2321 Slices
Medium 9781475823813

Notes From the Guest Editors

Journal of School Public Relations Rowman & Littlefield Publishers ePub




In 2001, the federal government put into place the No Child Left Behind (NCLB) legislation. During the 10 years preceding this legislation, school districts experienced heightened attention focused on student achievement, accountability, standards, and testing. Increased scrutiny from an aggressive media and relentless bashing from dissatisfied stakeholders led, in many cases, to the dissemination of disruptive misinformation and conflict that further exacerbated such misunderstandings.

Since the inception of NCLB, public scrutiny has intensified. If the number of published articles in U.S. newspapers and wire services listed in the Nexis database is any indication, references to “adequate yearly progress”—the key benchmark for school performance under NCLB—nearly quadrupled between December 2002 and December 2003. Indeed, state and local news outlets have devoted significant space to announcements of schools making the “needs improvement” list and their “failure” to make adequate yearly progress. The following headlines illustrate the extent to which public examination of schools has increased and point to the dilemmas that districts now face as they attempt to defend their actions:

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Medium 9781475817348

Toward a Grid and Group Interpretation of School Culture

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub


ABSTRACT: Mary Douglas’s typology, using grid and group dimensions, provides a means to classify and compare social environments in terms of their differing cultural constraints on individual autonomy. This article uses the Douglas typology to examine the grid and group characteristics of four diverse schools to determine the framework’s applicability to educational settings.

The term “culture” is in vogue in many educational circles. However, there are still conceptual problems that plague cultural researchers including semantics, proper modes of research, and the relationship among the social context, individual cultural members, and educational practice (Frost, Moore, Louis, Lundberg, and Martin, 1985; Sergiovanni, 1991). Firestone and Wilson (1985) pose that the most problematic tasks in cultural research are to identify cultures and to develop means of comparing them as sources of social constraint on individual behavior. Mary Douglas (1982) has developed a typology that has been used to interpret and compare social environments. The purpose of this article is to examine the applicability of her typology to selected educational contexts.

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Medium 9781475823967

Notes From the Editor

Journal of School Public Relations Rowman & Littlefield Publishers ePub


The recent tragedy at the high school in Chardon, Ohio, reminds us that schools, like other public buildings, are not immune to violence. The first article in this issue, authored by professors Gina G. Barker and Mollie E. Yoder, analyzes communication that occurred on the campus of Virginia Tech on April 16, 2007. Their work provides insights regarding the extent to which the university's staff communicated effectively with the media, the victim's families, and the general public.

The next article is about the River Trails School District, in suburban Chicago. Written by the superintendent, Dane A. Delli, and the assistant superintendent for curriculum and instruction, Matt Silverman, it describes the district's literacy and technology fair, an event that involved several hundred teachers, administrators, students, parents, and other community stakeholders. The authors detail how the event was planned and carried out, and they explain why the fair was beneficial to the district and community.

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Medium 9781576336809

"R" Words: Praxis I Intermediate Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475824377

Using PDAs to Increase the Homework Completion of Students With ADHD

Journal of Evidence-Based Practices for Rowman & Littlefield Publishers ePub

Daniel Currie
David L. Lee
Mary Catherine Scheeler

ABSTRACT: Homework assignments have increased in recent years, commensurate with increases in required academic content. This is increasingly problematic for students with attention-deficit/hyperactivity disorder (ADHD), who often have difficulty with organizational skills and may not record assignments. One solution may be using personal data assistants (PDAs) to document homework assignments. In this study, a multiple baseline across participants design was used to evaluate the effects of PDAs on percentage of homework completion. Results were that PDAs increased homework completion for 3 of 4 middle school students. Furthermore, all 3 students indicated that the PDAs were easy to use and helpful in keeping track of homework assignments. Classroom teachers' perceptions of the usefulness of PDAs were mixed and were partly a function of level of effectiveness across students. PDAs give teachers a viable method to help compensate for the organizational difficulties of students with ADHD to enhance assignment completion.

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