Queer studies of education have become a growing field with a range of theoretical and political positions and methodological approaches. Moreover, research with lesbian, gay, bisexual, transgender and queer (LGBTQ) kids is tightly connected to anti-homophobia, anti-transphobia and norm-critical activism. One of the key contentions within this field is what researchers and activists mean by "queer" in the context of education: is it a focus on queer/ed subjectivities? Is it about using queer theories to critique forms and norms of education in a given sociopolitical context? Who is queer/ed in schools? Is the language of homophobia and transphobia the best or even correct way to describe and analyse normative educational settings and frameworks?
In September 2005 the Government received recommendations fromthe School Meals Review Panel (SMRP) on school lunches and on a number of wider issues concerning food in schools. In response to that report Turning the Tables the newly-established School Food Trust (SFT) was commissioned to advise Ministers on standards for food in school other than lunch.The DfES consulted widely on the recommendations of the SMRP andon a more limited basis on the advice of the SFT. Reports on the responses to each of those consultations are available at: www.dfes.gov.uk/consultations/conresults.cfm?consultationId=1319Having considered responses to those consultations and taken intoaccount the many representations the Department has received on theseissues from a range of stakeholders, the Secretary of State for Education and Skills has arrived at final decisions on the standards. These standards will apply to school lunches and other food provided in all local authority maintained schools in England.
The school committee is one of the organizations that become partners in supporting school programs. The existence of a school committee is very important, especially in public schools. For state schools, the implementation of school programs requires a third party as a supporting system, especially in terms of funding. Even though state schools receive grants from the government, the implementation of school programs is not comparable when public schools are allowed to collect tuition fees from students' parents. Many school programs are not implemented. A school committee is needed that can support school programs. Therefore, the school committee needs to have good communication in its internal scope to support school programs. The purpose of this study was to analyze the school committee communication patterns in actualizing school programs in public high schools. This study used the descriptive qualitative method. The results showed that the star communication pattern was the most widely used by the school committee in discussing school programs that would be supported by the school committee. The form of communication that is carried out is mostly using WhatsApp media to interact. Communication barriers in realizing school programs are limited funds, still lack care for parents, and parents' mindsets. It can be concluded that all communication patterns can be used by the school committee depending on the situation and conditions. This study recommends the same research on the communication patterns of school committees other than in public schools.
This practical guide and resource has been written to provide whole-school approaches to developing citizenship. It is based around a detailed range of core activities, including the development of a school council, school elections and community links
Access options:
The following links lead to the full text from the respective local libraries:
Includes a supplement of Schools, by H. Gannaway and Seals, by E.C. Ellsbree. ; On cover: Reprinted from American and English encyclopaedia of law, 2nd. ed. ; Mode of access: Internet.
Systems theory and families / Amy L. Reschly -- Collaborating with families to improve complete mental health screening / Eui Kyung Kim, Ashley Mayworm, Rhea Wagle, and Erin Dowdy -- Family-school partnerships in tiered systems of support / Shannon R. Holmes, Wendy M. Reinke, Keith C. Herman, Aaron M. Thompson, and Laura E. Danforth -- Tier I family-school partnership programs / John Eagle, Jenlyn Furey, and Shannon Dowd-Eagle -- Tier II family-school partnership programs / John E. Lochman, Caroline L. Boxmeyer, Nicholas Ialongo, Sara C. McDaniel, Elise T. Pas, and Nicole P. Powell -- Targeting student concerns through family-school programs : individualized tier III supports engaging parents as partners / Susan M. Sheridan and Samantha R. Angell -- Implementing culturally responsive practices in family-school partnership programs / Sherrell Hicklen House -- Preventive approaches for working with families in schools from early childhood to adolescence / Danielle Wilson, Camille C. Cioffi, and Elizabeth A. Stormshak -- Using technology to maximize engagement and outcomes in family-school partnerships / Aaron J. Fischer and Bradley S. Bloomfield -- Implementation toward sustainment of family-school partnership programs / Genery D. Booster, Jennifer A. Mautone, Thomas J. Power, and Ricardo Eiraldi -- Translational research on evidence-based parenting support within public schools : strategies, challenges, and potential solutions / Thomas J. Dishion, S. Andrew Garbacz, John R. Seeley, Elizabeth A. Stormshak, Keith Smolkowski, Kevin J. Moore, Corrina Falkenstein, Jeff M. Gau, Hanjoe Kim, and Gregory M. Fosco -- Designing, analyzing, and disseminating research on family-school partnership programs / Natalie Koziol and Amanda L. Witte.
