1,720,975 research outputs found
Sexual abuse of students by school personnel
No full textEvery day parents send their children off to school confident that teachers and administrators will not only teach them but also ensure the safety of their environment. Most of us believe that, whatever the failings of our schools, the people employed in them will not hurt our children. Should we be so trusting? While most professionals in schools can be trusted not to harm children, this is not true of all of them. Newspaper accounts reveal in lurid detail what can happen to children when a sexual offender works in a school.
But few studies of sexual abuse in schools exist. There are many reason why this is the case. Such studies are difficult to undertake, since not all cases of abuse are reported. Moreover, even when cases are reported, many school distritcts are unwilling to make information on their experiences available to researchers. In some instances this reluctance stems from a laudable desire to guard the privacy of those involved; in others it stems from a fear of negative publicity, combined with a wish on the part of school personnel to protect their jobs.
Thus newspaper accounts of sexual abuse by school personnel are among the few sources of information about the issue. Although these accounts can be helpful in understanding community reactions to a given case and in explaining some of the behavior of school employees, they do not always meet the highest standards of investigative reporting. The problem is further complicated by the fact that follow-up articles are rarely printed. We end up knowing very little about what really happens in schools.
The research we report here documents the kinds of sexual abuse children have experienced at the hands of those who are supposed to protect them and the responses of school districts to such incidents. We present the results of a four-year study of 225 cases in which students were sexually abused by teachers or other professional staff members. The data come from interviews with superintendents, school attorneys, parents, and teachers
Education as an Instrument for Peace and Democracy: Dewey\u27s Perspective on the Rise of Nationalism
Get PDFThis article examines Dewey’s views on the concept of nationalism and how it should be taught in schools. Dewey was the first major American philosopher to address the positive and negative factors associated with the term, which became increasingly used for political purposes during and after World War I. Four basic aspects are addressed in this analysis. First, the authors discuss several fundamental Deweyan propositions tied to peace and citizenship. As Dewey viewed it, education is an extension of democratic ethics and healthy community-building. Second, the authors explore Dewey’s goal for achieving world citizenship and lasting peace, which was based upon a social science approach to education. Third, Dewey’s 1920’s lectures and articles related to world peace contained valuable ideas for future implementation when addressing the mandated regulations public schools are required to discharge with respect to nationalistic allegiance. Lastly, the authors detail how Dewey’s publications during this period relied on his instrumentalist technique for separating means and ends with respect to war and peace; he continuously addressed the dichotomy of means between nationalistic politics and power and that of a democratic education. The significance of this article chronicles Dewey’s views for educating students to the dangers of overzealous nationalism. This type of nationalism, he cautioned, was an impediment to the development of a peace consciousness, an important by-product of his pragmatic approach to world affairs. Dewey’s writings addressed this topic nearly 100 years ago and remain relevant today
Incorporating Lesson Study in Teacher Preparation
No full textThis paper describes two teacher educators\u27 practice of incorporating jugyoun kenkyuu — the Japanese lesson study approach — in teacher preparation programs. To ascertain the effectiveness of using this approach in undergraduate and graduate education programs, the authors conducted a research study among 17 undergraduate students and 51 graduate students. The results of this study showed that the lesson study approach is an effective tool for lesson planning, lesson presentation, and evaluation in both undergraduate and graduate contexts
Educator Perspectives on Both Sides of the Pandemic: Inspirations Taken from Hamilton
Get PDFThe year is 2020; it is unrecognizable to students, parents, and teachers. While struggling daily to redefine what pandemic teaching is—interwoven with the stress of surviving the disease, or even managing at-home life—teachers are challenged to be innovative in new ways. They are called to be agile, creative, digitally fluent, and responsive to varied models of instructional delivery. Hours are spent balancing home and work while designing virtual lessons, developing engaging activities, learning new technology and remote-teaching strategies, as well as determining which students may be lost along the way. It is widely recognized and documented that not all districts are resourced the same way. Accordingly, the tools for both accessibility and ready-to-go technology impact new instructional models. This is compounded by the complex rollout of instructional methodologies across the nation, and uncertainty for the future
The power of two: Lesson study and SIOP help teachers instruct ELLs
No full textPart of a special section on English language learners (ELLs). To provide effective instruction for ELLs in mainstream classrooms, Freeport Public Schools on Long Island, New York, merged two distinct professional development strategies. This school district combined the lesson study approach, which involves experienced teachers examining their teaching practices to improve effectiveness, and the Sheltered Instruction Observation Protocol, which involves teachers modifying grade-appropriate curriculum to facilitate learning for ELLs. Further information on the implementation and outcomes of this approach to meeting the needs of ELLs and their teachers is provided
Lesson study meets SIOP: Linking two successful professional development models
Get PDFIn response to recently identified research priorities by TESOL (Teachers of English to Speakers of Other Languages) and AERA, the objective of this documentary account is to describe and evaluate a professional development project for in-service teachers working with diverse English Language Learners (ELLs). The purpose of our project was to merge two distinct professional development models for teachers who educate ELLs without prior training or certification. The “lesson study” approach, which began in Japan as a professional development movement was adapted and combined with the SIOP (Sheltered Instruction Observation Protocol) Model. Findings from a combination of quantitative and qualitative data sources indicated that the lesson study approach merged with the SIOP may warrant systematic implementation in in-service teacher education
Needs are Special
Get PDFIn the U.S., English Language Learners (ELLs) are now one in five (DiCerbo, 2006). Between 1994/1995 and 2004/2005, LEP (Limited English Proficient) students grew more than twice as fast as their English speaking counterparts (NCELA, nd). Most educators are likely to encounter children who do not speak English fluently, though the likelihood is much higher in certain regions of the country. A unique challenge for many of these teachers and administrators is working with ELLs who are struggling learners (Artiles & Ortiz, 2002; Baca & Cervantes, 2004)
Multicultural education for learners with special needs in the twenty-first century
Get PDFAs with much of Festus E. Obiakor and Anthony F. Rotatori’s work, the authors are champions for effective, sustained, and comprehensive multicultural education. In this edited book, Multicultural Education for Learners with Special Needs in the Twenty–First Century, students with special needs are the focus of the in-depth chapters supported by compelling scholarship. Through their superior chapter selection, the authors did not shy away from the controversial arguments that have plagued special education programs throughout the country, including: disproportionality, assessment, broad government initiatives, or the stigma often associated with special education. At the same time, they highlight the common obstacles that have kept educators from truly meeting the needs of the diverse, struggling or impaired learner—misidentification and misinstruction as well as three other “misses” that our society seems to be taking in regard to this growing population. This book represents a merging of multicultural ideas and frameworks while successfully keeping in mind culturally and linguistically diverse students with special needs
Piloting a Pre-Referral Data Collection Tool: A Documentary Account
No full textDuring the last few years, the number of ELLs has risen dramatically across the United States. Teachers have needed to adapt their instructional practices to better meet the needs of these children. Statistics show that nearly 1 in 5 Americans speaks a language other than English at home (Shin & Bruno, 2003). Additionally, births to foreign-born women account for 1 in 5 births in the United States; this is up from 1 in 20, three decades ago (Shin & Bruno, 2003). At the same time, teachers are questioning the placement of ELLs within their school districts. The type of placement often depends on the number of ELLs within a district, the educational philosophy, and the resources available
Students with Interrupted Formal Education (SIFEs): Actionable Practices
Get PDFStudents with Interrupted Formal Education (SIFE) are underrepresented in the professional literature. The purpose of this research brief is to contribute to an emerging line of research by documenting the variable of existing programs which were created specifically to meet the unique needs of the growing SIFE population. The delivery models and actionable practices for SIFEs reported in this paper are a result of a year-long study conducted in three diverse, near-urban school districts. An analysis of the programs and recognition of their strengths and weaknesses, as well as their documented impact, benefit, and success for learning were considered. Findings indicated that with strong teacher involvement, district-wide planning, access to quality materials, and a keen understanding of the cultural and economic circumstances of the SIFE population, academic success is achievable. This study adds significantly to the emerging scholarly dialogue noting which factors support successful SIFE programs, while acknowledging the unique cultural and academic needs of SIFEs (Marshall & DeCapua, 2013)
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