Nebraska Public Schools Research Articles

Relationships between unoccupied classroom acoustical conditions and elementary student achievement measured in eastern Nebraska

Building standards recommend maximum background noise levels (BNL) and reverberation times (RT) for unoccupied classrooms. However, existing research does not show a consistent correlation between these parameters and student achievement. Through in situ testing, this research seeks to determine what acoustical conditions should be attained in elementary schools for students to meet educational goals. Acoustical measurements were conducted in a Nebraska public school system and correlated to achievement scores from students in the surveyed classrooms. Unoccupied BNLs and RTs were gathered in 34 third and 33 fifth-grade classrooms. Additionally, binaural room impulse response measurements were gathered in a subset of the classrooms. The results suggest that student reading and language subject areas may be negatively impacted by higher unoccupied BNLs; to meet the upper half of NE state targets, these levels should be less than 45 dBA. However, the percentage of students receiving free or reduced price lunches is more strongly correlated to achievement than BNLs, and the negative correlations between noise and achievement are not significant when controlling for this demographic variable. One statistically significant relationship that remained when controlling for demographics was that classrooms with lower distortion of frequency-smoothed magnitude values generally had students with higher language scores.

Expanding Fitness and Wellness Opportunities in Kearney, Nebraska Public School District

Expanding Fitness and Wellness Opportunities in Kearney, Nebraska Public School District

Public School Search Policies and the “Politics of Sin”

In recent years, high school students have been subjected to greater levels of drug searching and surveillance on school grounds. The effect of such searching is potentially wide‐ranging, because public schools “play an important role in socializing students according to the norms and mores of society” (Vergari, 2000). Using the “morality politics” framework, this study reports and analyzes the presence of random, suspicionless drug searches in the Nebraska public schools. Whereas most studies of morality policy have focused on the state as the unit of analysis, we consider the perceptions, attitudes, and behaviors of principals in regards to drug policies in schools. Our findings, based on a survey of 181 high school principals, reflect several features of morality policy. There has been a significant rise in the number of random drug searches, despite the principals’ observation that these measures neither lessen drug use nor catch perpetrators. The most important predictors of drug policy are pressure from local sources, perception of the problem within the community (but not the schools), and the racial composition of schools. Principals articulate limited concern for student rights, and students largely accept searches without resistance. In the discussion, we consider these findings in light of recent court rulings and introduce the potential ramifications of waging the drug war in our nation's classrooms and hallways.

Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

One hundred seventy-six teachers employed in prekindergarten programs in Nebraska's public schools were surveyed regarding their perceptions of the administrative supports and challenges associated with their programs. Both early childhood and early childhood special education teachers participated. Overall findings suggest that most administrators of early childhood programs advocate for quality programs and support teachers' unique budgetary requests and work-hour schedules. Consistent with the findings from reports by Brotherson et al. (2001) and Lieber et al. (1997), teachers indicated that their supervisor (principal or other type of administrator) relied on them for knowledge about recommended practices in early childhood programs. Teachers supervised by principals versus teachers supervised by other administrators reported some disparity regarding their supervisor's support; knowledge of the program; and advocacy for flexible schedules, home visits, and contacts with families and noneducation agencies. Implications for teachers and administrators are presented.

All I Need To Know About Teaching I Learned from My Students

The term “edutainment” has been coined to describe activities that both educate and entertain. Physics provides many opportunities for this approach and Pamela Galus, an 11-year veteran of the Omaha Nebraska Public Schools system, has a passion for creating situations where students can have fun learning. Pam is currently teaching astronomy, physics, and biology, and has authored two books and approximately 100 educational articles. Share in her lessons learned from students.

Disciplinary Practices in Nebraska's Public Schools

Increasing rates of youth violence and crime have exerted pressure on schools to maintain an orderly learning environment. Exclusionary measures, a common disciplinary procedure, however, have been under intense scrutiny. Our study examined disciplinary practices in elementary and secondary schools by surveying building administrators. Findings indicate strong correlation between level (secondary) and size of school, and socioeconomic status of students and rates of disciplinary actions; significant differences between school levels on disciplinary action for similar offenses and on availability of support programs; and differences in beliefs between elementary and secondary level administrators on the consequences of exclusionary actions.

Parent expectations of the school health program in Nebraska.

This article presents findings from the first phase of a comprehensive evaluation plan for the school health program in Nebraska public schools. The evaluation utilized the Targeting Outcomes of Programs (TOP) framework to gather parents' perspectives about the benefits of the school health program, and a ranking of important health activities and role providers. A survey was distributed to 1,200 parents randomly selected from 60 school districts. Of these, 450 (38%) were returned: 96% supported funding of health programs; 88% believed families benefited from school health; 92% viewed the health programs as "essential" to the educational mission; 64% preferred a ratio of 1 nurse/500 students; and 89% believed all students needed access to a professional school nurse. The nurse was the only clearly defined role in the health program and had activities rated as "extremely important." Results were reported to the Nebraska legislature for support of state funding for school health nursing.

The Administration Of Nebraska Public Schools: Present Perceptions and Future Needs

The Administration Of Nebraska Public Schools: Present Perceptions and Future Needs

Public School Resources in Rural Communities: An Examination of Size Economies in Eastern Nebraska Public School Districts

Public School Resources in Rural Communities: An Examination of Size Economies in Eastern Nebraska Public School Districts

Public School Resources in Rural Communities: An Examination of Size Economies in Eastern Nebraska Public School Districts

AbstractAn average total cost function for 53 selected public school districts in Eastern Nebraska over the time period 1981–84 is estimated. A quality of educational services index is developed and used to account for quality differences between school districts over time. Using a covariance model to pool time series and cross‐sectional data, significant economies of size were found. The empirical findings also are discussed in regard to the issue of school consolidation.

Cognitive Behavior Modification and Informed Teacher Treatments for Shy Children

A self-instructional, cognitive behavior modification approach was developed for use with shy children. This treatment was compared to that of “informed teachers,” who were given the names of their students whose self-reports indicated severe shyness, along with techniques for reducing shyness in the classroom. A control group was also included. Participants were 109 fourth-, fifth-, and sixth-grade students in the Lincoln, Nebraska public schools. Analysis of covariance and Scheffe tests indicated that cognitive behavior modification significantly reduced fear of social and public speaking situations, while informed teachers and the control group did not. Grade level and interaction effects were not significant. Cognitive behavior modification can be easily implemented by educators, and can help alleviate shyness at a young age.

Turnover Among Nebraska Public School Teachers

their positions for the school year of 1936-37 was made by William Bogar1 for the Research Department of the Nebraska State Teachers' Association. The Nebraska unicameral legislature passed a continuing contract law in 1937, which was sponsored by the Association, and the purposes of the study were to (a) gain an insight into this most important pro fessional problem in the state and (b) gather data which might aid in evaluating the effects of this contract law. Tentative plans call for a follow-up canvass of the same schools for the year 1937-38 to determine the actual effects of the law on turnover after it had been in effect for a complete school year. Data were gathered from a total of 442 school systems in the state by means of a questionnaire. These schools employed a total of 4,821 teachers, which is defined to include all members of the administrative and teaching staff. No attempt was made to secure information from the rural elementary schools, which do not come under the provisions of the contract law, or from the metropolitan Omaha and Lincoln city sys tems, which have their own "permanent assignment" policy of appoint ing teachers. Reports were secured for sixty-two percent of all of the teachers of the state, exclusive of these two groups, and hence the data are quite complete and should present a valid picture of turnover con ditions in the town school systems of Nebraska. This investigation was limited to a study of the amount of turnover and the circumstances under which a teacher leaves a position?resigna tion before or after election, dismissal or failure to reelect, or automatic withdrawal?which can be reported largely on the basis of objective evi dence. This procedure should avoid some of the distortion and biased reports which result from attempts to secure subjective statements of the "causes for withdrawal.''