Deborah Temkin
Biographic Data
| ID | 6093350 |
|---|---|
| NAME | Deborah Temkin |
| GIVEN NAMES | Deborah |
| FAMILY NAME | Temkin |
| SIGNATURE | TEMKIN D |
| AFFILIATIONS | Child Trends |
| ORCID | 0000-0002-1998-2732 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Associations between a technical assistance model to build school organizational capacity and improvements in student perceptions of school climate
Organizational capacity building—the process of developing leadership, collecting and analyzing data, building buy‐in, and implementing programming—is foundational to effectively changing schools, and frequently relies on technical assistance. This study employed a quasi‐experimental, repeated measured design to evaluate the role of technical assistance provided through Safe School Certification model in improving school climate. Schools worked t…
Toward better ways of measuring school climate
As states consider non-academic measures of school quality for their accountability plans under the Every Student Succeeds Act, few are choosing to focus on the school climate in which students learn. That’s not a surprise, given concerns about the validity and usefulness of existing climate surveys. However, the authors argue, a recent study suggests that by making a couple of modest changes to their data collection and analysis, states can sign…
Moving Policy Toward a Whole School, Whole Community, Whole Child Approach to Support Children Who Have Experienced Trauma
BACKGROUND: As attention to the potential negative outcomes of childhood trauma has grown, so have calls for schools to take an active role in supporting students experiencing trauma. These calls extend beyond efforts initiated by individual schools to include those mandated by state law, which largely focus on teacher training and on screening for adversity. METHODS: This article explores the evidence base and limitations for current approaches …
State Laws Matter When It Comes to District Policymaking Relative to the Whole School, Whole Community, Whole Child Framework
BACKGROUND: The Whole School, Whole Community, Whole Child (WSCC) framework supports the "whole child" across 10 domains. This study assessed state law and district policy WSCC coverage. METHODS: Primary legal research was used to compile relevant district policies and state laws for a stratified random sample of 368 public school districts across 20 states for school year 2017-18. Policies/laws were evaluated on 79 items across the WSCC domains …
Social Network Implications of Normative School Transitions in Non-Urban School Districts
This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were drawn from 25 communities followed from sixth to ninth grades. Variability in timing of NSTs permitted mu…
Social Network Implications of Normative School Transitions in Non-Urban School Districts
This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were drawn from 25 communities followed from sixth to ninth grades. Variability in timing of NSTs permitted mu…
Social Network Implications of Normative School Transitions in Non-Urban School Districts
This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were drawn from 25 communities followed from sixth to ninth grades. Variability in timing of NSTs permitted mu…
Moving Policy Toward a Whole School, Whole Community, Whole Child Approach to Support Children Who Have Experienced Trauma
BACKGROUND: As attention to the potential negative outcomes of childhood trauma has grown, so have calls for schools to take an active role in supporting students experiencing trauma. These calls extend beyond efforts initiated by individual schools to include those mandated by state law, which largely focus on teacher training and on screening for adversity. METHODS: This article explores the evidence base and limitations for current approaches …
State Laws Matter When It Comes to District Policymaking Relative to the Whole School, Whole Community, Whole Child Framework
BACKGROUND: The Whole School, Whole Community, Whole Child (WSCC) framework supports the "whole child" across 10 domains. This study assessed state law and district policy WSCC coverage. METHODS: Primary legal research was used to compile relevant district policies and state laws for a stratified random sample of 368 public school districts across 20 states for school year 2017-18. Policies/laws were evaluated on 79 items across the WSCC domains …
Toward better ways of measuring school climate
As states consider non-academic measures of school quality for their accountability plans under the Every Student Succeeds Act, few are choosing to focus on the school climate in which students learn. That’s not a surprise, given concerns about the validity and usefulness of existing climate surveys. However, the authors argue, a recent study suggests that by making a couple of modest changes to their data collection and analysis, states can sign…
Associations between a technical assistance model to build school organizational capacity and improvements in student perceptions of school climate
Organizational capacity building—the process of developing leadership, collecting and analyzing data, building buy‐in, and implementing programming—is foundational to effectively changing schools, and frequently relies on technical assistance. This study employed a quasi‐experimental, repeated measured design to evaluate the role of technical assistance provided through Safe School Certification model in improving school climate. Schools worked t…
Psychology (5 works) · Political science (4 works) · Early Childhood Education and Development (3 works) · Mathematics education (3 works) · Mathematics (2 works) · Medical education (2 works) · Medicine (2 works) · Public relations (2 works) · School climate (2 works) · School Health and Nursing Education (2 works)