Hartford Public Schools

A process of analyzing student work to identify language‐related areas of strength and growth is used to articulate language goals that complement content goals.

Bullying and victimization remains a persistent phenomenon in schools within the United States of America. However, no studies have focused on bullying and victimization among deaf students. This cross-sectional study was conducted to determine the frequency of bullying and victimization among deaf children. Further, the study examined deaf children who could read and write at their respective grade levels or higher. Specifically, the possibility of these children experiencing distress linked to bullying and victimization was investigated, and whether the same level of distress varied steadily across grade levels. The study was conducted at eight U.S. residential schools for the deaf using the Reynolds Bully Victimization Scales for Schools. Twenty-one males and fifteen females participated in the study. Participants were sampled based on their reading and writing skills at fourth or fifth grade and above. There were 35 participants from 10th to 12th grade. Participants in 10th grade reported a significantly higher occurrence of bullying than those in 12th grade. Taken together, these findings indicated a strong correlation between victimization and total cases of distress, bullying, and levels of externalizing distress, as well as between victimization and the intensity of internalizing distress. Key words: Victimization, bullying, deaf, residential schools. &nbsp

Bilingual education has had a complex and controversial history in the United States. Bilingual education evaluators have been hampered by a lack of administrative support, a controversial political environment, and numerous technical difficulties. Since bilingual education programs are quite complex from an evaluation standpoint, it is not at all obvious how evaluators should best proceed in order to design and conduct useful evaluations. This article reviews part of the history of bilingual education and its implications for evaluation practice. Technical problems in conducting a bilingual evaluation are identified and strategies for coping with these problems are discussed. These strategies are based on the evaluation design that has been developed and implemented statewide in Connecticut. Finally, strategies for improving evaluation capabilities and for using evaluation results at the federal, state, and local levels are presented.

1. For a more detailed explanation of a social studies program, see, James A. Banks, Teaching Strategies for the Social Studies: Inquiry, Valuing, and Decision Making (Reading, Massachusetts: Addison-Wesley Publishing Company, 1973), Chapters 5-10; and Lee Ehman et al., The Effective Instruction in Secondary Social Studies (Boston, Massachusetts: Houghton-Mifflin Company, 1974), Chapters 2-7. 2. John E. Ord, Elementary School Social Studies for Today 's Children (New York, New York: Harper and Row, Publishers, 1972), pp. 71-84. 3. Clinton E. Boutwell, Getting It TogetherThe New Social Studies (San Rafael, California: Lestwing Press, 1972), p. 368. 4. David Elkin, Children and Adolescents (New York, New York: Oxford University Press, 1970), p. 19ff. 5. Boutwell, op. cit., p. 362. 6. Benjamin Bloom and David R. Krathwohl, Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain (New York, New York: David McKay Company, Inc., 1956).

Preview this article: An Electives Program in a Small High School? It Works!, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ej/60/7/englishjournal18957-1.gif

Journal of School HealthVolume 30, Issue 6 p. 235-236 HOW IS YOUR COMMUNICATIONS QUOTIENT?* Helen Watson, Helen Watson State Consultant, School Health Services, Hartford, ConnecticutSearch for more papers by this author Helen Watson, Helen Watson State Consultant, School Health Services, Hartford, ConnecticutSearch for more papers by this author First published: June 1960 https://doi.org/10.1111/j.1746-1561.1960.tb06998.x * Paper presented at the Annual Meeting of the California School Nurses' Organisation, North Fresno, California, January 15–16, 1960. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume30, Issue6June 1960Pages 235-236 RelatedInformation