms. Despite parents’ lack of NGSS understanding, parents generally gave positive feedback about teachers’ science instruction. However, parents expressed concern about their child’s ability to transition between grade levels and subjects, the lack of an aligned textbook and homework assignments, and confusion with how to help their children at home in preparation for assessments. The results of this study suggest that it is important for school districts to inform parents adequately about the new NGSS curriculum and its implementation. While this study took place in the United States and pertains to NGSS, the findings are broadly applicable to teacher development and communications with parents during standards reform, regardless of country.

scholarly journals COVID-19-associated school closures and related efforts to sustain education and subsidized meal programs, United States, February 18–June 30, 2020

2021 ◽  
Author(s):  
Nicole Zviedrite ◽  
Jeffrey D. Hodis ◽  
Ferdous Jahan ◽  
Hongjiang Gao ◽  
Amra Uzicanin
Keyword(s):  
United States ◽  
Public Schools ◽  
Distance Learning ◽  
School Districts ◽  
The United States ◽  
School Closure ◽  
Mitigation Measures ◽  
School Closures ◽  
Meal Programs ◽  
K 12

AbstractPre-emptive school closures are frontline community mitigation measures recommended by CDC for implementation during severe pandemics. This study describes the spatiotemporal patterns of publicly announced school closures implemented in response to the coronavirus disease 2019 (COVID-19) pandemic and assesses how public K-12 districts adjusted their methods of education delivery and provision of subsidized meals. During February 18–June 30, 2020, we used daily systematic media searches to identify publicly announced coronavirus disease 2019 (COVID-19)–related school closures lasting ≥1 day in the United States (US). We also collected statewide school closure policies from state government websites. Data on distance learning and subsidized meal programs were collected from a stratified sample of 600 school districts. The first COVID-19–associated school closure occurred on February 27, 2020 in Washington state. By March 30, 2020, all but one US public school districts were closed, representing the first-ever nearly synchronous nationwide closure of public K-12 schools in the US. Approximately 100,000 public schools were closed for ≥8 weeks because of COVID-19, affecting >50 million K-12 students. Of 600 districts sampled, the vast majority offered distance learning (91.0%) and continued provision of subsidized meal programs (78.8%) during the closures. Despite the sudden and prolonged nature of COVID-19–associated school closures, schools demonstrated flexibility by implementing distance learning and alternate methods to continue subsidized meal programs.

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