abstract: Despite the concern over school shootings in the last twenty years, little has been done to prevent these events. This paper addresses the need to have a consistent definition of a school shooting. The policies that have been enacted in the eight states with the most shootings in the past 20 are categorized and compared to the number of incidences and victims. The study concludes that states need fewer reactionary policies and more policies based on systematic research; these states pass a majority of zero-tolerance, which are shown to be ineffective in preventing school shootings suggesting a need for a new approach to writing and addressing policy. / Dissertation/Thesis / Masters Thesis Integrative Social Science 2020

MPM / Oliver Tambo Istitute for Gverment and Policy Studies

The purpose of this study was to identify and understand relationships between educators' perceived skills, observed practices, and stated beliefs - as well as the impact of evidence-based professional development upon those relationships - during the first year of ongoing school-based implementation for Florida's Statewide Problem- Solving/Response to Intervention (PS/RtI) Project. The PS/RtI model is conceptualized as providing a data-based template to drive student service delivery decisions; as providing a tiered framework of assessment and evaluation to maximize efficiency of allocated school funds; and as defining the determination of eligibility for special education services to be based solely upon a continuous necessity of resources/services beyond those typically available in the general education setting. The current study analyzed existing data from Florida's statewide PS/RtI project, collected during the 2007-2008 school year. During specified professional development sessions, educators provided responses to various questions about their beliefs regarding, perceptions of competency within, and estimated observational frequency of, critical components constituting the PS/RtI model. Three specific research questions were investigated from analysis of these responses; specifically: (1) What is the relationship between beliefs about a training objective, and the self-rated perception of skills and frequency of observed practices associated with that objective, (2) What are the effects of specific skills training on the relationship between self-reported beliefs, and associated perceptions of skills and frequency of observed practices, and (3) What is the relationship between initial (pre-training) and time two (post-training) measures of self-reported beliefs and perceived skills related to data usage, and of self-reported beliefs, perceived skills, and observed practices related to academic instruction? This study found that, for the first year of implementation, initial educator beliefs regarding evidence-based instruction and data-based decision making were only slightly related to self-perceived competence in these areas; furthermore, independent of any effect that skills training may have had upon educator survey scores, the relationship between beliefs, skills, and practices scores did not significantly differ over the first year of implementation. Implications of the findings for practice, including scaling up of RtI implementation efforts, are discussed.

The intention of this case study is to contribute to the general body of special education needs (SEN) knowledge with the results from SEN provision practice for children diagnosed with dyslexia in one particular school. The aim of the study is to get a deeper understanding for how educators (headmaster, teachers and SEN teachers) and parents of children diagnosed with dyslexia experience their collaboration in meeting the needs of these children in the inclusive mainstream classroom. Questions addressed are: how communication of expectations for the remedial measures takes place, how the process of remedial measures is communicated, how educators and parents experience their cooperation and, what impact does the school policy have on the collaboration between teachers and parents. The theoretical framework is based on a communication, relations-based perspective (KoRP). The hybrid nature of this perspective covers the different aspects of the schools organisation and practice with the focus on relation between individuals and their environment. Participation of pupils with dyslexia in the learning process is observed in the classrooms as well as through the eyes of their educators and parents. Relations of all sides involved in the SEN: teachers and parents, teachers and pupils with dyslexia, parents and their children are studied. Formal and informal communication and collaboration, seen as participation in SEN activities, are analysed. The methods used are: observations of two lessons, school document analysis and seven interviews. Four educators and three parents are interviewed. The empirical findings confirm the vital role of good relations for learning of children with dyslexia. Good relations can be established and maintained by securing the clear routines in school with the special accent paid on the sensitivity of the initial contact between school and parents. Swift action in recognizing the difficulties, introducing a SEN toolkit and contacting parents is appreciated by all sides involved. The parents’ relief from the guilty feeling of inadequacy follows. Good relations require meetings in person. Collaboration is established by good relations and it enhances the participation in learning activities of children with dyslexia. School policy documents have a positive effect in giving clear guidance in securing routines of SEN. They provide enough maneuvering space before the action plans of provision (APP) are introduced. Educators see action plans of provision (APP) as necessary documentation while parents show indifference to them. Much about SEN routines in the years 1-3 remains to be done. In conclusion, the effects of clear routines as defined by Skolverket (2014) leave space for building good relations on all levels: organisational, group and individual and have a positive outcome in this case study. The implications of this study are directed mainly to broadening the mandatory rights of the SEN educators in organising a closer collaboration with the parents of children diagnosed with dyslexia and spreading SEN knowledge to the early stage of the school. Although the results of this case study cannot be generalized they cast the light on questions that need yet to be answered by all schools: how SEN educators can best be involved in the early intervention (years 1-3) and what more they can do to improve the collaboration between school and parents from the position of KoRP.

Nearly one-third of children in the United States (U.S.) are classified as overweight or obese. Weight status in childhood and adolescence has been tied to adult obesity, which also affects more than one-third of adults in the U.S. Availability of foods and beverages can affect dietary habits, particularly in schools. Students spend most of their waking hours and consume almost half of their daily energy intake in schools. In July of 2014, competitive foods and beverages were required to meet the U.S. Department of Agriculture's Smart Snacks in School nutrition standards. Competitive foods and beverages are items sold outside of the National School Lunch Program and School Breakfast Program. Competitive foods include items offered à la carte, in vending machines, in school stores, and as fundraisers. The goals of this study were to: 1) examine the nutritional quality of competitive foods and beverages in vending machines and as à la carte available to students and 2) assess snack food and beverage intake by students before and after the implementation of the new standards in a sample of middle schools in rural Appalachian Virginia. Eight middle schools with higher than 50% of student eligibility for free or reduced priced lunches were included in the sample. Audits of food and beverage products sold in vending machines and à la carte were completed in the spring of 2014 and 2015. Food frequency questionnaires were completed by students in participating schools. Results showed improvements in school food offerings, though no schools were completely compliant with the new standards. The components of students' diets did not change significantly during the study period, suggesting that improved compliance may not be enough to create a dietary shift. Foods were often replaced with reformulated versions of the same products sold before the implementation of the standards. Incentives for schools to sell more nutrient-dense options such as fruits and vegetables may be helpful to create changes in student's diets. Schools may also require additional training and assistance to fully implement nutrition standards and reach full compliance. Further research is needed to understand barriers to and possible solutions for offering healthier foods and beverages to students in middle schools. / Ph. D.

Den här uppsatsen baseras på en enkätundersökning bland lärare i en kommun i Östergötland, där lärarnas uppfattning, om det fanns plats för passion i vardagspraktiken och om det uppmuntrades och stöttades av skolledningen, undersöktes. Frågeställningarna, om lärarnas uppfattning om de har någon passion, om de får möjlighet att utöva den i sin vardagsprakrik, om de stimuleras eller hindras av styrdokumenten, samt om de upplever att skolledningen tillför inspirerande motivation i en passionerad vardagspraktik, ledde till enkätfrågorna. Detta är en kvantitativ studie i enkätform, inom det empirisk-induktiva fältet, med en kvalitativt inriktad analys då svaren i enkäten är lärares uppfattningar av bl.a. relationer till skolledning och kollegor. Den har sin grund i positivismen, med så objektiva frågeformulering som möjligt samt lärarnas uppfattningar av fenomen och företeelser som svar (Bryman, 2002). Goda exempel av lärares uppfattningar analyserades och sammanfattades utifrån den förståelse som tidigare forskning gett. Aktuell forskning undersöktes och sammanlänkades med de undersökningsresultat som erhållits. Lärarna uppfattar att de får utrymme för sina passioner i vardagspraktiken, att de uppmuntras och stöttas av skolledningen och att deras arbete med passioner är lönemeriterande. Skolledarna möter lärarna i pedagogiska diskussioner, men är mindre benägna att ge tid schemamässigt. Vad gäller styrdokumenten anser lärarna att de inte är något hinder för en passionerad vardagspraktik. Kärnan i undersökningen var ändå om lärarna ansåg att de hade någon passion och det fanns en samstämmighet runt den elevcentrerade passionen: Elevernas lärande och elevernas välmående var i fokus när de skulle ange sin passion i vardagspraktiken. / This essay is based on a survey among teachers in a municipality in Östergötland, where the teachers' opinion, if there was room for passion in everyday practice and if it was encouraged and supported by the school management, was investigated. The issues of teachers' perception if they have passion, if they are given the opportunity to exercise it in the everyday practice, if they are stimulated or hindered by the policies, and whether they interpret the school management adding inspiring motivation in a passionate everyday practice, led to the survey questions.   This is a quantitative survey in the form of a questionnaire, in the empirical-inductive field, with a qualitatively oriented analysis where the answers in the questionnaire are teachers' experiences of, inter alia, relationships with school management and colleagues. It is rooted in positivism, with objective questionnaires, as well as teachers' perceptions of phenomena and phenomena responses (Bryman, 2002).   Good examples of teachers impressions were analyzed and summarized based on the understanding that was given by previous research. Current research was studied and linked with the findings obtained. The teachers perceive they get space for their passions in everyday practice, they are encouraged and supported by the school management and that their work passions are wage meritorious. School leaders meet teachers in educational discussions, but are less likely to give time schedule-wise. As for the policy documents the teachers consider them not to be an obstacle to a passionate everyday practice.   The core of the investigation was still if the teachers perceived that they had any passion, and there was a consensus around the student-centered passion: Students' learning and students' well-being was the focus when their passion in everyday practice was to be mentioned.

The purpose of this study is to describe children’s life issues. What kind ofquestions they have aboutlife, their thoughts about life. Another purpose of this study is to see the differences in how children’s thoughts about life have changed through the years. I have used a book called Barns tankar om livetwritten by Sven G Hartman which I used to make a comparison. This study will alsodiscusswhat the policy documents for Swedish schools say about the subject “life issues” or the questions of life.The method used for this study is a qualitative researchmethod. Eight children got interviewed and the results have been represented in a dialogue together with Hartman (1986) and Hartman (2007) result. For any further research of this study it would be interesting to do a studythat shows whetherSwedish schools follow the policy documents in the case of the “life issues”. To see how much the schools discuss such things.

The South Africa Schools Act (Act No. 84 of 1996), which came into effect on I January 1996, and the National Education Policy Act (Act No. 21 of 1996), introduced a new approach to the South African Education system. These acts, and many policy documents produced by the National Department of Education, provide for the active participation of parents, and other members of the community, in the governance of schools. Whilst policy mandates stakeholder participation, this study revealed that in practice parent participation is problematic. The aim of this study was to explore principals’ perceptions and experiences of school governing bodies in three selected rural primary schools in the Nkomazi area, Mpumalanga. A qualitative research approach within the parameters of the interpretivist paradigm was applied. The study utilised a multi-site case study research design focusing on three primary schools in different localities. Document analysis and structured interviews were employed to collect data at the three sites that were purposefully sampled. It was found that principals experienced some parent members of the school governing bodies as having low levels of education and not being able to cope with their roles as stipulated by SASA. Principals revealed that the ignorance and incompetence of parents regarding their roles causes conflict, that they provide insufficient support and do not attend meetings regularly. Principals dominate their parent school governing body (SGB) members, initiate innovations and make decisions without consulting the parents. Parents’ incompetence, insufficient cooperation and poor contribution towards the operation of the school increases the principals' workload and results in principals’ frustration. Principals revealed that they experience difficulties in trusting the parents with confidential matters discussed at SGB meetings. The study found that principals experience less conflict and better cooperation with parent SGB members who are educated. Parents who are able to read the policies have understanding of their roles, support the principals in their respective roles, optimise the operation of the school governing body and alleviate the workload of the principals. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Early Childhood Education / unrestricted

Mobbning är ett universellt fenomen som sker i olika miljöer i gruppsammanhang, bland annat på arbetsplatser och i skolor. Psykisk ohälsa ökar i takt med att mobbningen ökar, och kan ge livslånga effekter hos mobbningsoffret. Syftet med den här studien är att undersöka hur mobbning hanteras i svenska skolor. Specifikt undersöker studien olika strategier som elevhälsoteamen arbetar med för att förebygga mobbning och motverka pågående mobbning i skolmiljön och hur det arbetet ser ut utifrån ett individ- och grupperspektiv, samt huruvida mobbning orsakas av individuella eller sociala faktorer. Denna studie utgår ifrån socialpsykologiska teorier och begrepp kring social identitet, gruppdynamik och sociala normer. Tio intervjuer genomfördes och urvalet bestod av respondenter verksamma inom elevhälsan, både som kuratorer och skolsköterskor. Studiens resultat visar att mobbning är ett gruppfenomen snarare än ett individfenomen. Det har framkommit olika arbetssätt att arbeta både förebyggande och åtgärdande på individnivå och på gruppnivå. Det har även visat sig att lärare har en väsentlig påverkan på det förebyggande arbetet mot mobbning. Elevhälsans arbete får bäst resultat när samtlig skolpersonal arbetar med varandra för att motverka mobbning är ett ytterligare resultat. / Bullying is a universal phenomenon that occurs in group settings, including workplaces and schools. Mental illness increases as bullying increases and might cause the victim lifelong effects. The aim of this study is to look into how bullying is handled in Swedish schools. The study specifically explores different strategies that the student care team works on preventing the occurrence of bullying and ongoing bullying in the school environment from an individual and group perspective, and whether bullying is caused by individual or social factors. This study is based on social psychological theories and concepts such as the social identity theory, group dynamics and social norms. Ten interviews were conducted in the process. The results of this study demonstrate that bullying is a group phenomenon. It has shown different working methods to prevent and remediate from individual and group level. The results of this study reveal that bullying is a group phenomenon rather than an individual one. There has also been emphasis and great importance on the essential influence of the teachers in the work. It has been shown that the work of student care gets the best results when everyone at the school helps each other to counteract bullying.

The purpose of the study was to compare the relationship between grade eight English language proficiency as measured by the ACCESS for ELL's assessment (Assessing Comprehension and Communication in English State to State for English Language Learners) and achievement test outcomes on the Pennsylvania System of School Assessment, a state mandated test. The ACCESS for ELLs is an annual, large-scale English language proficiency assessment given to kindergarten through grade twelve students who have been identified as English language learners. The ACCESS assessment is administered in English. Data from the Nation's Report Card (US. Department of National Center for Education Statistics, 2007 a & 2007 b) show that ELL students lag behind their English proficient peers on standardized tests of reading. The inclusion of English language learners in state assessments has prompted issues regarding the validity and equity of assessment practices (Abedi, 2004). The data for the study were gathered from an analyses of 8th grade ELL students' scores on the 2011 PSSA standardized assessment test administered in the Philadelphia, Pennsylvania public school district. Data were also gathered from the analysis of 8th grade ELL assessments for the 2010-2011 school year. The study also assessed the predictive values of the criterion variables and the moderating effects of categorical variables by school: Ethnicity (Black, White, Hispanic), ELL status (English Language Learner), Students with Disabilities status (SWD), Socioeconomic status (SES), which contribute to Pennsylvania's Adequate Yearly Progress (AYP) status. The study showed strong evidence that there is a significant relationship between the PSSA and language background as measured by the ACCESS assessment. Assessment. The implications of these data for the testing and assessment of ELL learners was discussed. / Educational Leadership