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Medium 9781475823691

Community Support for Education: The Success Story of the HOT Program

Journal of School Public Relations Rowman & Littlefield Publishers ePub

TAK CHEUNG CHAN

MING FANG HE

KAREN MARTIN

ABSTRACT: Helping Our Teachers (HOT) program is a unique community volunteer program that started in 2000 at Julia Bryant Elementary School in Statesboro, Georgia. In the HOT program, volunteers are organized to assist teachers and staff by participating in school-related activities. The success of the program, recognized by teachers and administrators, is attributed to parental support, teacher involvement, and a positive environment created by the administration. The HOT program has proved to be a great asset to the Julia Bryant Elementary School.

The purpose of the HOT program is to formally organize all parent volunteers to help teachers and staff by participating in school-related activities. Julia P. Bryant Elementary School has had an excellent record of strong community support. An abundance of dedicated parents, grandparents, and family members have donated hundreds of hours to the school. Due to the growing number of students in the school and a shortage in paraprofessionals, a need for volunteers has increased considerably. The HOT program addresses this need by recruiting parent volunteers to assist the teachers and staff with various activities that enhance day-to-day school operations.

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Medium 9781475824445

Treatments for Attention-Maintained Problem Behavior: Empirical Support and Clinical Recommendations

Rowman & Littlefield Publishers ePub

Laura L. Grow
James E. Carr
Linda A. LeBlanc

ABSTRACT: Designing treatments to address the function of problem behavior is currently considered best practice. One of the most common behavioral functions is that of contingent social attention. The present article describes several function-based treatments for attention-maintained problem behavior, and it discusses the unique challenges associated with this behavioral function in school settings. Clinical recommendations are provided for selecting and modifying treatments based on individual student needs.

Functional behavioral assessment (FBA) is the process of identifying environmental events associated with problem behavior, which allows school psychologists to generate hypotheses about behavioral function (Asmus, Vollmer, & Borerro, 2002; Gresham, Watson, & Skinner, 2001). This information can be used to design treatments that alter important environmental antecedents or consequences to produce positive behavior change. Before the development of FBA, treatments often consisted of selecting arbitrary reinforcers or punishers to overpower preexisting reinforcers for problem behavior (Pelios, Morren, Tesch, & Axelrod, 1999). Treating problem behavior based on its operant function has several advantages. First, research suggests that treatments based on FBA outcomes are more effective in reducing problem behavior and increasing appropriate behavior than are treatments selected without knowledge of behavioral function (e.g., Iwata, Pace, Cowdery, & Miltenberger, 1994). Second, knowledge of behavior function allows the clinician to avoid irrelevant or contraindicated treatments that might otherwise be reasonable treatment options. For example, guided compliance is a commonly recommended treatment for escape-maintained noncompliance. If noncompliance is maintained by attention, however, guided compliance may be contraindicated because the copious attention provided contingent on problem behavior might actually further reinforce the behavior.

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Medium 9781475811414

The Superintendent Shortage: Findings From Research on School Board Presidents

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

THOMAS GLASS
LARS G. BJÖRK

ABSTRACT: Media reports of a crisis in the American superintendency, based on anecdotal reports and scattered superintendent opinions about a growing number of retirements, high turnover, and an inadequate pool of qualified applicants, are contributing to widespread public misperceptions. The Education Commission of the States (ECS) recently completed a nationwide survey of school board presidents, those with direct knowledge of the number and quality of candidates in superintendent search pools, to better understand the nature and scope of this issue. Findings indicate that a nationwide crisis in the superintendency does not exist. Rather, the number and quality of applicants appears adequate. Data also suggest, however, that some districts have a history of “churning” superintendents. These circumstances contribute disproportionately to these districts having high turnover rates and a relatively smaller number of qualified applicants in search pools. We suggest that the crisis has been misdiagnosed. It is not one associated with the superintendency per se but involves political conflict among local school board members.

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Medium 9781475830569

Is “Good Job” Good Enough?: A Content Analysis of the Quality of Feedback to Teacher Candidates During Field Experiences

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

A Content Analysis of the Quality of Feedback to Teacher Candidates During Field Experiences

KARINA CLEMMONS AND AMANDA NOLEN

ABSTRACT: Quality feedback to teacher candidates about performance and progress is an essential assessment component of teacher education programs that can lead to candidate professional growth. This study (1) examines the quality of actual feedback from university supervisors to teacher candidates during field experiences and (2) examines how supervisor characteristics of experience and content area may relate to feedback. Results showed a lack of negative and constructive feedback and that supervisor background and years of experience affected feedback quality. Findings suggest a need for focused preparation of university supervisors and suggest additional areas for future research.

The accurate assessment of competence is of primary concern to diverse teaching and teacher preparation worldwide. Differentiating among those preservice teacher candidates who possess the knowledge, skills, and abilities necessary for effective practice and those who do not is central to the critical role of university-based teacher preparation programs. These programs are gatekeepers of the profession and as such carry the onus of ensuring that those entering the field are well prepared in pedagogical (i.e., general principles of how to teach), content (i.e., science content), and pedagogical-content knowledge (i.e., the principles of how to teach science). Teacher candidates acquire these capabilities through their course work and field experiences (e.g., internships, practicum, and so on) under the supervision of the program faculty.

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Medium 9781475817164

Letter from the Editor

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

I believe that the quality of a school facility has a direct impact on the ability of teachers to teach and students to learn.

There exists a lack of leadership in this country regarding an understanding of the school facility as an integral part of school reform. In 1986, the National Governors’ Association in their report Time for Results outlined the need for the States to give school facilities immediate attention. The report states that “the most startling thing we found is that our nation’s public school buildings represent a quarter-trillion-dollar investment, yet these facilities are often underused and poorly maintained.” The report goes on to state that a 1983 estimate indicated that it would take $25 billion dollars to catch up on needed repairs and maintenance. In 1989, the Educational Writers Association in their report Wolves at the Schoolhouse Door found that 25% of our nation’s schools are not suitable for learning and that an additional 33% are becoming inadequate due to increasing enrollments and deferred maintenance. The maintenance and repair tag was now $41 billion. Additionally, more than fifty percent of our school buildings were built in the 1950s and 1960s.

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