Community Involvement in a Place-Based Program for Hawaiian High School Students

This study examined the development of community involvement in a place-based high school program for at-risk youth. Teachers and community members founded the program to address concerns about low achievement and high dropout rates among Native Hawaiians. In addition to funding, community members provided program development, supervision of students' service-learning, cultural consultation, political support, and teacher and curriculum development. Collaborations were sustained by open communication, the development of a common set of values among a diverse group of people, and flexibility of community members' schedules. Challenges to community involvement included a lack of support from school leadership, teacher burnout, and occasional interpersonal conflicts.     

Conflicts in Developing an Elementary STEM Magnet School

Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as science in the elementary years has been greatly diminished. We recount in this article the efforts of a school district to create an elementary STEM school through the designation of a magnet school and elaborate on the inherent tensions and conflicts in such an effort.     

Understanding College-Student Roles: Perspectives of Participants in a High School/Community College Dual-Enrollment Program

Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education.     

Elementary Magnet School Students' Interracial Interaction Choices

ABSTRACT

The authors investigated children's self-reported high-calorie food intake in Grade 5 and its relationship to trends in obesity status and academic achievement over the first 6 years of school. They used 3-level hierarchical linear models in the large-scale database (the Early Childhood Longitudinal Study–Kindergarten Cohort). Findings indicated that frequency of eating fast food in Grade 5 was negatively related to mathematics and reading scores at Grade 5 and to the grow rate in both subjects. Frequency of obtaining salty snacks at school was moderately and negatively related to mathematics performance at Grade 5. School vending machines were not significantly associated with academic achievement patterns or obesity status. These results are informative of trends worth further investigation through prospective models.     

试论全民健身影响下的学校体育与城市社区体育

全民健身是社会发展的需要,是增强国民体质的必要途径。文章阐明了学校体育是全民健身的基础与关键,城市社区体育是全民健身的重要阵地。学校体育作为与社会的衔接点,相对于社区体育来说具有较强的基础性。以学校为依托,以社区体育为开展全民健身的主阵地,是全民健身良好开展的重要途径。     

Winburn Community Academy: A University-Assisted Community School and Professional Development School

Winburn Community Academy is a school-university-community partnership that uses win-win collaboration to remove barriers to learning. The primary partners include Winburn Middle School, the Lexington Parks and Recreation Department, and the University of Kentucky. Working together through the Academy, these agencies link with others in the community (nonprofit organizations, businesses, and individuals) to sponsor a school-based recreation and homework center, community learning opportunities both in and out of school, service learning, and a professional development school for the University of Kentucky's middle-level teacher education program. A common thread across all facets of the project is the building of networks-among students, teachers, and parents-to strengthen the community and improve student learning. Our 6-year history shows that developing successful partnerships is a messy but rewarding process. We hope our experiences will be helpful to others.     

Interpreting School Authority Structures in Public Education

We provide an interpretation of authority in schools among a convenience sample teacher candidates. We analyzed responses of a convenience sample of thirty-one undergraduate interns enrolled in two cohorts of block methods courses at a southern urban university. Approximately four of five students consented to have their reflections analyzed. The process considered candidates' reflections about a prompt concerning school authority and conditions under which it should be respected. We observed that responses lay along an acceptability spectrum. Among other conditions, we found authority to be acceptable when related common good and unacceptable when associated with patterns of abuse.     

A Community Designs Its School

Teaching with film is a powerful and meaningful instructional strategy. This article discusses five classroom-tested methods for teaching with film: (1) film as a visual textbook, (2) film as a depicter of atmosphere, (3) film as an analogy, (4) film as a historiography, and (5) film as a springboard. Each of the methods discussed includes examples of a variety of films that could be used, along with suggested focus questions and conversation topics. Furthermore, this article discusses relevant legal issues surrounding the use of film in the classroom.     

School Uniforms in Different Countries

不管你信不信,校服绝不仅是学生的衣服,它们代表着一个国家的文化或者审美标准.让我们看一下不同国家的校服吧. 英国校服——最正统 英国学校的校服很经典、简约和端庄.男生穿正统的西服、正式的皮鞋,必须打领带.女生也穿西服、正式的皮鞋,必须打领结.这种经典的服饰风格不知不觉地影响了英国学生的气质和审美观.     

美国“磁石学校”的特色创新及其成效分析

磁石学校设立之初强调以特色来吸引学生入学就读,以改进教育教学质量为宗旨,它是美国公立学校改革的一种实现形态。然而,纵观美国磁石学校的发生与发展过程,它在实现多元化种族融合的目标、实现特色化教学从而促进学校改进以及促进教育公平等方面并未达到预期的效果。美国磁石学校特色创新的理念与实践给当前我国盛行的追求办学特色之风提供了一定的启示与警示意义。     

The Goals of a Voluntary Integration Program and the Problems of Access: A Closer Look at a Magnet School Application Brochure

The article incorporates a critical theoretical and methodological framework to study a large urban district's implementation of a court-ordered voluntary integration program through magnet school choice. Drawing on the interview data from parents and district staff, the author analyzes the data as they relate to the district's magnet school application brochure, Opportunities for Success, and how the application is designed to support the voluntary integration program. The article first presents a short historical grounding for the district's voluntary integration program and how it influences the choice options for parents. Next, it discusses how the district implemented and organized the voluntary integration program and produced the magnet school application text. It then introduces data on parents' interactions with the magnet school brochure and application. The article concludes with a discussion of what can be learned from studying the texts of a voluntary integration program, what it tells us about racial and class privilege and diverse families' access to magnet school programs, and how text analysis can help us see where, in the institutional processes of school choice, further resegregation is likely to take place.     

Consultation Training Program for School Counselors

In order to increase counselors' effectiveness in cooperative and systemic approaches to problem solving, a large school district offered an in-service consultation program. Two successive training designs were piloted and evaluated. Evaluation of the first training model led to a shortened, revised model that was more efficient and as highly rated by counselor trainees as the earlier, lengthier model. This training program was associated with significant increases in counselor collaboration with faculty and staff. Several recommendations are proposed for further improvements in the training design.     

学校性质与流动儿童性别气质

本文从微观过程观察城市中公办和民办学校里流动儿童对性别角色的学习,发现公办和民办小学两种场景下儿童习得性别角色观念和性别角色气质不同;当流动儿童从民办学校场景转换到公办学校时,流动儿童所习得的前一种气质出现了不适应,并被认为是"心理疾病"的学生.