Muckraking the School District: The Journalist’s Role in Reforming Schools
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AbstractThis thesis examines the role of the media—particularly journalists—in sparking school reform. The author paints a grim picture of struggling schools, attributing growing issues of school violence to poor administration, school secrecy, and corruption. She argues that increasing parental and community awareness is key to confronting the problems faced by the educational system and seeking solutions. Arcamone discusses her experience publishing critical articles about the Long Beach school system and the resulting community reaction. She gives particular attention to the negative reactions she received from the school and defensive parents, and describes her own changing journalistic strategies for gaining community support when confronting the school’s problems. The thesis includes powerful and disturbing examples of the abuses endured by typical and special needs children at the hands of their school systems. The author concludes by presenting investigative journalism as a powerful means for revealing difficult truths and provoking communities and school systems to educational reform.
DescriptionRepository staff redacted information not essential to the integrity of this thesis to protect privacy.
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What are the Attitudes and Opinions of School Personnel in Reference to the School Breakfast and Lunch Programs in Elementary Schools?Jones, Mae T.; The College at Brockport (1998-12-01)The purpose of this study was to determine perceptions of some school personnel regarding the Breakfast and Lunch Programs in their elementary schools. Also, the purpose of investigating the perceptions of current school personnel was to determine if the findings concur with existing research. The findings of this study were compared to previous research data, which focuses on the school personnel comments regarding their perceptions of what is considered a quality School Breakfast and Lunch Program in their elementary school. This study includes a research-designed questionnaire, which was administered to 67 voluntary participants in a city school district in western New York. The respondents in this study were asked to complete the questionnaire by choosing the responses that best reflect their perceptions about the statements provided. Responses ranged from "agree" to "disagree". Additional space for comments was provided. The findings in this study indicate that some school personnel seem to have a good concept of what constitutes a quality School Breakfast and Lunch Program. In analyzing the data from the questionnaires in this study, 93% of the nurses agreed that the school breakfast and lunches served in their elementary school are healthy sources of nutrition for students. Another interesting analysis is that a 21% difference in agreement was calculated among nurses and teachers regarding poor nourishment being a problem in their school (Nurses 53% and Teachers 74%). Therefore, though many school personnel seem to understand what constitutes a good School Breakfast and Lunch Program they recognize that their school does not fully meet the nutritional standards.
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Impact of school entry on children across their primary school careers.Healy, Anna (30/10/2013)This study explores the age of school entry and the impact that it has on students’ socially. This study answers the question how does age of school entry impact students’ socially across their primary school career? This study was proposed by a local school principal. The school currently has a cutoff date that states that a student must be five years old as of December 1st. The principal wanted to research to see if there would be a benefit to students socially if the cutoff date was moved to September 1st. The de-identified historical student records of ninety five fourth grade students from a local suburban school district were examined for this study. In reviewing the records, the students’ date of birth, gender, absences, and report card comments were analyzed comparing data on students’ who entered kindergarten at the age of four, five, and six years old. After analyzing the data the results showed that although there was some correlation between date of birth, gender, absences, and report card comments, there was not enough correlation to conclude that age of entry impacts students’ socially. Further research suggestions include a larger sample size, analyzing the same students after they have completed kindergarten, fourth grade, and an upper grade level, and analyzing and comparing students’ results to students’ in other surrounding school districts to further investigate whether age of entry impacts students’ socially.