School Uniforms
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This document discusses the debate around school uniforms that has occurred over the past 20 years in the United States. It outlines the timeline of key events and perspectives from both supporters and opponents of school uniform policies. Supporters argue that uniforms can decrease violence and increase safety, discipline, and academic achievement. However, opponents claim there is little data to support these claims and that uniform policies may infringe on students' freedom of expression. The debate considers research studies that have shown mixed or inconclusive results on the impacts of school uniforms.
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The document discusses school uniforms, including their history, styles, pros and cons, legal issues, and student perspectives. Parochial and private schools have long required uniforms to promote uniformity and equality. Public schools increasingly adopted uniforms in the 1980s-1990s. Uniforms are argued to reduce costs, peer pressure, and gang issues, but limit self-expression. Courts have heard challenges to dress codes. Students in surveys were generally against mandatory uniforms but supported dress code restrictions on revealing or gang-related clothing. Debates continue around school district policies on uniforms and dress codes.
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Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Influence of School Rules' Formulation on Students' Discipline in Public Seco...
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline
Influence of School Rules' Formulation on Students' Discipline in Public Seco...
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
Standardized Tests, by Kathy and Mary
Standardized testing has a long history dating back to ancient China and was used widely in the early 20th century. Supporters argue it provides accountability and information to improve education, while critics say it narrows curriculum, increases stress, and fails to account for outside factors influencing student performance. Different groups have varying views, with teachers expressing the most skepticism about overreliance on standardized tests.
Inclusive Classroom: Promoting learning
1) The document discusses research on the effects of inclusion classrooms on students without disabilities. Studies have found positive impacts on academics, social awareness, and exposure to diversity.
2) Academically, students in inclusion classrooms showed improved standardized test scores in reading and math compared to students in traditional classrooms. Socially, students reported developing empathy, acceptance of individual differences, and stronger interpersonal relationships.
3) Exposure to inclusion helped students appreciate diversity more and made them less likely to stereotype others. Overall, the research suggests inclusion benefits students without disabilities.
StandardizedTesting
Standardized testing has transformed education in the U.S. from valuing learning to solely preparing students to take tests. What began as a way to assess poorly performing schools has led to schools focusing only on test material at the expense of a well-rounded liberal arts education. The overuse of standardized tests has created a culture of fear in schools and caused non-tested subjects like art, music and history to be cut. Additionally, the multi-billion dollar standardized testing industry has a strong influence in continuing testing practices despite growing opposition from students, parents and educators. The essay argues that to preserve liberal arts education, standardized testing should be ended and schools should have autonomy to implement their own curricula tailored to student needs.
Steven Norfleet, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertat...
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This document provides an outline for a proposed dissertation study examining effective school practices that are important for the achievement of African American learners. The study will use a mixed methods approach, collecting quantitative data through surveys administered to freshman students at a historically black college and qualitative data through focus group interviews. The quantitative research questions examine how former high schools were rated on effective school criteria and the relationship between those ratings and student achievement in developmental math courses. The qualitative questions explore how various effective school practices like instructional leadership and high expectations were implemented. The significance of the study and a review of relevant literature are provided to support examining school leadership strategies that could improve academic achievement, especially among African American students.
Dress Code Policy
This document discusses whether school dress policies interfere with students' constitutional rights. It provides background on the history of school dress codes and Supreme Court cases related to student expression. While some argue that uniforms reduce distractions and socioeconomic barriers, others counter that they violate students' freedom of expression and place financial burdens on families. Research shows an increase in schools adopting dress codes or uniforms over the past two decades.
Ebelle thesis 2
Overpopulation in schools can negatively impact student learning in several ways. Schools in urban areas where funding for expansion is limited are most affected. Overpopulation is defined as enrollment exceeding the school's capacity. It can hinder instructional planning and lower morale as it makes it difficult for students to learn and teachers to teach effectively.
Student Safety Research Presentation
This study examines high school students' perceptions of safety on campus through qualitative interviews. The researcher will interview 30 students from 3 high schools in Stanislaus County, California. Questions will explore where students feel safe/unsafe, security issues of concern, and changes needed to improve safety. Responses will be analyzed for common themes. The goal is to inform school policies and increase student perceptions of security. Limitations include a small sample size and some students never feeling safe regardless of policies.
EDUC 246 Standardized Testing Multi Media Presentation
The document discusses the history and impact of standardized testing in the US education system. It traces the development of standardized testing from the late 19th century through No Child Left Behind Act of 2002. It also summarizes research finding that high-stakes testing has led to narrowing of curricula, with more time spent on test preparation, but has also been found to improve accountability and student performance outcomes over time.
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Running head CASE STUDY ESSAY 1 Case St.docx
Running head: CASE STUDY ESSAY 1
Case Study Essay
Sung Kim
University at Albany
CASE STUDY ESSAY 2
Case Study Essay
The practice referred to as “tracking” started as a response to the incursion of immigrant
children joining America’s schools in the early 20th century. To provide efficient education to
these immigrants who arrived in large population, it was significant to sort the children into
various tracks based on their past performance or ability. As stated by a school reformer called
Ellwood P. Cubberley in 1909, “Our city schools will soon be compelled to abandon the
exceedingly democratic idea that all are equal and our community devoid of classes… and start a
specialization of educational effort along numerous lines.” The process of sorting children into
different tracks was made easy by IQ test and standardized achievement tests.
In the early days of tracking, high school students and junior high students were given
assignments to evaluate them academically, and through vocational tracks. At the extreme, many
students received grooming to prepare them for college and others were being prepared to enter
trades such as secretarial work and plumbing. In the mid-century, many schools had mastered
some form of tracking. Presently, the extreme form of tracking has diminished because
policymaker, political players, and educators hold the fear that America is almost losing its
competitive edge (Burris & Garrity, 2008). This compelled educators to ensure that all the
students are grilled to have access to a rigorous academic curriculum. Politicians and states
passed minimum graduation standards that demanded that students must take a particular number
of courses in core subjects such as Mathematics, English, Science and Social studies. Later on,
during 1983, A Nation at Risk report made a recommendation that tougher standards are set and
in the ensuing two decades, the percentage of students taking four years of each academic
subject escalated profoundly.
Cubberley (1909), "Our..." (p. ?).
CASE STUDY ESSAY 3
With laying emphasis on preparing all the students for college, tracking plays an
important role of grouping students by ability within subjects. In every subject, students must be
assigned to advance, basic and regular courses depending on their performance. For example,
students in advanced track may opt to pursue pre-calculus as juniors in high school and calculus
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development of Advanced Placement courses is one example of the manner in which tracking
has become a long-standing groundwork.
It is noteworthy that the amount of fluidity and the methods by which students are
assigned tracks within a particular tracking system varies depending on the school’s mission.
Some schools may allow students to be placed into advanced class for a single subject, w ...
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School Uniforms
- 1. SCHOOL UNIFORMS: A 20 YEAR DEBATE Matt Radtke and Matt Gould George Washington University Education 246
- 3. Timeline 1987 1994 1996 1999 Cherry Hill Elementary School (MD) is first public school to implement student uniform policy President Clinton’s State of the Union address encouraging the use of school uniforms to increase achievement (see Clinton in his own words) Long Beach Unified School District (CA) creates first district wide mandatory uniform policy in public schools 12% of public schools have a student uniform policy 2006 55% of public schools have a student uniform policy
- 5. Support for School Uniforms
- 6. AK & HI not to scale TX AR AZ CT CO CA DE, MD,D.C FL IA KS IN IL MN MA LA MO NV NJ NH NC OH OR PA OK TN UT VA WA States with Uniforms or Dress Codes 0 0 500 Miles 500 KM
- 12. Opposition to student uniforms – cont’d Opponents of school uniform policies in public schools find that uniform policies themselves may run up against the law. Courts of all levels are riddled with cases that question the constitutionality of student uniform policies in public schools. Their main argument is that school uniform policies infringe on First Amendment rights of freedom of speech and freedom of expression. Opponents believe student uniforms suppress student individuality and personal freedom. They argue that students could become alienated if school officials close off one of their few avenues of self-identification and expression. They also question whether restrictive dress codes really make schools safer. Many parents argue that these restrictive policies also infringe on the parents’ freedom in rearing their children. (Mitchell & Knechtle, 2003)
- 13. Opposition to student uniforms – cont’d Even in satire, the claims of school uniform proponents just don’t add up….(push play and turn up the volume, especially if you enjoy Pink Floyd).