1969 Chapters
  Title Author Publisher Format Buy Remix
Medium 9781576336045

ACT Exam Essential Vocabulary: "R" Words

Ace Academics Ace Academics ePub
Medium 9781576336977

"R" Words: SSAT-ISEE Essential Vocabulary

Ace Academics Ace Academics ePub
Medium 9781576336557

"B" Words: GRE Advanced Vocabulary

Ace Academics Ace Academics ePub
Medium 9781442267626

Letter from the Editor

Collections AltaMira Press ePub

This issue of Collections presents articles focused on innovative interpretations of how we interact with our diverse collections. We care for and must record our interactions with these objects but the methods we employ have changed radically over the years.

Most of us, in whatever role we assume in our museums, archives, or repositories, have incorporated photographic imagery into our records. Alwynne Beau-doin and Jennifer Petrik discuss the use of this most helpful medium and its impact on our collecting practices. The examples they share are from archaeology, but their relevance easily extends to other types of collections as well.

In “Thinking Outside the Museum Box” author Yun Shun Susie Chung sets forth an insightful discussion about Fermilab, a state-of-the-art laboratory site. She argues that it can be considered an ecomuseum, a nontraditional type of museum that involves decentralization of the museum building and a community-oriented, democratic approach to heritage management of the “working museum.” Chung urges museum professionals to further study these institutions.

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Medium 9781475823912

Try, Try, Again: A Two-Step Strategy for Passing School Levies

Journal of School Public Relations Rowman & Littlefield Publishers ePub

PAUL A. JOHNSON

ABSTRACT: Passing property tax issues is an increasing challenge for many school districts. This article examines 21 school levy strategies identified through a literature review associated with successful school levy campaigns. These strategies were then used as a framework to evaluate one district’s attempts to pass a school bond levy. Whereas the study confirms the importance of these strategies, it also presents evidence regarding a two-step approach to planning levy campaigns that might help districts pass levies. Suggestions for further research are discussed.

The newspaper headline said it all: “Try, try, try, try, try, try, try, try again” (King, 2007, p. 1). An Ohio school district had just failed to pass a local property tax levy for the seventh time—this time, by only one vote. Whereas eight tries to pass the same levy may seem extreme, by Ohio standards it is not. According to a study conducted by Funai (1993), only 13% of Ohio school property tax levies pass on the first attempt. This low initial passage rate may be in part due to the fact that Ohio school districts are reliant on local property tax levies for the operation of their schools. In fact, according to Fleeter (2007), of the Ohio Tax Policy Institute, “Ohio relies on voter approval of tax levies to support public education to a greater extent than any other state in the nation” (p. 1). That from 1994 to 2006 there were 3,433 local school tax issues on ballots in Ohio certainly lends credence to this claim.

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Medium 9781576336564

Level 3: College_O-P: GRE Words Commonly Confused

Ace Academics Ace Academics ePub
Medium 9781475819410

Teachers’ Developing Understandings About Race and Achievement in a Graduate Course on Literacy Learning

Teacher Education and Practice Rowman & Littlefield Publishers ePub

ELLEN MCINTYRE AND NANCY HULAN

ABSTRACT: In this article, we describe a study of teachers’ constructions of understandings about race and achievement in the context of a course on literacy learning and instruction. We documented the course activities, the readings, the assignments, and the teachers’ responses related to race during the semester course. The lead researcher also interviewed a few teachers after the course. We analyzed all statements that teachers made concerning race and education and found that while some new understandings emerged during the course, some students’ viewpoints moved toward more explicit racism. The views presented in these findings will likely resonate with other teacher educators, which may inspire them to intervene when views of teachers are not in the best interest of the students they teach.

For decades, teacher educators have recommended that teacher preparation and in-services infuse the teaching of issues and concepts of diversity throughout content courses. Yet many programs continue to have stand-alone diversity courses while the methods and content courses disregard issues and practices concerning diverse populations (Cochran-Smith, 2003). In response, the purpose of this study was to examine teachers’ constructions of new understandings about race and achievement and about teaching K–12 students about race through literacy instruction. The study took place within the context of a graduate course on literacy learning and cultural differences in a large urban research university in the Midwest. Many of the teachers taking the course had naïve or underdeveloped understandings of the issues and concepts addressed in the course—especially, those about race. This course was an attempt to help teachers develop understandings about race and how it intersects with student achievement, all while improving their literacy instruction.

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Medium 9781475823837

The Importance of Language Games in School Public Relations

Journal of School Public Relations Rowman & Littlefield Publishers ePub

LANCE D. FUSARELLI AND MARLA SANDERS

ABSTRACT: This article examines the language games played by superintendents as they work with school boards and community activists to craft school policy. We begin by examining the role of language in problem definition and the agenda-setting process. We then examine how political culture and the media affect problem definition. We argue that school leaders must actively and craftily control these debates over school policy, and we offer suggestions for winning these language games.

Public education is under attack, and superintendents and school boards are faced with an increasingly hostile and skeptical public. Amid tight economic constraints, a sluggish economy, and record budget deficits, superintendents and local school officials are pressed to itemize and justify every educational expenditure. Long gone are the days when a superintendent or board member could simply ask for more money—the “ask and ye shall receive” approach; now, the response is likely to be “How much and why?” With the No Child Left Behind Act and the expansion of state accountability systems, public reporting of student performance—with its accompanying school-to-school and district-to-district comparisons—has given the media and the public unprecedented information about the performance of public education. The actions of superintendents and school boards are scrutinized as never before. When any system is subject to such exposure, it can become vulnerable and threatened by outsiders. This is most evident in the skeptical, often hostile tone of debates surrounding many educational issues. As the stakes in the games of educational politics and policymaking have risen, effective school public relations are more important than ever.

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Medium 9781576336694

"U" Words: SAT College Prep Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475817164

School Reform: Real Improvement Takes Time

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

WILLIAM STRESHLY1,*

MAC BERND2

ABSTRACT: Politicians and educational leaders are under pressure to come up with quick fixes for our nation’s schools. However, significant changes in schools are complex processes which take years to accomplish. Moreover, the results of a faculty’s efforts may not be fully measurable for ten years or more. A case study of a California school district, which was given ten uninterrupted years to develop and implement an outcome-based instructional model, suggests that more time be given to schools to implement program improvement strategies. The study also reinforces the research linking positive labor relations to environmental conditions for successful school districts.

When Joseph and the Pharaoh developed ancient Egypt’s plan for control of farm commodities, their efforts were guided by a dream–a vision of what might be. For seven bountiful years, the economic planners focused on preparations for seven lean years. Those preparations paid off in time of famine because the Pharaoh wisely recognized that the project suggested by Joseph needed time. He perceived a natural time scale of ten to fourteen years before any rational conclusions could be drawn about the success of the project. He knew that no quick fix was possible; only a long-range solution would work.

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Medium 9781475816426

Exploring the Trend Toward Isomorphism in International Education

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

Ryan Wells and Alan B. Henkin

International education has been expanding in popularity and importance within institutions of higher education (Hayward & Siaya, 2001; Siaya & Hayward, 2003). The legitimacy of international education as a field has been strengthened by the emergence of related professional associations and by institutional programs that have become integral parts of endogenous organizational environments (Siaya & Hayward, 2003). Reported increments in organizational integration of international education programs suggest high levels of fit between structures and practices of these programs and institutional standards deemed to be generally acceptable in the respective college and university environments. Such standards reflect organizational norms, values, and beliefs (Scott, 2003).

Legitimizing features of international education programs strengthen referent perceptions of international education as being valid and relevant (Scott, 1991). The actual capabilities and internal technical efficiency of international education programs may be less important, ostensibly, than meeting standards of legitimacy set by internal (organizational) and external (environmental) referents (Daft, 1998; Meyer & Scott, 1991; Scott, 2003). Programmatic adjustments may be made, at times, for the acquisition of institutional legitimacy rather than for technically rational reasons (DiMaggio & Powell, 1983).

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Medium 9781475816167

The Legal Department

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

Todd A. DeMitchell

Associate Professor of Education Law & Policy

Coordinator, Administration and Supervision Program

Department of Education

University of New Hampshire

Durham, NH 03824-3595

Public symbolism has profound implications for the citizens of the public body represented by the symbol.

—Robert J. Bein

Stained Flags: Public Symbols and

Equal Protection, 1998, p. 913

Undoubtedly, the Confederate battle flag does not represent the same thing to everyone . . . . There are citizens of all races who view the flag as a symbolic acknowledgment of pride in Southem heritage and the ideals of independence. Likewise, there are citizens of all races who perceive the flag as embodying principles of discrimination, segregation, white supremacy and rebellion.

Sons of Confederate Veterans, Inc. v.

Glendening, 1997, p. 1103

Derby School District #260 is located in Sedgwick County in the State of Kansas. In the 1990’s, Derby’s population grew and became more diverse. Racial tension increased as the population grew and became more diverse. Derby High School became the focus for most of the incidents consisting mainly of verbal confrontations. The school administrators viewed the confrontations as potentially violent although none of the incidents apparently escalated into fights.

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Medium 9781576336533

Word Roots: S-T: GRE Word Roots

Ace Academics Ace Academics ePub
Medium 9781574413083

Chapter 8 • Victims of Crime

R. Scott Harnsberger University of North Texas Press PDF

Child Victims

•429 Annual Report. Austin: Texas Child Fatality Review Team [2006–date].

Child fatality review teams are multidisciplinary, multi-agency working groups that review child deaths on a local level from a public health perspective with the goal of decreasing the incidence of preventable child deaths

(Texas Fam. Code Ann. §§ 264.501–.515 (Vernon 2008 & Supp. 2010)). Their work is supported and coordinated by the Texas Department of State Health

Services. This report contains data on child fatality victims as follows: race/ ethnicity, age group, and gender of children who died from homicides (Table

5); place of homicide (Chart 4); perpetrator in homicide deaths (Chart 5); race/ ethnicity, age group, and gender of children who died from firearms (Table

10); manner of death for firearm deaths (Chart 15); and owner of firearm in firearm deaths (Chart 16).

Research Note: Reports are available online back to 2000. Reports were biennial prior to 2006.

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Medium 9781475819144

The Critical Thinking Disposition of Alternative Certification Students

Teacher Education and Practice R&L Education ePub

TIMOTHY B. JONES

ABSTRACT: This article examines the disposition toward critical thinking of postbaccalaureate initial certification students at a Texas institution of higher education using the California Critical Thinking Disposition Inventory. The inventory characterizes seven subscales of critical thinking disposition and an eighth combined score for overall critical thinking disposition. The study also demographically characterizes the participants of this program. Analysis of the data documents a low level of critical thinking disposition by the PBIC students. Only 5.55% of the study participants demonstrated an overall strength in critical thinking disposition, while 22.22% indicated an overall weakness in critical thinking disposition.

Beginning teachers, according to Yopp and Young (1999), are considered “at-risk” as demonstrated by the high attrition rate among new teachers. Several conditions have been suggested to account for this phenomenon, including “major flaws in teacher preparation” (Hancock, 1999, p. 166). The 1990s saw a continued and deepening teacher shortage that began in the middle of the 1980s. This growing shortage impacted schools and the related academic disciplines at both the elementary and secondary levels. In response to the shortage, school districts employed teachers participating in or having completed certification obtained through alternative means in addition to those teachers who were certified through traditional teacher preparation programs.

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