1969 Slices
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Medium 9781475823783

Introduction to Theme Issue: Building Positive School Community Relations Through Community Education

Rowman & Littlefield Publishers ePub

LARRY E. DECKER

VIRGINIA A. DECKER

ABSTRACT: One of the goals of school public relations is to have the general public understand that everyone in the community benefits when schools are able to carry out their mission of academic success for all children. As guest editors, it is our contention that positive community relations can be built through community education. In this issue, we have brought together articles that illustrate the value of community education to school public relations and how its implementation strategies can be used to involve people—individually and in agencies, businesses, and organizations—in partnerships with schools; to create and sustain programs designed to help meet the diverse needs of a community, to employ the varied tools of public relations to reach out to all parts of the community, and to engage in the politics that are needed to achieve educational objectives.

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Medium 9781442267824

The Role of Museums in the Illegal Antiquities Market

Collections; Juilee Decker AltaMira Press ePub

Michelle D’lppolito

University of Maryland, College Park, MD 20740; email: mrdippolito@gmail.com

Abstract The ability of investigative agencies like Interpol and the Federal Bureau of Investigation (FBI) to effectively recover stolen works of art depends in part on how comprehensive and complete their databases of stolen works are. The scope of these databases and their effectiveness in recovering artwork depends on how many reports of theft are submitted by museums to the investigative agencies. This paper considers how a lack of funding leads to discrepancies in and between museum collection records and databases maintained by investigative agencies, resulting in negative publicity and affect a museum’s public image. Ultimately this paper presents some strategies to mitigate these discrepancies and help deter future museum theft by streamlining the investigation process for agencies like Interpol and the FBI.

On October 7, 2010, police in Landskrona, Sweden discovered three stolen paintings during a raid in a credit card fraud case. The paintings were found in plastic bags each with a label identifying it as belonging to the Malmö Museum of Art (Durney 2010). These labels matched the records the museum had for the paintings (Durney 2010). The police contacted the museum and informed them of the find. According to Goren Christenson, the director of the museum, the paintings had been taken down to be put in storage two weeks prior to the raid (Associated Press 2010; CBC 2010; TT 2010). They had been unaware that anything was missing until the police contacted them; their records still had them listed as being in storage (Anonymous 2010; Associated Press 2010). News articles covering the theft and recovery of the paintings dealt primarily with the fact that the museum was unaware of their absence. The day of the recovery, headings such as “Munch stolen in Sweden and nobody notices” from the Canadian Broadcasting Corporation (CBC) (2010) and “Museum in Sweden unaware of theft of Munch painting, artwork recovered” by the Star Tribune (2010) cast the museum in a negative light. While eventually reports of arrests prompted the museum to receive funding to help increase their security measures, initial reports characterized the museum as inattentive rather than as a victim. Little to no information was originally given regarding the theft of the artwork or who stole it (Associated Press 2010). Since the recovery of the three paintings, three men have been arrested and convicted of theft and of receiving and handling stolen goods (TT 2010). According to The Local, the thief “found” the paintings by a wharf next to the museum and assumed they were being discarded (2010). Whether or not this is an accurate reflection of the events, it demonstrates that there was a discrepancy between the actual locations of the paintings and where the museum thought them to be located.

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Medium 9781475824407

Establishing and Sustaining Statewide Positive Behavior Supports Implementation: A Description of Maryland’s Model

Rowman & Littlefield Publishers ePub

Teri Lewis-Palmer
Susan Barrett

ABSTRACT: Supporting students with problem behavior continues to challenge public schools. Additionally, federal legislation and mandates such as Individuals With Disabilities Education Improvement Act and No Child Left Behind have simultaneously increased schools’ requirements to support all students and decreased or strained limited existing resources. Faced with decreasing resources, schools require strategies and systems that are effective and efficient. Schoolwide positive behavior supports1 combine primary, secondary, and tertiary prevention interventions in a systematic way so that the school climate is positive and so that children who are at risk for, or already involved in, antisocial behavior receive specialized interventions. The key elements of schoolwide positive behavior supports include practices-supporting student behavior, systems-supporting staff behavior, and data-supporting decision making that result in outcomes of social competence and academic achievement. Systems approaches require designed and sustained implementation in schools. To achieve this goal, critical features that support large-scale adoption and systems are necessary to facilitate sustained use and so must be identified through research and evaluation efforts. The focus of this article is on describing the critical features of schoolwide positive behavior supports using Maryland as a working example of large-scale implementation.

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Medium 9781475816556

Perspectives on Addressing the Literacy Needs of Low-Functioning Individuals With Autism

Rowman & Littlefield Publishers ePub

Timothy E. Morse

ABSTRACT: Autism is a spectrum disorder characterized, in part, by core social communication skill deficits. Consequently, educators seek to develop interventions that address these and closely related skills, such as literacy. Accordingly, this article focuses on basic issues that pertain to designing and implementing appropriate educational programs that address the literacy needs of one segment of the autism spectrum: individuals with the disorder who have been characterized as being low functioning. Issues include the following: appropriate definitions of literacy for this population, historical approaches to this population’s literacy instruction, opportunities for literacy skill development within an instructional program based on recommended evidence-based practices, and ongoing impediments to appropriate literacy instruction and practical solutions.

Autism is a developmental disability with a reported prevalence rate of 2 to 5 per 10,000 as of the 1970s but with a recent rate of 60 per 10,000 (Fombonne, 1999). Consequently, more educators are now aware of the existence and nature of this disorder (Marks et al., 2003) and are seeking information about effective interventions that will result in the improvement of the overall functioning of individuals with autism.

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Medium 9781603446938

Part 1 Learning the Basics

Rudolph A. Rosen Texas A&M University Press ePub

I recently attended an auction-event fundraiser where I was told a story similar to many I had heard before. An executive director of a nonprofit organization told me of a colleague in charge of an annual auction event that typically raises about $125,000. The organization holding the event was small, so $125,000 in event revenue sounded like a successful event to me. He said his colleague was frustrated with the event, because the net proceeds were only about $30,000 and the event was a lot of work. It was obvious why the event planner was frustrated. Spending $95,000 to raise $125,000 is not a very efficient way to raise money for a nonprofit organization.

Poor management of expenses at an event breaks faith with attendees who believe they are giving money that goes to the mission-related work of the host organization. Attendees took $125,000 out of their wallets and gave it to the organization during the event. They surely thought the dollars they spent would help the organization hosting the event. Instead, most of the money raised was used to pay expenses of holding the event.

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Medium 9781475817126

High Retention Rates, No Dropouts among Hispanic Students in California High Schools

Rowman & Littlefield Publishers ePub

J. ALEX PULIDO1

ABSTRACT: One of the nation’s most serious problems is the high dropout rate among Hispanic students in public school systems throughout the country. The consequences to youth who drop out and to the nation’s economic and social well­being is obvious. The investigator has collected data and looked at school systems throughout California with low dropout rates among Hispanic students. Programs and factors which have a positive influence on retention and keep students from dropping out have been identified. Other pertinent data that have been investigated, including academic achievement, staffing patterns, discipline programs, and leadership correlate well with low dropout rates.

INTRODUCTION

Rapidly changing demographics, in California and in the rest of the nation, are creating a crisis for educational systems and educational leaders. Among the new faces that arrive at the doors of our educational institutions are ever increasing numbers of immigrant children. The new wave of immigrants, which adds to an already large minority population, are creating ever greater challenges for our educational leaders. According to the Association of California School Administrators (1988) the minority student population in California’s public schools has been changing rapidly for 20 years and at the present time California’s schools are composed mostly of minorities. The Association of California School Administrators also states that the greatest increases in minority student populations are among Asians and Hispanics. Asian students will increase from 7% of the student population in 1980 to about 14% by the year 2000. Hispanic students will make up one-third of the total student population. By the year 2000, over 24% of our total population in California will be Hispanics, and the Hispanic student population will be 36%.

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Medium 9781475819397

Realizing the Democratic Ideal: A Call for an Integrative Approach to Inclusion of Multicultural Course Content in Teacher Education Programs

Rowman & Littlefield Publishers ePub

PHYLLIS METCALF-TURNER

The American public education system continues to be challenged by a myriad of persisting issues that have the potential to threaten the foundation upon which it was established—the principles of democracy. The eminent penalties associated with high-stakes testing, the emergence and potential dominance of the charter school movement, and the increased federal support of nonpublic education have individually and collectively contributed to the unhealthy state in which we currently find our public schools. Within this historical context, the colleges and schools of education that are entrusted with training future teachers are forced to address many of these issues. However, one of the recurring and most daunting is the continued slow or little progress that has occurred in student achievement, particularly for poor and minority students.

Public schools in the United States continue to struggle with providing successful academic experiences for the majority of its students from low socioeconomic, racially, ethnically, and linguistically diverse backgrounds—this despite the numerous and sometimes costly reforms that have been implemented during the past 20-plus years, aimed at addressing and reversing the school failure of poor and minority students. The increasing demographic changes currently reflected in the United States and in today’s public schools emphasize the need for teacher education programs to improve future teachers’ knowledge development and exposure to a broader array of instructional practices so that they become better prepared to help students achieve and succeed academically.

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Medium 9781475816402

Reform in the Curriculum of Basic Education in the People’s Republic of China: Pedagogy, Application, and Learners

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Ping Liu and Chunxia Qi

The publication in 1999 of the “Some Thoughts on Curriculum Reform of Basic Education,” also known as the “1996–1998 Year Survey Report of Education Department” (SRED), officially marked the beginning of reform of the basic education curriculum in China. Since then, two more major documents were produced regarding the reform: (a) the “Outline of Reform on Curriculum in Basic Education” (ORCBE) by the Department of Education, People’s Republic of (P.R.) China was published in 2001, and (b) the “Evaluation Program Team’s Survey Result of Education Department” (EPTSR), which appeared in 2002. All these documents are frequently referred to throughout the analysis and discussion in this article. In addition, new standards and standard-based textbooks were used for illustration.

With the advancement of technology and new developments in other social aspects, education is faced with challenges to produce well-rounded citizens for the 21st century. Some of the important qualities for individuals to be successful in the new era include creativity, application, and cooperative skills. Basic education in China had demonstrated strengths in areas such as students’ establishment of a strong knowledge base and development of basic skills such as mental arithmetic. Chinese students usually excelled academically and performed well in taking examinations compared to their counterparts in many countries, including the United States (Ma, 1999; Stevenson, 1992; Stevenson & Stigler, 1993). However, the Chinese educators were not satisfied with their students’ ability to score well in examinations, which remained one of their goals, and the following four aspects were identified as primary areas of improvement in revising the former curriculum:

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Medium 9781475819311

Editorial: Education, or Miseducation, of Preservice Teachers—Revisiting Dewey’s Legacy of Education for Democracy

R&L Education ePub

PATRICK M. JENLINK

Only as the coming generation learns in the schools [and teacher preparation programs] to understand the social forces that are at work, the directions and cross-directions in which they are moving, the consequences that they might produce if they were understood and managed with intelligence—only as the schools [and teacher preparation programs] provide this understanding, have we any assurance that they are meeting the challenge which is put to them by democracy.

—Dewey (1937a, p. 183)

We have not asked ourselves what we ought to teach our students at a time of such dizzying change and fundamental doubt. We have not asked how our preferences are to be grounded, our choices justified; we have not looked at the problem of deciding among competing alternatives.

—Greene (1973, pp. 213–214, emphasis in original)

An important recurring debate confronting teacher education today centers squarely on the tension between (a) preparing teachers for the reification and perpetuation of schools as they exist in American society and (b) preparing them for schools as what they could become—schools that serve as agencies for a democratic American society. Although there are perhaps some exceptions sparsely located across the country, teacher preparation programs more often than not serve the hegemonic role of assimilating students of teaching into public schools and classrooms hallmarked by forms of power and domination, overshadowed by ongoing political fervor. Dewey (1938) posited a concern for the miseducative nature of an educational system not guided by an understanding of its function in a democratic society and, equally important, a system that did not acknowledge the function of democracy in the day-to-day workings of the education system.

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Medium 9781442267794

Curating (and) Communities

Collections; Juilee Decker AltaMira Press ePub

Abstract Approaches the ways that exhibitions are produced for particular groups of people, as well as how communities themselves may be formed through curatorial acts of framing and mediation, including the rearticulation of social spaces as a component of radical curating (Wiman), how curators may incorporate traditionally excluded communities in scientific projects (Parry), and one curator’s negotiations with a local community’s notion of “authentic” boricua identity (Rodriguez-Lawton).

Veronica Wiman

Independent Curator

The Agora is one of three elements in my curatorial methodology when practicing and theorizing what I call ‘’Art and Social Practice.” Drawing from Greek notions of civic assembly, the Agora is a space where anyone can attend and act, where opinions can be expressed and shared with others in a community. Craft and Play complete the process and structure as activities that take place within the space I delineate. I claim that this tripartite methodology is radical because it transforms conventional artistic roles and methods. The purpose of my paper is to explicate these three elements as the bases of a radical art praxis so that other curators may incorporate them into their own projects. Perhaps as with the three primary colors, they shall serve as the basic elements that are reinterpreted and responded to in creative and critical manners. Agora, Craft, and Play allow the curator/artist to go beyond language and familiar territories such as the museum, gallery, walls, floor, sculpture park, and so on.

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Medium 9781052684073

Toward an Understanding of Teachers’ Desire for Participation in Decision Making

Rowman & Littlefield Publishers ePub

DIANNE L. TAYLOR*,1

ABBAS TASHAKKORI1

ABSTRACT: An integral component of the restructuring literature rests on the assumption that teachers want to participate in schoolwide decision making. The present study explores this assumption by constructing a typology of teachers based on their reported desire to participate. Four types of teachers are characterized: (a) empowered—those who want to participate and do; (b) disenfranchised—those who want to participate but do not; (c) involved—those who do not want to participate but do; and (d) disengaged—those who do not want to participate and do not. We examine the differences and similarities among the four types of teachers on both demographic and attitudinal indicators. Results indicate that teachers are distinguished more by actual participation than by desire to participate. However, one attitudinal indicator, sense of efficacy, differentiated teachers based on desire for participation.

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Medium 9781475817737

Creating a Caring School

Rowman & Littlefield Publishers ePub

MICHAEL COURTNEY1

ABSTRACT: Administrators can create a climate of caring in today’s schools despite the negative characterizations toward education. The author describes attempts to improve school climate at an inner city school in Durham, North Carolina. The approaches are theoretically founded and practically implemented.

The question of “the caring school” is intriguing and thought­provoking in light of all the negative press about our schools today. Whether or not school administrators can promote an ethos of care is quite a challenge indeed considering all the negative critiques and rhetoric directed at our public schools. To promote a sense of wellness or organizational health in schools, care must be provided for all individuals in everyday school life, whether they be students, teachers, or members of the community. The principal, as the leading caretaker of the school, must orchestrate change in the organizational structure, the community, and in research and development to create the context for caring in the total school environment.

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Medium 9781603446938

Part 4 Applying the Rules and Covering All the Angles

Rudolph A. Rosen Texas A&M University Press ePub

A complaint was registered with the state’s attorney general that our organization was engaging in unlicensed gambling during its annual fundraising convention. The complaint was passed on to the agency having jurisdiction. Shortly after an inquiry, we received a cease-and-desist order. We learned of this a few weeks before the day the convention was to begin. The date and location of the convention had been set for at least three years.

The subject of the order was a series of raffles we ran at the event. Raffles had been run for years in the state with no problem. We had retained the services of counsel and thought we had been diligent in complying with all laws. No one suspected problems, but there it was: an order to halt all raffles until we applied for and received a proper permit.

We quickly learned it was a simple matter to receive a permit, which was required by the locality in which the event was being held. All we had to do was submit a proper application and pay a required fee, but given the length of time it would take to process the application, we had no choice but to cancel all raffles planned for the event.

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Medium 9781576336809

"G" Words: Praxis I Intermediate Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475817744

The Management Profile: Identification of the Management and Leadership Skills of School Administrators

Rowman & Littlefield Publishers ePub

NANCY J. ATKINSON1

B. ELAINE WILMORE2

ABSTRACT: This article focuses on two major steps by which the Management Profile has been refined as a tool for assessing the leadership and management skills that school administrators display on the job. The first step, the identification of criteria for standards of principal performance, was accomplished by the Texas A&M University Principals’ Center at the request of the NASSP Commission on Standards for the Principalship. The second step, also performed by the TAMU Principals’ Center, was the standardization of decision rules for assessing performance of the Management Profile and the completion of the initial edition of an assessor’s manual.

The sense of urgency in the United States for educational reform in the 1980s has given school administrators the legacy of the 1990s–an increase in the responsibility and leadership expectations for the campus administrator. As varied as the responsibilities of the principal are, so are the diverse models designed to assist the principal in assessing, analyzing, and developing the skills necessary to be a successful school leader. One of these models, the Management Profile, has shown great potential as a framework for the professional development of the principal.

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