No description available.

No description available.

No description available.

No description available.

This study attempted to determine what effect the transfers have upon the receiving and the sending schools of Tarrant County as to finances, athletics, enrollment, pupils, and teachers.

INTRODUCTION AND STATEMENT OF PROBLEM: The American nation has maintained its ideal for democracy through recognition of the fact that intelligence, together with moral integrity, functions in the maintenance of the democratic state. There are at the present time, certain indications which show that large numbers of our citizens are unable to meet successfully the increasing demands of our industrial, social and political life. We have no reason to doubt the intelligence of our citizenship, and yet we must insistently ask, What has brought about this condition which amounts almost to an impasse in citizenship? [TRUNCATED]

Type 1 diabetes [T1D] is an autoimmune illness that results in insulin deficiency. Managing this illness during childhood requires maintaining blood glucose within a healthy range and is a constant challenge. This can result in increased stress for children and their caregivers. School attendance is one factor that may result in stress. Studies have highlighted the fact that teachers of students with T1D may receive little education regarding management of the disease and may be required to make accommodations which can result in confusion, miscommunication, and increased psychosocial stress. The goal of this research was to learn about the experiences of teachers of students with T1D, what is expected of them, what resources they have, and factors which they perceive as barriers or facilitators to education for students with T1D. Semi-structured interviews were conducted with two high school teachers in East Tennessee who had experience teaching students with T1D. The results of the interviews showed that teachers receive limited education regarding T1D, that they are expected to make accommodations such as having snacks on hand and allowing extra access to phones, and that there are perceived barriers to education of individuals with T1D due to the possibility of life-threatening events. The teachers reported that school nurses are involved in the care of students with T1D. Limitations of this study include that only two teachers were interviewed, and while the results are important to take into consideration, saturation was not reached. Future research could include more in-depth interviews or surveys with teachers, coaches, and school nurses.

Altering alcohol expectancies has reduced alcohol use among college students and may lead to successful prevention of alcohol use among high school students. We randomly assigned 379 12th-grade students to an expectancy challenge, traditional alcohol information, or control condition, and used Individual Differences Scaling to map expectancies into memory network format with Preference Mapping to model likely paths of association. After expectancy and traditional alcohol interventions, higher drinking male participants exhibited a greater likelihood to associate alcohol use with negative and sedating consequences and a decreased likelihood to associate alcohol with positive and arousing consequences. Drinking decreases paralleled the magnitude of changes in their likely path of expectancy activation. Children and adults who emphasize negative and sedating effects have been found to be less likely to use alcohol. Therefore, expectancy challenge interventions that have been successful at modifying expectancies and subsequently decreasing alcohol consumption among heavy drinking college students may be useful in the development of prevention curricula for high school students.

The purpose of this research was to describe a set of teacher characteristics that are perceived by high school students as good teaching practices. It also determined how both alternative, or at-risk, high school students and traditional high school students ranked those good teaching practices. The research involved a pilot study in which students from an alternative and a traditional high school wrote an essay on what they think ‘makes a good teacher.’ From the list of characteristics, a “Survey of Good Teaching Practices” was developed. This survey was then given to alternative and traditional high school students to determine their rankings of good teaching practices. The findings of the study indicate that students are looking for characteristics in teachers that fall into four categories: instructional skills and strategies, individualized assistance, interpersonal skills and student-teacher relationships. The majority of those top ten characteristics that students look for in a ‘good teacher’ relate to interpersonal skills and student-teacher relationships. Students want to be treated equally, they want their teachers to listen to their opinions and ideas and they want to be known by name. Students want their teachers to try hard to help them be successful and they want learning to be fun. They don't want teachers to put students down; they want respect. They want teachers to make sure every student understands what is being taught and they want them to know the subject matter. They want teachers with a positive attitude. They want teachers to explain things well and make it interesting. They want teachers to believe in all students, no matter what kind of grades they get. They don't want teachers to talk down to students. They want teachers who are honest. The study provides insight into the opinions of the stakeholders in their educational process. Through this study, students have been given a voice in what works best for them. Recommendations for how to use this information to improve services to students are also provided.

No description available.