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Holme, Jennifer Jellison; Carkhum, Rian; Rangel, Virginia Snodgrass – Urban Review: Issues and Ideas in Public Education, 2013
Over the past several decades, policymakers have sought to address the problem of school failure by exposing traditional public schools to competitive market forces. In this analysis, we examine how two traditional public schools in a "high pressure/high choice" urban school cluster in Texas responded to a number of overlapping choice…
Descriptors: School Choice, Public Schools, Urban Schools, Traditional Schools
Darling-Hammond, Linda; Cook-Harvey, Channa M.; Flook, Lisa; Gardner, Madelyn; Melnick, Hanna – ASCD, 2018
Among the many models of school reform that have emerged in the late 20th and early 21st centuries, one has endured for more than 50 years: the School Development Program (SDP). Established in 1968 by renowned child psychiatrist James P. Comer and the Yale Child Study Center, the SDP is grounded in the belief that successful…
Descriptors: Holistic Approach, Child Development, Social Development, Emotional Development
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Lantieri, Linda – Reclaiming Children and Youth, 2012
Adults often feel the pressures of today's fast-paced world and think back longingly to a time when their daily lives were a lot less hectic. One third of the respondents in one study report that they are living with "extreme stress" and almost half feel that the level of stress in their lives has increased over the past five years. Children are…
Descriptors: Emotional Development, Emotional Disturbances, Emotional Experience, Emotional Problems
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Elliot, Eloise; Erwin, Heather; Hall, Tina; Heidorn, Brent – Journal of Physical Education, Recreation & Dance, 2013
The American Alliance for Health, Physical Education, Recreation and Dance recommends that all schools implement a comprehensive school physical activity program. Physical activity is important to the overall health and well-being of everyone, including all school age children. The benefits of physical activity are well documented and include the…
Descriptors: Physical Education, Physical Education Teachers, Physical Activities, Health Related Fitness
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Zhang, Qian-Mei; Kim, Tae-Young – Asia Pacific Education Review, 2013
This mixed-methods study investigated the changes in Chinese students' motivation to learn English from elementary to high school and explored the reasons for these changes at different school levels. A motivational questionnaire was designed and administered to 3,777 elementary, junior high, and high school students, and follow-up interviews were…
Descriptors: Learning Motivation, English Language Learners, English (Second Language), Mixed Methods Research
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Hayes, Christopher – Odyssey: New Directions in Deaf Education, 2014
For the deaf or hard of hearing student in the mainstream--today's environment where all children are expected to learn more, produce more, and be assessed more--the high pressure coupled with low expectations can be overwhelming. Since many students with hearing loss have difficulty speaking and using English, administrators and mainstream…
Descriptors: Expectation, Deafness, Partial Hearing, Accessibility (for Disabled)
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Lenhoff, Sarah Winchell; Pogodzinski, Ben – Journal of Education for Students Placed at Risk, 2018
Chronic absenteeism in K-12 schools is strongly associated with critical educational outcomes such as student achievement and graduation. Yet, the causes of chronic absenteeism are complex, with environmental, family/individual, and school factors all affecting the likelihood of a student attending school regularly. This exploratory study examines…
Descriptors: Attendance, Elementary Secondary Education, Organizational Effectiveness, Public Schools
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West, Deborah L.; Peck, Craig; Reitzug, Ulrich C. – Journal of School Leadership, 2010
Influential texts have long identified principals as being essential to school success. Accordingly, high expectations and pressures have attended the principalship and affected the professionals who occupy it. This exploration asked three interrelated questions: What pressures have urban school principals typically faced, in the past and today?…
Descriptors: Urban Schools, Principals, Quality of Working Life, Social Environment
Morgan, Deborah H.; Morgan, Don W. – Education Digest: Essential Readings Condensed for Quick Review, 2012
In today's technology-driven society, children often sit for hours in front of a screen (e.g., computer, TV, video game), exercising only their fingers as they manipulate the keyboard, remote control, or game controller. This sedentary lifestyle contributes to the growing problem of childhood obesity. Data from the U.S. Centers for Disease Control…
Descriptors: Disease Control, Physical Activities, Adolescents, Self Esteem
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Jennings, Jennifer; Sohn, Heeju – Sociology of Education, 2014
How do proficiency-based accountability systems affect inequality in academic achievement? This article reconciles mixed findings in the literature by demonstrating that three factors jointly determine accountability's impact. First, by analyzing student-level data from a large urban school district, we find that when educators face accountability…
Descriptors: Academic Achievement, Accountability, High Stakes Tests, Standards
Blazer, Christie – Research Services, Miami-Dade County Public Schools, 2010
Students are under pressure from teachers, parents, and college admissions counselors to maintain high grade point averages, score well on high-stakes tests, participate in a variety of extracurricular activities, and gain admission to top colleges. In fact, surveys have found that most students identify academic pressure as the main reason for…
Descriptors: Academic Achievement, High Stakes Tests, Grade Point Average, College Admission
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Byrd-Blake, Marie; Afolayan, Michael O.; Hunt, John W.; Fabunmi, Martins; Pryor, Brandt W.; Leander, Robert – Education and Urban Society, 2010
This study tested how well Fishbein and Ajzen's Theory of Reasoned Action predicted the attitudes and morale of urban teachers in high poverty schools under the pressures of the No Child Left Behind Act (NCLB). NCLB forced local administrators to target schools that had not made adequately yearly progress (AYP) for two or more consecutive years.…
Descriptors: Urban Schools, Urban Teaching, Poverty, Federal Legislation
Rutledge, Teresa F., Ed. – Centers for Disease Control and Prevention, 2011
During the last 3 decades, the prevalence of obesity has tripled among persons aged 6-19 years. Multiple chronic disease risk factors, such as high blood pressure, high cholesterol levels, and high blood glucose levels are related to obesity. Schools have a responsibility to help prevent obesity and promote physical activity and healthy eating…
Descriptors: Physical Education, Obesity, Health Education, Physical Activities
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DeFauw, Danielle L. – Reading Teacher, 2013
Within the current political and educative context, where high-stakes standardized assessments create a pressure-filled experience for teachers to "teach to the test," time spent on writing instruction that supports students in transferring their learning between classroom and assessment contexts is crucial. Teachers who must use prompts to…
Descriptors: Writing Instruction, Writing Tests, Standardized Tests, Competition
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Auerbach, Susan; Collier, Shartriya – Teachers College Record, 2012
Background/Context: As accountability pressures have mounted toward ever-higher targets under the No Child Left Behind (NCLB) Act, low-achieving schools have sought new tools for raising achievement. The association between parent involvement and student achievement is well established, though the association is an indirect relationship mediated…
Descriptors: Accountability, Immigrants, Reading Skills, Family Literacy
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