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Zhang, Anlan; Wang, Ke; Zhang, Jizhi; Oudekerk, Barbara A. – National Center for Education Statistics, 2017
The nation's schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved, but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community. Establishing reliable indicators of the…
Descriptors: Crime, Violence, School Safety, National Surveys
Natale, Jo Anna – American School Board Journal, 1993
Public speaking goes with being on the school board. A few pointers and practice can help you get better at communicating in public. Experts suggest the following: know what your point is and state it precisely; strive to be expressive, using your voice and gestures; and present a story that people can relate to. (MLF)
Descriptors: Board of Education Role, Elementary Secondary Education, Public Speaking, Speech Communication
Zellers, Robert W. – American School Board Journal, 1993
School boards should not tolerate having any members subjecting teachers--either individually or as a profession--to harsh criticism and extremely negative statements. Teacher bashing can cause employee relations to decline, and teachers' negative attitudes to permeate the schools. Ultimately, students are the losers. (MLF)
Descriptors: Board of Education Role, Criticism, Elementary Secondary Education, Grievance Procedures
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Zeidler, Dana L.; Lederman, Norman G. – Journal of Research in Science Teaching, 1989
Examined was the possibility that the language teachers use to communicate science content may provide the context in which students formulate a world view of science. Results are presented and the implications of these results for teacher education programs are discussed. (Author/CW)
Descriptors: College Science, Higher Education, Language of Instruction, Language Styles
Klein, Lisa; Knitzer, Jane – National Center for Children in Poverty, 2006
This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for…
Descriptors: Achievement Gap, Poverty, Preschool Education, Emergent Literacy