scholarly journals Promoting Diversity and Public School Success in FIRST LEGO League State Competitions

2020 ◽  
Author(s):  
Jeffrey Rosen ◽  
Anna Newsome ◽  
Marion Usselman
Keyword(s):  
Public School ◽  
School Success ◽  
First Lego League

Promoting Diversity and Public School Success in Robotics Competitions

2018 ◽  
pp. 56-73
Author(s):  
Jeffrey Rosen ◽  
Fred Stillwell ◽  
Marion Usselman
Keyword(s):  
Public Schools ◽  
Public School ◽  
Low Income ◽  
Academic Engagement ◽  
School Success ◽  
State Level ◽  
School Curriculum ◽  
The State ◽  
After School ◽  
High Level

The objective of robotics competitions, such as FIRST LEGO® League (FLL®), is to create a tournament that promotes high-level engineering and academic engagement in students by providing the most rewarding experience possible for the largest group of students. To increase the number of students age 9-14 successfully participating in FLL® from public schools, and to concurrently increase the diversity of the pool of student participants, the Georgia FLL® organizers have implemented a number of interventions. These interventions can be grouped into A) Centralized policy decisions that impact how the program is run at the state level; B) Outreach activities that provide low-income teams with training and supplies; C) Promotion of LEGO® Mindstorm use within the actual school curriculum; and D) Partnerships with school systems to promote after-school FLL® robotics clubs. This chapter reviews these efforts and their effect on tournament diversity.

Promoting Diversity and Public School Success in Robotics Competitions

2012 ◽  
pp. 326-342 ◽  
Author(s):  
Jeffrey Rosen ◽  
Fred Stillwell ◽  
Marion Usselman
Keyword(s):  
Public Schools ◽  
Public School ◽  
Low Income ◽  
Academic Engagement ◽  
School Success ◽  
State Level ◽  
School Curriculum ◽  
The State ◽  
After School ◽  
High Level

The objective of robotics competitions, such as FIRST LEGO® League (FLL®), is to create a tournament that promotes high-level engineering and academic engagement in students by providing the most rewarding experience possible for the largest group of students. To increase the number of students age 9-14 successfully participating in FLL® from public schools, and to concurrently increase the diversity of the pool of student participants, the Georgia FLL® organizers have implemented a number of interventions. These interventions can be grouped into A) Centralized policy decisions that impact how the program is run at the state level; B) Outreach activities that provide low-income teams with training and supplies; C) Promotion of LEGO® Mindstorm use within the actual school curriculum; and D) Partnerships with school systems to promote after-school FLL® robotics clubs. This chapter reviews these efforts and their effect on tournament diversity.

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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