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2010 - ATE Annual Meeting Pages: unavailable || Words: 989 words || 
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1. Swain Packer, Colleen., Dana, Nancy. and Boynton, Sylvia. "Improving Schools and Enhancing Student Learning through Teacher Leadership: The University of Florida Teacher Leadership for School Improvement Graduate ProgramsImproving Schools through Teacher Leadership: The UF Teacher Leadership for School Improvemen" Paper presented at the annual meeting of the ATE Annual Meeting, Hilton, Chicago, IL, Feb 13, 2010 Online <PDF>. 2018-07-16 <http://citation.allacademic.com/meta/p379849_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: This session shares how a job-embedded, blended advanced graduate program enabled practicing educators to grow as master teachers, teacher leaders, and teacher researchers and make changes in classrooms and schools.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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2. Kalonde, Gilbert. and Williams, Kayce. "Effects of Poor School Attendance on Technology use in Rural Small Schools, the Learners, the School and the Community" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <PDF>. 2018-07-16 <http://citation.allacademic.com/meta/p1170238_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: Poor Attendance affects learning, technology use, performance, the School, and small rural communities and is important for new teachers and teacher preparation programs to devise systems that help learners attend classes or reach learning materials.

2016 - American Society of Criminology – 72nd Annual Meeting Words: 174 words || 
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3. Siennick, Sonja., Pesta, George., Brancale, Julie., Brown, Jennifer. and Greenwald, Mark. "Exploring the School-Based Labeling Effects of an In-School versus Out-Of-School Arrest on a Cohort of Florida Youth" Paper presented at the annual meeting of the American Society of Criminology – 72nd Annual Meeting, Hilton New Orleans Riverside, New Orleans, LA, <Not Available>. 2018-07-16 <http://citation.allacademic.com/meta/p1146609_index.html>
Publication Type: Individual Paper
Abstract: A large proportion of Florida youth who are referred to the state’s juvenile justice system are arrested at traditional public schools. Research on labeling theory and the broader context of the “school-to-prison pipeline” has shown that formal involvement with the juvenile justice system perpetuates future delinquency and funnels children away from traditional schools and further into the justice system. Using data from the Florida Department of Juvenile Justice and Florida Department of Education, we use propensity score matching to compare a cohort of youth who received their first arrest in a traditional public school with a cohort of youth arrested for the first time outside of school between 2004 and 2009. Analyses will compare the differences in various school-based disciplinary actions (i.e., suspension, expulsion, and alternative school placement) for the cohorts of arrested youth. We will determine whether youth who are arrested on school grounds are adversely labeled by the school administration and receive more frequent and/or more severe disciplinary actions than their counterparts who were arrested outside of school.

2005 - American Society of Criminology Words: 94 words || 
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4. Hallett, Michael. "Race, Technology and Surveillance in Public Schools: School Resource Officers and the Re-Segregation of Public Schools" Paper presented at the annual meeting of the American Society of Criminology, Royal York, Toronto, <Not Available>. 2018-07-16 <http://citation.allacademic.com/meta/p32620_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper explores dramatic new forms of police power operating in a Southern public school system by documenting the expanded uses of technology by police in a public school. Specifically, the tracking and utilization of student conduct data for police work by crime analysts in an urban law enforcement agency, reveal a disproportionate targeting of minority students and a de facto “defining deviancy downward” facilitated by police power and the outsourcing of school discipline by the school system to the police department. The civil rights and criminological consequences of these developments are explored.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 269 words || 
Info
5. Elmeski, Mohammed. "Decentralizing school governance: A policy analysis of parent-school partnership in Morocco’s public middle schools." Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2018-07-16 <http://citation.allacademic.com/meta/p485519_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Building working partnerships is increasingly sought as a sustainable and agency affirming mechanism for national development. In Morocco, more than 30% of the adult population is illiterate. According to the United Nations Human Development Program (2009), 31.1% of Moroccans are still in poverty. Building parent-school partnerships with poor and undereducated parents has been a constant challenge for Morocco at least since the launch of national educational reform in 1999. The purpose of this study is to help surmount this challenge by investigating why parent-school partnerships have not succeeded at the middle school level.
Grounded in Kingdon’s multiple streams model (Kingdon, 1995), this study tests the hypothesis that policies which do not seek political consensus among local interest groups are less likely to succeed during implementation. In this regard, this study investigates (1) the extent to which consensus exists among parents and teachers with regard to defining educational problems and proposing corresponding solutions. (2) the extent to which consensus around problems and solutions impact how parents and teachers see each other as partners. And (3) other factors that influence parent-school partnership in Morocco’s middle schools.
A survey was administered to investigate the existence of consensus between parents and teachers and the extent to which such consensus could explain parent-school partnerships. Preliminary survey findings suggest that neither parents nor teachers have a unified understanding of problems and solutions at the middle schools level. The final results of the survey will be further probed in the focus group interviews scheduled between December 15, 2010 and January 31, 2011. The findings of this study will be available by April 2011.

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