Pub Date : 2024-09-02DOI: 10.1177/00317217241282207
Looking to the election in November, 54% of Americans say public education will be extremely or very important to their vote; 44% say it’ll be somewhat or not at all important. Among public school parents, more, 70%, say education will be important in their vote for president.
{"title":"Poll Points: Education and the election","authors":"","doi":"10.1177/00317217241282207","DOIUrl":"https://doi.org/10.1177/00317217241282207","url":null,"abstract":"Looking to the election in November, 54% of Americans say public education will be extremely or very important to their vote; 44% say it’ll be somewhat or not at all important. Among public school parents, more, 70%, say education will be important in their vote for president.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282203
Phyllis L. Fagell
Phyllis Fagell offers advice to educators. In this issue, an art teacher wants to know how she can make sure her students have a fulfilling experience in her class when her budget for supplies has been cut.
{"title":"Career Confidential: Teacher frustrated district ‘undervalues’ the arts","authors":"Phyllis L. Fagell","doi":"10.1177/00317217241282203","DOIUrl":"https://doi.org/10.1177/00317217241282203","url":null,"abstract":"Phyllis Fagell offers advice to educators. In this issue, an art teacher wants to know how she can make sure her students have a fulfilling experience in her class when her budget for supplies has been cut.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282197
Maia Cucchiara, Mary Beth Hays
In response to the growing awareness of trauma and its impact on student learning, schools across the country are implementing trauma-sensitive practices. Authors Maia Cucchiara and Mary Beth Hays describe an approach to trauma sensitivity in schools: the creation of restoration rooms, spaces designed to help students (and adults) return to a state of regulation. Restoration rooms are not for disciplining students. Instead, they are spaces equipped with fidget toys, soft carpets and cushions, flexible seating, and other materials to promote regulation. Schools can use these spaces as part of larger efforts to respond to student and staff trauma and promote overall wellness.
{"title":"Creating a space for regulation and reflection","authors":"Maia Cucchiara, Mary Beth Hays","doi":"10.1177/00317217241282197","DOIUrl":"https://doi.org/10.1177/00317217241282197","url":null,"abstract":"In response to the growing awareness of trauma and its impact on student learning, schools across the country are implementing trauma-sensitive practices. Authors Maia Cucchiara and Mary Beth Hays describe an approach to trauma sensitivity in schools: the creation of restoration rooms, spaces designed to help students (and adults) return to a state of regulation. Restoration rooms are not for disciplining students. Instead, they are spaces equipped with fidget toys, soft carpets and cushions, flexible seating, and other materials to promote regulation. Schools can use these spaces as part of larger efforts to respond to student and staff trauma and promote overall wellness.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282191
Kathleen Vail
Negative public perception of schools nationally impacts the teaching profession in direct and indirect ways. This perception has depressed the number of students in teacher preparation programs at universities. Indirectly, public perception affects teacher working conditions, compensation, and morale. Education advocates and researchers talk about the historical roots of perception of teachers, how and why negative perceptions persist, and how teachers can change the narrative.
{"title":"Public opinion and the teaching profession","authors":"Kathleen Vail","doi":"10.1177/00317217241282191","DOIUrl":"https://doi.org/10.1177/00317217241282191","url":null,"abstract":"Negative public perception of schools nationally impacts the teaching profession in direct and indirect ways. This perception has depressed the number of students in teacher preparation programs at universities. Indirectly, public perception affects teacher working conditions, compensation, and morale. Education advocates and researchers talk about the historical roots of perception of teachers, how and why negative perceptions persist, and how teachers can change the narrative.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282189
Amie Rapaport, Anna Rosefsky Saavedra
Adults’ beliefs and knowledge about the state of the U.S. education system drive decisions about policy, funding, program adoption, student participation in programs, and the selection of decision makers to elected positions. Amie Rapaport and Anna Rosefsky Saavedra share national survey data showing that U.S. adults have little knowledge about what is being taught in schools, express neutrality about belief systems undergirding education policy, and report experiences misaligned with hard-data trends on student academic progress in recent years. With adults reporting they learn about issues crucial to our education system mainly from “personal experience,” better information has the potential to improve U.S. education.
{"title":"What do adults know about public education?","authors":"Amie Rapaport, Anna Rosefsky Saavedra","doi":"10.1177/00317217241282189","DOIUrl":"https://doi.org/10.1177/00317217241282189","url":null,"abstract":"Adults’ beliefs and knowledge about the state of the U.S. education system drive decisions about policy, funding, program adoption, student participation in programs, and the selection of decision makers to elected positions. Amie Rapaport and Anna Rosefsky Saavedra share national survey data showing that U.S. adults have little knowledge about what is being taught in schools, express neutrality about belief systems undergirding education policy, and report experiences misaligned with hard-data trends on student academic progress in recent years. With adults reporting they learn about issues crucial to our education system mainly from “personal experience,” better information has the potential to improve U.S. education.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282200
Jonathan E. Collins
The current culture wars have been showing up in schools and districts, making local school board races increasingly partisan. The 2024 presidential race is placing even more attention on the partisan divide in local education policies and decisions. Columnist Jonathan E. Collins writes that education advocates can leverage this focus and help put aside partisan politics and meet the post-pandemic challenges students face.
当前的文化战争已经在学校和地区显现出来，使得地方校董会的竞选日益党派化。2024 年的总统竞选更加关注地方教育政策和决策中的党派分歧。专栏作家乔纳森-柯林斯（Jonathan E. Collins）撰文指出，教育倡导者可以利用这一焦点，帮助抛开党派政治，迎接学生们面临的后大流行病挑战。
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Pub Date : 2024-09-02DOI: 10.1177/00317217241282188
Maia Cucchiara
In this regular column, Kappan authors recommend books and articles that have influenced them. In the September Bookshelf, Maia Cucchiara recommends Trust in Schools: A Core Resource for Improvement by Anthony Bryk and Barbara Schneider. Amie Rapaport recommends Becoming by Michelle Obama.
{"title":"Bookshelf: Kappan authors on their favorite reads","authors":"Maia Cucchiara","doi":"10.1177/00317217241282188","DOIUrl":"https://doi.org/10.1177/00317217241282188","url":null,"abstract":"In this regular column, Kappan authors recommend books and articles that have influenced them. In the September Bookshelf, Maia Cucchiara recommends Trust in Schools: A Core Resource for Improvement by Anthony Bryk and Barbara Schneider. Amie Rapaport recommends Becoming by Michelle Obama.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Editor’s Note: Connecting over cursive","authors":"Teresa Preston","doi":"10.1177/00317217241282186","DOIUrl":"https://doi.org/10.1177/00317217241282186","url":null,"abstract":"Kappan editor-in-chief Teresa Preston discusses ideas related to public perceptions of schools presented in the September 2024 issue.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282187
Additional resources and discussion questions related to the September 2024 Kappan theme, “Public perception of schools.”
与 2024 年 9 月 Kappan 主题 "公众对学校的看法 "相关的其他资源和讨论问题。
{"title":"Browsing: Further thoughts on this month’s theme","authors":"","doi":"10.1177/00317217241282187","DOIUrl":"https://doi.org/10.1177/00317217241282187","url":null,"abstract":"Additional resources and discussion questions related to the September 2024 Kappan theme, “Public perception of schools.”","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1177/00317217241282196
Karen L. Terrell
The latest content and practice standards for mathematics have promoted the use of academic language and discourse in this content area. As such, the WIDA Consortium has evolved its guidelines to deepen teachers’ conceptual understanding of language in their content areas, and thus, enable them to provide more effective instruction to multilingual learners. Karen L. Terrell explores one of the primary “key language uses” in mathematics — the narrative genre. She also considers how visuals can be powerful scaffolds and means of expression for multilingual learners and discusses how visuals can be used for students to both receive and express knowledge. The use of narrative and visuals can make mathematics more accessible to all students.
最新的数学内容和实践标准提倡在这一内容领域使用学术语言和话语。因此，WIDA 联合会不断改进其指导方针，以加深教师对其教学内容领域中的语言概念的理解，从而使他们能够为多语言学习者提供更有效的教学。Karen L. Terrell 探讨了数学中主要的 "关键语言使用 "之一--叙事体裁。她还探讨了视觉效果如何成为多语种学习者的强大支架和表达手段，并讨论了如何利用视觉效果让学生既接受知识又表达知识。叙事和视觉的使用可以让所有学生更容易理解数学。
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