The Experts below are selected from a list of 284868 Experts worldwide ranked by ideXlab platform
Jennifer Rose - One of the best experts on this subject based on the ideXlab platform.
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overrepresentation of african american students in exclusionary discipline the role of School Policy
Urban Education, 2007Co-Authors: Pamela Fenning, Jennifer RoseAbstract:The overrepresentation of ethnic minority students, particularly African American males, in the exclusionary discipline consequences of suspension and expulsion has been consistently documented dur...
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overrepresentation of african american students in exclusionary discipline the role of School Policy
Urban Education, 2007Co-Authors: Pamela Fenning, Jennifer RoseAbstract:The overrepresentation of ethnic minority students, particularly African American males, in the exclusionary discipline consequences of suspension and expulsion has been consistently documented during the past three decades. Children of poverty and those with academic problems are also overrepresented in such discipline consequences. Sadly, a direct link between these exclusionary discipline consequences and entrance to prison has been documented and termed the School-to-prison pipeline for these most vulnerable students. In this article, the authors argue that ethnographic and interview data would support teachers' perceptions of loss of classroom control (and accompanying fear) as contributing to who is labeled and removed for discipline reasons (largely poor students of color). Exclusionary discipline consequences are the primary medium used once students are sent from the classroom. The authors recommend substantial revisions to discipline policies consistent with models of positive behavior support.
Pamela Fenning - One of the best experts on this subject based on the ideXlab platform.
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overrepresentation of african american students in exclusionary discipline the role of School Policy
Urban Education, 2007Co-Authors: Pamela Fenning, Jennifer RoseAbstract:The overrepresentation of ethnic minority students, particularly African American males, in the exclusionary discipline consequences of suspension and expulsion has been consistently documented dur...
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overrepresentation of african american students in exclusionary discipline the role of School Policy
Urban Education, 2007Co-Authors: Pamela Fenning, Jennifer RoseAbstract:The overrepresentation of ethnic minority students, particularly African American males, in the exclusionary discipline consequences of suspension and expulsion has been consistently documented during the past three decades. Children of poverty and those with academic problems are also overrepresented in such discipline consequences. Sadly, a direct link between these exclusionary discipline consequences and entrance to prison has been documented and termed the School-to-prison pipeline for these most vulnerable students. In this article, the authors argue that ethnographic and interview data would support teachers' perceptions of loss of classroom control (and accompanying fear) as contributing to who is labeled and removed for discipline reasons (largely poor students of color). Exclusionary discipline consequences are the primary medium used once students are sent from the classroom. The authors recommend substantial revisions to discipline policies consistent with models of positive behavior support.
Jo Tondeur - One of the best experts on this subject based on the ideXlab platform.
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predicting ict integration into classroom teaching in chinese primary Schools exploring the complex interplay of teacher related variables
Journal of Computer Assisted Learning, 2011Co-Authors: Guoyuan Sang, Martin Valcke, Johan Van Braak, Jo TondeurAbstract:Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise 'teachers' constructivist teaching beliefs', 'teacher attitudes towards computers in education', 'teachers' computer motivation', 'teacher perception of ICT-related Policy'. A survey was set up, involving 820 Chinese primary School teachers. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT-related School Policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher-related variables and ICT integration in the classroom is partly in line with findings in non-Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.
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using an online tool to support School based ict Policy planning in primary education
Journal of Computer Assisted Learning, 2010Co-Authors: Ruben Vanderlinde, Jo Tondeur, Johan Van BraakAbstract:An important step towards the successful integration of information and communication technology (ICT) in Schools is to facilitate their capacity to develop a School-based ICT Policy resulting in an ICT Policy plan. Such a plan can be defined as a School document containing strategic and operational elements concerning the integration of ICT in education. To write such a plan in an efficient way is challenging for Schools. Therefore, an online tool [Planning for ICT in Schools (pICTos)] has been developed to guide Schools in this process. A multiple case study research project was conducted with three Flemish primary Schools to explore the process of developing a School-based ICT Policy plan and the supportive role of pICTos within this process. Data from multiple sources (i.e. interviews with School leaders and ICT coordinators, School Policy documents analysis and a teacher questionnaire) were collected and analysed. The results indicate that Schools shape their ICT Policy based on specific School data collected and presented by the pICTos environment. School teams learned about the actual and future place of ICT in teaching and learning. Consequently, different Policy decisions were made according to each School's vision on 'good' education and ICT integration.
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a multidimensional approach to determinants of computer use in primary education teacher and School characteristics
Journal of Computer Assisted Learning, 2008Co-Authors: Jo Tondeur, Martin Valcke, J Van BraakAbstract:The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and School characteristics that are associated with different types of computer use by primary School teachers. A survey was set up, involving 527 teachers from 68 primary Schools in Flanders. A separate questionnaire was administered to information and communication technology (ICT) coordinators from the same Schools to gather additional information about cultural and contextual School characteristics. The combined impact of both teacher and School characteristics was explored through a multilevel analysis. Besides the importance of School characteristics, the results reveal differential effects of specific characteristics on specific types of computer use. Cultural School characteristics for instance, such as the Schools’ openness to change and the availability of an ICT School Policy plan, are positively related to the use of computers as a learning tool and to the adoption of ICT in view of basic computer skills. In contrast, no cultural School characteristic seem to be associated with the use of computers as an information tool. In a comparable way, teacher characteristics are associated with specific types of computer use, e.g. the variable gender. In general, male teachers report integrating computers more often. In this study, it appears that gender differences only exist in relation to the adoption of computers as an information tool. The results demonstrate that a multidimensional approach provides more insight into the characteristics affecting computer use.
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ict integration in the classroom challenging the potential of a School Policy
Computers in Education, 2008Co-Authors: Jo Tondeur, Johan Van Braak, Hilde Van Keer, Martin ValckeAbstract:Despite the assumption that the integration of ICT influences the entire School system, research focusing on ICT in Schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores ICT integration from a School improvement approach. More particularly, it examines the local School Policy with respect to ICT integration from both the principal's perspective and perceptions of teachers. Furthermore, it studies the relationship between School policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary School principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 Schools. What emerged from the analyses was that School-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that School policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT School Policy.
Stefano Merler - One of the best experts on this subject based on the ideXlab platform.
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the introduction of no jab no School Policy and the refinement of measles immunisation strategies in high income countries
BMC Medicine, 2019Co-Authors: Filippo Trentini, Piero Poletti, Alessia Melegaro, Stefano MerlerAbstract:In recent years, we witnessed a resurgence of measles even in countries where, according to WHO guidelines, elimination should have already been achieved. In high-income countries, the raise of anti-vaccination movements and parental vaccine hesitancy are posing major challenges for the achievement and maintenance of high coverage during routine programmes. Italy and France approved new regulations, respectively in 2017 and 2018, aimed at raising immunisation rates among children by introducing mandatory vaccination at School entry. We simulated the evolution of measles immunity profiles in seven distinct countries for the period 2018–2050 and evaluated the effect of possible adjustments of immunisation strategies adopted in the past on the overall fraction and age distribution of susceptible individuals in different high-income demographic settings. The proposed model accounts for country-specific demographic components, current immunity gaps and immunisation activities in 2018. Vaccination strategies considered include the enhancement of coverage for routine programmes already in place and the introduction of a compulsory vaccination at primary School entry in countries where universal School enrolment is likely achieved. Our model shows that, under current vaccination policies, the susceptible fraction of the population would remain below measles elimination threshold only in Singapore and South Korea. In the UK, Ireland, the USA and Australia either the increase of coverage of routine programmes above 95% or the introduction of a compulsory vaccination at School entry with coverage above 40% are needed to maintain susceptible individuals below 7.5% up to 2050. Although the implementation of mandatory vaccination at School entry would be surely beneficial in Italy, strategies targeting adults would also be required to avoid future outbreaks in this country. Current vaccination policies are not sufficient to achieve and maintain measles elimination in most countries. Strategies targeting unvaccinated children before they enter primary School can remarkably enhance the fulfilment of WHO targets.
Matthew Allen Linick - One of the best experts on this subject based on the ideXlab platform.
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examining charter School Policy and public School district resource allocation in ohio
Education Policy Analysis Archives, 2016Co-Authors: Matthew Allen LinickAbstract:This project focuses on the competitive pressure, or the threat of competitive pressure, generated by charter School Policy. This paper uses longitudinal district-level data and multiple quasi-experimental designs to examine the relationship between two Ohio charter School policies and changes in public School district instructional resource allocation. Some believe that the competitive pressure created by charter Schools will improve efficiency in district-run public Schools; however, the findings from this study do not reliably demonstrate that charter School Policy will induce a public School district to increase the level of instructional resource allocation. The findings do provide evidence that some charter policies are linked to changes in resource allocation at certain School districts. This study suggests that additional, multiple method investigations are needed to study how public School districts respond to competition and policies designed to change the levels of competition in the public School system.