Lambertville, NJ (PRWEB) April 19, 2007
Dr. Edward F. Dragan education expert and founder of Education Management Consulting, LLC recognizes the importance of cooperative efforts to prevent school bullying.
“All children are entitled to courteous and respectful treatment by students and staff at school. Educators have a duty to ensure that students have a safe learning environment,” says education expert and school liability consultant Dr. Dragan.
In American schools, more than 16 percent of students say that they have been bullied by other students during the 2000-2001 school year, according to a survey funded by the National Institute of Child Health and Human Development. The study appears in the April 25, 2001 Journal of the American Medical Association.
In the U.S. many states are finally recognizing the urgent need to take a firm stand against bullying. In February 2007, the New Jersey Supreme Court unanimously ruled students have the right to attend school without being subjected to repeated taunts from other children. The ruling makes school districts in that state responsible for stopping bias-based harassment. A school district may be found liable if it knew about a “hostile educational environment” and failed to take reasonable action to end it.
Eighteen additional states, Guam, and Puerto Rico have passed anti-bullying laws and require public schools to have an anti-bullying policy in place. These laws generally define harassment and bullying as any conduct toward a student which is based on any actual or perceived trait or characteristic of the student and which creates an objectively hostile school environment. The list includes age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status.
According to Dr. Dragan, “The key for the protection of both the victim and the school is that the school takes affirmative action whenever there is an observation or report of bullying.”
“Schools must have clear policies and procedures and train students and staff in the detection, reporting, and prevention of bullying. No amount of laws will stop the practice of bullying. Effectiveness is achieved when students, parents, teachers, and administrators join together to confront bullying and harassment. Each must take responsibility to take part to protect students and to make schools safe.”
Edward F. Dragan, Ed.D. is the founder of Education Management Consulting, LLC, providing consultation and education expert witness services to school administrators and attorneys on education-related issues including school management, safety, bullying, education law suits, and school risk assessments. His book, Keeping Kids Safe in School: What Parents and Teachers Need to Know, is scheduled for publication in 2007.
Edward F. Dragan, Ed.D.
Education Management Consulting, LLC
St. Louis (PRWEB) March 28, 2008
Carol Brunson Day, president and COO of National Black Child Development Institute, will accept the 2008 Parents as Teachers Child and Family Advocacy Award at the 17th annual Parents as Teachers Conference here. This award honors an individual or organization who has demonstrated exceptional service and dedication in advocating for children and families. The 2008 award will go to Brunson Day in recognition of her steadfast commitment to children and family policy in a career spanning 39 years.
“This is the most prestigious award our organization presents,” says Susan S. Stepleton, president and CEO of Parents as Teachers National Center. “It recognizes not just accomplishments, but also an ongoing, often lifetime devotion to support children and families. Carol Brunson Day certainly exemplifies this unwavering dedication through her work as leader and influencer in the areas of teaching, consulting, research and administration.”
Currently, Brunson Day leads National Black Child Development Institute (NBCDI) as president and COO. Headquartered in Washington, D.C., NBCDI’s mission is to improve and protect the lives of children by advocating for improved child welfare services, universal access to early care and education, family support services and educational reform.
Previous recipients of the Parents as Teachers Child and Family Advocacy Award include the National League of Cities, United Way of America, Dr. T. Berry Brazelton, Missouri Senator Kit Bond, Marian Wright Edelman, Evelyn Moore, Dolly Parton, Idaho’s First Lady Patricia Kempthorne and the Albertson Foundation, among others.
The 2008 Parents as Teachers Conference, April 1-3 at the Renaissance Grand Hotel and America’s Center in St. Louis, has drawn more than 1,000 parent educators and representatives from early childhood, child care, health, social services, government and business. This year’s conference, with a focus on early childhood advocacy, is providing parent educators with access to the most cutting-edge thinking on early childhood education and policy, family dynamics and cultural education.
About Parents as Teachers National Center
Based in St. Louis, Parents as Teachers National Center is the resource base and backbone of Parents as Teachers, a parent education and early childhood development program serving parents throughout pregnancy until their child enters kindergarten, usually age 5. The nonprofit National Center oversees more than 3,000 programs offering Parents as Teachers services nationwide as well as in several other countries. For more information about Parents as Teachers, visit http://www.ParentsAsTeachers.org.
Note: Photo of Carol Brunson Day available via flickr.
Bakersfield, Calif. and Cincinnati, OH (PRWEB) April 6, 2009
While many stakeholders are involved in developing policies on the use of Web 2.0 technologies in K-12 education, new research suggests that teachers are the most important group driving adoption. This is a major finding from a national research survey of more than 500 district technology directors. The survey was commissioned by Lightspeed Systems Inc., a leader in network security and management software for schools, and Thinkronize Inc., creator of netTrekker, America’s number one educational search tool, with support from Atomic Learning.
There is a persistent gap between how today’s “digital” kids learn in school and how they work and interact outside of school, a trend that underscores the critical need for districts to keep pace with technological advances and adapt to students’ learning needs. Education leaders are challenged with maintaining a high level of security and safety while allowing for creative and collaborative work in a 21st century classroom. To meet this challenge, Lightspeed Systems and netTrekker developed Safe Schools in a Web 2.0 World, an ongoing initiative to help schools implement Web 2.0 technologies safely and effectively to improve teaching and learning.
In the first part of the initiative, Interactive Educational Systems Design Inc. (IESD), an independent educational research firm, conducted the “National Online Survey of District Technology Directors Exploring District Use of Web 2.0 Technologies” in February and March 2009 to examine the current status, future plans, and ongoing challenges of Web 2.0 in K-12 education. The research survey broke down Web 2.0 into seven categories related to student instruction and learning environments, rather than treating it with a broad brush.
Teachers were most often identified as a key group leading the adoption of a wide variety of Web 2.0 technologies. Specifically, teachers were most frequently cited for driving the adoption of digital multimedia resources (78 percent), online learning games and simulations (65 percent) and teacher-generated online content (60 percent). They were also among the top three groups for student-generated online content (45 percent) and student use of virtual learning environments (42 percent). Another key group identified was students, who were most frequently cited as driving the adoption of social networking and student-generated online content.
“The research indicates that the movement toward Web 2.0 use to engage students and address individual learning needs is largely being driven in districts from the bottom up – starting with teachers and students,” said Dr. Jay Sivin-Kachala, vice president and lead researcher for IESD. “Furthermore, the results show that many districts are using or planning to use Web 2.0 tools in teacher professional development, which suggests that teachers will become increasingly comfortable with these technologies and better able to teach students how to use them safely and productively.”
Overall, the research confirms school districts are using or planning to use several types of Web 2.0 technologies, but reveals there is still resistance to using online social networking for instructional purposes. In 83 percent of districts, very few or no teachers use online social networking for instruction, and 40 percent of districts currently have policies that don’t allow use of this technology. However, some trailblazing districts have plans for adopting or promoting use of this technology.
Other key results of the survey include:
Bakersfield, CA and Cincinnati, OH (PRWEB) November 17, 2009
New research indicates educators view Web 2.0 technologies as a means to transform education and meet 21st century learning goals, but district leadership and support are critical to ensure safe and effective use. Commissioned by Lightspeed Systems Inc. and netTrekker, the Safe Schools in a Web 2.0 World white paper from Interactive Educational Systems Design (IESD), an independent research firm, offers a picture of Web 2.0 use in education through an analysis of several recent research studies, and outlines the implications for educators.
The white paper is part of a multi-year initiative launched in fall 2008 by Lightspeed Systems, a school network security and management software provider, and netTrekker, a leader in the delivery of digital K-12 educational resources. The initiatives goal is to help schools maximize the learning opportunities afforded by Web 2.0 tools, while ensuring a safe, secure educational environment.
The report serves as a comprehensive source of information to guide districts in using Internet technologies to promote collaborative, participatory learning. An easy-to-use checklist provides prompts for meaningful discussions among district stakeholders, helping them apply new research results by reflecting, analyzing, and making decisions about their current and future uses of Web 2.0 technologies. Education leaders can also refer to the extensive list of recommended resources, research studies, best practices, and policies in the report to support the decision-making process.
IESD researchers analyzed findings from studies they conducted for Lightspeed Systems and netTrekker, and reports from the Consortium of School Networking and Project Tomorrow, among others. Research findings show that district technology directors play a key leadership role in driving adoption of Web 2.0 and supporting teachers in the effective use of these technologies. In their roles as change agents, district technology directors connect educators with technology by working collaboratively with curriculum leaders, educating district staff about the use of technology to support learning, guiding selection of appropriate technologies, and providing the core technology infrastructure. In turn, technology directors look to the vendor community to provide affordable technologies and Web 2.0 services in a protected environment, like a walled garden.
Other key findings detailed in the white paper indicate:
(PRWEB) September 21, 2011
GlobWorld.com an edutainment-focused web community for kids (12 and under); and creators of the renowned OMGbullyfree! public service campaign has unveiled GlobSchool as a way to help teachers with district and state level initiatives relating to anti-bullying efforts, drug awareness campaigns, and much more.
The secret sauce is our roster of glob characters, says Rebecca Nachlas, GlobWorlds founder. Kids are naturally drawn to these incredibly cute and funny globs, making them perfect messengers for critical campaigns like these.
During the course of a typical campaign, glob characters prompt students to share their thoughts, opinions, and creativity around the issue theyre exploring (e.g. Earth Day, Hispanic Heritage Month, etc.). By engaging students in fun, interactive ways, the impact of the lesson more deeply resonates.
GlobSchool has already caught the attention of the Florida Department of Education. [GlobSchool] can help educators fulfill certain district and state mandates related to initiatives, says Brooks Rumenik, Director of the Office of Safe Schools at the Florida DOE.
Not only does GlobSchool save teachers time by easing the burden of generating additional lesson plans, but the program serves as a great method for fostering responsible engagement with the internet, and helps kids realize the learning potential of social technologies.
Teachers need not be concerned with web safety while utilizing GlobSchool. All user-generated content within GlobWorld (comments, forum discussions, etc.) must first pass through human moderators before appearing live on the site. GlobWorld moderators ensure no child reveals personally identifiable information, and that the site is free of cyberbullying and predators. GlobWorld is a fully COPPA compliant site (Childrens Online Privacy Protection Act).
GlobSchool debuts with a full slate of activities around Red Ribbon Week (Oct. 24 – 29), the nations oldest and largest drug awareness campaign.
For more information on GlobSchool and GlobWorlds broader education initiatives, please visit their Educators page.
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