Bibliography: Surveillance Education (page 71 of 81)

This annotated bibliography is compiled and customized for the Whistleblower Defense website.  Some of the authors featured on this page include Jim Crowther, Janet L. Collins, Judy Hennessy, Michael G. Curran, Lloyd J. Kolbe, Mary Hamilton, Jean L. Wiecha, Jo Anne Grunbaum, Larry Peach, and NIH Consensus Statement.

Qi, Jie (1998). The Reasoning of Teaching and Schooling in Japan: Using Foucault To Explicate Discourse. This paper investigates how various technologies have constructed the reasoning of teaching and schooling in contemporary Japan. The paper contends that (1) the construction of the teacher and the student in Japan involves a complexity of power relations; (2) schooling is not simply controlled by the government through its sovereign power, but is shaped by multiple technologies; and (3) a variety of self-surveillance and self-disciplining techniques are a part of the schooling mode. The primary archives of this study are the most recent teacher guidelines issued by the Ministry of Education of Japan which include "Gakusyushidoyoryo" (the "Course of Study"), together with some other statements of guidance. The theoretical orientation of the study is Michel Foucault's conception of power. Foucault's notion of power is that a multiplicity of actions engenders power, and power operates through discourse associated with the constructions of knowledge. Moreover, Foucault's conception of "governmentality" allows the rethinking of relationships among self, other, and institutional discourse. This study concludes by pointing out the importance of being skeptical about educational reform regarding autonomy and freedom. Providing new space for teachers and students may only create new technologies that construct teachers and students according to new disciplinary modes.   [More]  Descriptors: Educational Change, Educational Technology, Educational Theories, Elementary Secondary Education

Bates, Richard (1992). Leadership and School Culture. Present attempts to transform the meaning and purposes of schooling through a radically reformed notion of leadership are examined in this paper. The first part presents a framework that explains the mechanisms through which school cultures are produced, reproduced, and transformed: pedagogy, curriculum, assessment, and discipline. The first puzzle of culture and leadership involves cultural formation and cultural difference. The paper refers to the cultural battles that occur under the umbrella of the pursuit of modernity; the transformation of social structures increasingly dominated by industrialism, capitalism, surveillance, and control; the shifts in cultural formation and production that result; the battle between lifeworld and system; the dangers of a commodification of culture and the emergence of repressive regimes of power and of a political economy of truth that, among other things, is produced and transmitted under the control of a few great political and economic apparatuses. These are battles that effect both individual and collective futures. Because schools are centrally concerned with such futures, school leaders must understand these issues and the ways in which they are articulated through the school's message systems. The second puzzle involves purpose and practice in the school. Alternative implications of current attempts to refashion the four message systems are described. The third puzzle examines leadership as a moral question; choices made by educational leaders are historical in that they change history and are judged by history.  (Contains 12 references.)   [More]  Descriptors: Cultural Context, Educational Environment, Elementary Secondary Education, Foreign Countries

National Athletic Trainers' Association, Inc., Greenville, NC. (1988). High School Football Injury Surveillance Studies, 1987. This series of newsletters and fact sheets provides information on the incidence of sport-related injuries in scholastic sports. The following topics are addressed: (1) how the National Athletic Trainers' Association (NATA) measures the number and severity of injuries; (2) facts about NATA; (3) injuries to high school football players; (4) conditions under which football injuries occur; (5) typical high school football injuries; (6) guidelines for parents of student athletes; and (7) a breakdown of time-loss injuries sustained in various parts of the body. Descriptors: Athletes, Athletic Coaches, Football, High School Students

National Inst. for Occupational Safety and Health (DHHS/PHS), Cincinnati, OH. (1992). The National Program for Occupational Safety and Health in Agriculture. 1992 Project Facts. This book contains information about a project instituted in 1990 by the National Institute for Occupational Safety and Health (NIOSH) to prevent work-related diseases and injuries among agricultural workers. Included are facts about 25 projects within NIOSH and 42 cooperative agreements between NIOSH and institutions in 25 states. These initiatives include surveys as well as research, intervention, surveillance, and demonstration programs. The 67 projects described in this report for 1992 address the prevention of the following work-related diseases and injuries: occupational lung diseases, musculoskeletal injuries, cancer prevention, serious occupational traumatic injuries, cardiovascular diseases, neurologic disorders, reproductive disorders, noise-induced hearing loss, dermatological conditions, psychological disorders, and infectious diseases. Most of the book is made up of fact sheets describing the funded projects. They contain such information as the personnel and skills involved, project objective, and the diseases and injuries addressed. The fact sheets consist of an executive summary, linkages with other institutions, intervention, research, intervention, assessment, and outcome. The fact sheets are organized by state, and within each state by the organization involved. A directory, also alphabetical by state, lists each project, organizational sponsor, address, telephone numbers, and project director. An acronym list and a subject list are provided.   [More]  Descriptors: Accident Prevention, Adult Education, Agricultural Education, Agricultural Occupations

Wiecha, Jean L.; And Others (1991). Nutrition Counts. Massachusetts Nutrition Surveillance System. FY90 Annual Report. "Nutrition Counts," the pediatric portion of the Massachusetts Department of Public Health's (MDPH) Nutrition Surveillance System, monitors and describes aspects of nutritional status among groups of young children in the state. This report presents cross-sectional data describing 5,176 infants and young children in Massachusetts. Of these, 3,181 attended Head Start programs throughout the state, and 1,995 attended private day care programs, public preschools, and public kindergartens in South and Central Berkshire Counties. Data describe these children's nutritional status (height, weight, iron status, and other measures) and Head Start households' participation in AFDC, Food Stamps, Medicaid, and the Special Supplemental Food Program for Women, Infants and Children. FY90 Head Start results are also compared to FY89 and FY88 results. The most common nutrition-related problems among the Head Start sample were overweight, short stature, and probably iron deficiency anemia; of the other group, the problems were short stature in the public preschool group and overweight in the kindergarten group. Recommendations are offered to develop and implement interventions, increase participation in benefit programs, and improve understanding of the problem. The survey form is appended. Contains 14 references. Descriptors: Anemia, Body Height, Body Weight, Child Health

Villee, Pat A. Gallo, Ed.; Curran, Michael G., Ed. (1999). The 21st Century: Meeting the Challenges to Business Education. National Business Education Association Yearbook, No. 37. This yearbook examines six themes representative of the challenges to future business educators. "The Future We Create" (Arthur McEntee) discusses them: a thinking curriculum, opportunities for real-world learning, matching teaching and learning styles, teachers as knowledge facilitators, technology as a learning tool, and global thinking for a global society. "Teaching and Learning Styles" (Wanda L. Stitt-Gohdes) describes them. "Promoting the Work Ethic among Generation X and N-Gen Students" (Carol A. Johnson, Claudia L. Orr) discusses how experience with the world of work offers students an early opportunity to observe, interpret, and apply the work ethic. "Internationalizing Business Communication Instruction" (James Calvert Scott) looks at business's "messaging" function."Curriculum Integration" (Jim Mansfield, Lonnie Echternacht) explores the change of the teacher's role from knowledge dispenser to facilitator. "Promise of Technology" (Rodney G. Jurist) addresses implications for business teachers of technology advances. "Building Blocks of Multimedia Authoring" (Carole A. Holden) includes a development model that illustrates the process to follow when producing computer-based training materials. "Business Education Integration" (William R. Johnson, Linda I. Howard) looks at a program that integrates business education and English into an interactive video broadcast media course. "Distance Education" (Jack E. Johnson) defines terms, examines model programs, and explores strategies. "Organizational Leadership in the 21st Century" (Kenneth L. Gorman) suggests activities to foster leadership ability. "Workplace Privacy, Confidentiality, and Surveillance" (Ann M. Remp) shows how business educators can contribute to society by fostering attitudes of hope and optimism. "Fostering a Diverse Workforce for Today's Global Marketplace" (Carol Larson Jones) examines how to educate students for a diverse and global society. "Partnership Building and Ideas for Applied Learning Projects" (Cynthia Redmond, Byrdeen Warwood) offers examples of successful partnerships. "Corporate Relationships with Business Education Programs" (Terry D. Roach) discusses formats partnerships can take. "Educating for Business" (J. William Murphy) discusses how business educators must adjust content and teaching strategies and more closely align themselves with current business practices. "Strategies for Success" (Patricia Arneson) shares guidelines for shaping student experiences that lead to competent, effective, future business teachers. Descriptors: Business Communication, Business Education, Business Education Teachers, Cognitive Style

NIH Consensus Statement (1993). Early Identification of Hearing Impairment in Infants and Young Children: NIH Consensus Statement [and] Summary of the NIH Consensus. This consensus statement on early identification of hearing impairment in infants and young children was developed by a nonadvocate, non-Federal panel of 58 experts during a 3-day meeting in 1993. The panel concluded that: (1) all infants admitted to the neonatal intensive care unit should be screened for hearing loss prior to discharge; (2) universal screening should be implemented for all infants within the first 3 months of life; (3) the preferred model for screening should begin with an evoked otoacoustic emissions test, followed by an auditory brainstem response for infants failing the first test; (4) comprehensive intervention and management programs must be an integral part of a universal screening program; (5) universal neonatal screening should not be a replacement for ongoing surveillance throughout infancy and early childhood; and (6) education of primary caregivers and primary health care providers on the early signs of hearing impairment is essential. Individual sections of the statement address advantages of early identification, who should be screened and when, a comparison of current screening methods, follow-up models, and directions for future research. Panel members and speakers are listed.   [More]  Descriptors: Audiology, Auditory Evaluation, Auditory Tests, Disability Identification

Meyenn, Bob; Parker, Judith; Maher, Katie (1998). Come Along Then the Naughty Boys: Perspectives on Boys and Discipline. This paper offers an analysis of the complexity of the interrelationship of boys, schooling, and the construction of identity. Boys often respond to cultural cues, and teachers' management strategies cannot be used in isolation from the larger social context in which boys are situated. Insights from literature and research should form the explanatory framework, thus serving as the discourse from which meaning is adduced. However, teachers continuously stereotype boys' behavior and unknowingly exhibit power relations in pedagogy that take the form of surveillance, normalization, exclusion, classification, distribution, totalization, and regulation. Such behavior reveals inadequacies in teacher-education programs, and it is important that teachers be given evidence of flawed pedagogies. Teachers need information on bullying and violence, and they should be taught to interrogate the debate on boys and schooling so that they can make informed decisions. All of this has implications for teacher-education programs, many of which do not adequately prepare teachers to cope with increasing diversity in schools. Such programs should be reconceptualized so that they are embedded in connectedness rather than in categorization.   [More]  Descriptors: Antisocial Behavior, Behavior Problems, Elementary Secondary Education, Foreign Countries

Aronson, Susan; Smith, Herberta (1993). Model Child Care Health Policies. Drawn from a review of policies at over 100 child care programs nationwide, the model health policies presented in this report are intended for adaptation and selective use by out-of-home child care facilities. Following an introduction, the report presents model policy forms with blanks for adding individualized information for the following areas: (1) admissions; (2) supervision; (3) discipline; (4) the care of ill children; (5) the provision of health services and education; (6) principles and procedures for applying medication; (7) establishment of emergency plans; (8) establishment of evacuation plans and drills; (9) issues related to children's authorized caregivers; (10) safety surveillance; (11) transportation and field trips; (12) sanitation and hygiene; (13) food handling and feeding policy; (14) areas and equipment for sleeping; (15) smoking, prohibited substances, and guns; (16) staff considerations, including requirements, benefits, and evaluation; (17) the design and maintenance of the physical plant; and (18) the review and revision of policies, plans, and procedures. Finally, 24 appendices present sample forms, including applications, parental authorization and consent forms, and attendance records. Guidelines and descriptions of medical conditions resulting in exclusion from services, a safety checklist, cleaning guidelines, menus, and a staff health assessment form are also appended. Descriptors: Child Caregivers, Child Health, Day Care Centers, Early Childhood Education

Crowther, Jim, Ed.; Hamilton, Mary, Ed.; Tett, Lyn, Ed. (2001). Powerful Literacies. These 15 papers share a common theme: seeking to promote literacy as a powerful tool for challenging existing inequalities and dependencies. "Powerful Literacies" (Jim Crowther et al.) is an introduction. Section 1 establishes the theoretical and policy frameworks that underpin the book and shows how literacy is situated in different geographical places, domains, and cultural contexts. "Contexts for Literacy Work" (Brian V. Street) shows a range of discourses that affect both what we understand literacy to be and our approaches to it. "Powerful Literacies" (Mary Hamilton et al.) offers an overview of the policy context within which the developments described in the rest of the book need to be understood. Section 2 is concerned with reflecting on power in terms of the vision behind "empowering initiatives" and with the limitations on what has been achieved because of powerful forces in society. "Signatures and the Lettered World" (Jane Mace) explores the personal significance of being able to write your own name and the power that this embodies. "The Role of Literacy in People's Lives" (Geraldine Castleton) examines the way literacy needs are defined by state agencies and professional groups in Australia who invariably construct homeless people as deficient and requiring training to reach literacy levels assumed to be valued and unproblematic. "Dyslexia and Adult Literacy" (Hugo Kerr) addresses the power of labeling and its consequences in a critique of the literature on developmental dyslexia. "Form-Filling as a Social Practice" (Marcia Fawns, Roz Ivanic) raises the issue of disempowerment and surveillance through a consideration of the politics of official forms. "Literacy, Literacies, and Adult Basic Education and Training in South Africa" (Catherine Kell) sketches an overview of the key developments in policy and provision in adult literacy.""Democracy as a Way of Life" (Jim Crowther, Lyn Tett) argues that literacy can contribute to democracy as a way of life. Section 3 discusses how learners and teachers can be repositioned as active subjects and citizens rather than passive objects. "The Politics of Really Useful Literacy" (Ian Martin, Habibur Rahman) positions adult literacy in the process of collective struggles against inequality and injustice in Bangladesh. "Speaking as Equals to Professionals" (Catherine Jamieson) looks at a small-scale practical attempt to equalize power relationships by working in partnership with service users to develop literacies that value difference. "Empowering Literacy Learners and Teachers" (Fiona Frank) discusses the right of access to knowledge, including the infrastructure and use of communication technology. "Using Scots Literacy in Family Literacy Work" (Alan F.P. Addison) situates literacy in a discourse of cultural politics and how adult learners are positioned negatively by this. "Challenges to Sharing Power in Adult Literacy Programs" (Mary Norton) addresses developing more democratic interpersonal encounters. "Multiple Literacies in Practice" (Sue Gardener, Ann Janssen) shows how bilingual communities in east London are positioned in public policy as having language problems rather than being language resources. Papers contain references. Descriptors: Access to Information, Adult Basic Education, Adult Literacy, Adult Programs

Hennessy, Judy (1997). Reinventing Teacher Evaluation: A Study of the Impact on Beginning Teachers. A qualitative study was undertaken to examine the perceptions of beginning teachers who were evaluated through an innovative teacher evaluation process. The evaluation was the Collaborative Assessment Procedure (CAP) implemented in a large midwestern urban school district. Beginning teachers were assigned a teacher consultant who observed the teacher and shared the observations in conferences. The research attempted to determine if a link existed between the new teacher performance evaluation process and the beginning teachers' sense of efficacy with respect to students and other teachers. Twenty-one teachers who had participated in this process were interviewed. Thirteen experienced affirmation in the process and thought that the CAP process nurtured their professional development. Other participants experienced the CAP process as surveillance, and were much less positive about its effects. Twenty of these teachers were convinced that they could affect the lives of their students significantly. Fifteen spoke of a strong link between their CAP experiences and their growing sense of personal efficacy. Two gave CAP only slight credit for their increased sense of efficacy, and only one did not report an enhanced sense of efficacy at the end of the CAP year. The process was acknowledged to recognize the varying levels of professional development of these beginning teachers. While the construct of teachers' sense of efficacy remains difficult to assess, the CAP approach appears to enhance it for beginning teachers. (Contains 14 references.)   [More]  Descriptors: Beginning Teachers, Elementary Secondary Education, Evaluation Methods, Mentors

Reddick, Thomas L.; Peach, Larry (1998). A Study Concerning Selected Elements of a Safe School Environment. This paper, based on a study conducted in Tennessee in fall 1998, discusses ways that teachers perceived issues concerning safety and violence within their schools. The data were collected at three "Safe Schools" conferences for teachers, school administrators, and law-enforcement officers; 263 usable questionnaires were collected. The findings show that most teachers were familiar with the intricacies of their school's policy for safe schools. Teachers felt personally safe at school and believed that their students were also safe. However, some teachers reported that they had been victims of violence and that school discipline had deteriorated during the past 5 years. Even so, most teachers did not favor having police officers stationed in schools but did feel that they should be provided additional legal protection against those who harass them. Some suggestions that school leaders can use to develop a safe-school environment include: (1) restrict access to the school campus; (2) maintain a system of surveillance with a procedure to challenge visitors and nonstudents; (3) initiate a conflict-resolution and peer-mediation program; (4) cooperate with local law-enforcement officials in developing a safe-school plan; and (5) review the procedures in a safe-school plan and conduct safety drills periodically.   [More]  Descriptors: Crime Prevention, Elementary Secondary Education, Risk Management, School Policy

Schloesser, Patricia; And Others (1992). Active Surveillance of Child Abuse Fatalities, Child Abuse and Neglect: The International Journal. Birth and death certificates were correlated with information in the state Child Abuse and Neglect Registry on 104 abuse-related fatalities. Significant findings included young age of parents at first pregnancy; high rate of single parenthood; and lower educational achievement among mothers. A model for data collection is discussed. Descriptors: Academic Achievement, Age Differences, Birth, Child Abuse

Grunbaum, Jo Anne; Kann, Laura; Kinchen, Steven A.; Ross, James G.; Gowda, Vani R.; Collins, Janet L.; Kolbe, Lloyd J. (2000). Youth Risk Behavior Surveillance National Alternative High School Youth Risk Behavior Survey, United States, 1998, Journal of School Health. The 1998 National Alternative High School Youth Risk Behavior Survey measured health risk behaviors at alternative high schools. Many alternative students engaged in behaviors that made them high-risk for serious problems (e.g., motor vehicle safety, violence, nutrition, sexuality, exercise, and substance abuse). Their prevalence of high risk behaviors was significantly higher than the prevalence among regular high school students. Descriptors: Adolescents, Alcohol Abuse, Drug Abuse, Eating Habits

Leave a Reply

Your email address will not be published. Required fields are marked *