scholarly journals Principal professional development and principal self-efficacy in an urban school district.

2018 ◽  
Author(s):  
Brian Garrett
Keyword(s):  
Professional Development ◽  
School District ◽  
Self Efficacy ◽  
Urban School ◽  
Urban School District ◽  
Principal Professional Development

STEM Academic Enrichment and Professional Development Programs for K-12 Urban Students and Teachers

2013 ◽  
pp. 1576-1603
Author(s):  
Cecelia Wright Brown ◽  
Kevin A. Peters
Keyword(s):  
Professional Development ◽  
School District ◽  
Urban School ◽  
Thinking Skills ◽  
National Standards ◽  
Urban School District ◽  
National Science Education Standards ◽  
Stem Programs ◽  
National Science ◽  
K 12

This chapter highlights exemplary STEM programs in an urban school district that can be replicated in K-12 schools. The programs were developed from partnerships established between Urban Higher Education Institutions (UHEIs) and K-12 students and teachers in an urban school district. The key criteria for the assessment of these programs, both quantitative and qualitative, were based on guidelines cited from the Building Engineering and Science Talent (BEST) Commission, the National Science Education Standards, and the National Science Resources Center: (a) challenging content/curriculum; (b) inquiry-based learning; (c) clearly defined outcomes and assessments; and (d) sustained commitment and support. The development of “real-world applications” promoted critical thinking skills and were linked to STEM state and national standards. Teachers were offered STEM professional development that enhanced their content knowledge and pedagogy. Each program case was independent of each other; therefore, they were not compared or contrasted.

STEM Academic Enrichment and Professional Development Programs for K-12 Urban Students and Teachers

2013 ◽  
pp. 19-56
Author(s):  
Cecelia Wright Brown ◽  
Kevin A. Peters
Keyword(s):  
Professional Development ◽  
School District ◽  
Urban School ◽  
Thinking Skills ◽  
National Standards ◽  
Urban School District ◽  
National Science Education Standards ◽  
Stem Programs ◽  
National Science ◽  
K 12

This chapter highlights exemplary STEM programs in an urban school district that can be replicated in K-12 schools. The programs were developed from partnerships established between Urban Higher Education Institutions (UHEIs) and K-12 students and teachers in an urban school district. The key criteria for the assessment of these programs, both quantitative and qualitative, were based on guidelines cited from the Building Engineering and Science Talent (BEST) Commission, the National Science Education Standards, and the National Science Resources Center: (a) challenging content/curriculum; (b) inquiry-based learning; (c) clearly defined outcomes and assessments; and (d) sustained commitment and support. The development of “real-world applications” promoted critical thinking skills and were linked to STEM state and national standards. Teachers were offered STEM professional development that enhanced their content knowledge and pedagogy. Each program case was independent of each other; therefore, they were not compared or contrasted.

scholarly journals Nutrition Knowledge and Self-Efficacy among Classroom Teachers from a Large Urban School District in Los Angeles County

2012 ◽  
Vol 10 (1) ◽  
pp. 117-124 ◽  
Author(s):  
Janni Kinsler ◽  
Wendelin Slusser ◽  
Jennifer Toller Erausquin ◽  
Chan Le Thai ◽  
Michael Prelip
Keyword(s):  
School District ◽  
Los Angeles ◽  
Self Efficacy ◽  
Los Angeles County ◽  
Urban School ◽  
Nutrition Knowledge ◽  
Nutrition Information ◽  
Urban School District ◽  
Convenience Sample ◽  
Effect Change

Purpose: School teachers play a critical role in providing nutrition information to students. Yet, in order for teachers to be a valuable source of nutrition information, they must be equipped with adequate knowledge to be able to convey accurate information to students. The purpose of this study was to assess nutrition-related knowledge and self-efficacy of teachers from a large urban school district in Los Angeles County. Methods: Using a convenience sample, 59 teachers from six elementary schools completed a one time only questionnaire assessing knowledge of food groups and self-efficacy to implement nutrition activities in the classroom. Differences in teachers’ responses to questions on knowledge and self-efficacy by demographics were also assessed. Results: The overall mean nutrition knowledge and self-efficacy scores were 50.4% and 71.4% respectively. Differences in nutrition knowledge and self-efficacy by demographic characteristics were observed. Conclusion: This study demonstrates that teachers in our sample did not have adequate levels of nutrition knowledge, and may not have possessed the necessary skills to effectively deliver nutrition education to their students. Current efforts to train and educate teachers on nutrition are perhaps falling short of the level needed to effect change in students’ dietary behaviors.

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.

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