25+ documents containing “American School”.
Read the ASCA position papers that will be sent and choose three of the positions, afterwards write a 4 page (APA 6th style) discussion paper that discuss how the ASCA (American School Counseling Association) stance compares with your view, opinion, or expectation of what school counselors actually do. Also within the paper address/answer the following question: How does the ASCA position mesh with your own desires regarding your potential functioning as a school counselor? Please use APA style headings within the paper.
There are faxes for this order.
Reading text: The American School 1641-2000, Joel Sprng. 5th edition
Direction for Response Journal: Write a paragraph "on each chapter" (chapter 1 through chapter 17). Respond to some points in the readings.
You will choose one research article related to the chosen topic, Violence in Schools. The articles can come from the Regis Database (http://libguides.regis.edu/atozdatabases) or any site that publishes scholarly work.
Below are some references I have put together.
Center for Disease Control (CDC). (2012). Understanding school violence. Retrieved January 29, 2013, from http://www.cdc.gov/violenceprevention/pdf/schoolviolence_factsheet-a.pdf
Center for Disease Control (CDC). (2012). School-associated violent death study. Retrieved January 29, 2013, from http://www.cdc.gov/ViolencePrevention/youthviolence/schoolviolence/SAVD.html
Center for Disease Control (CDC). (2012). School-associated student homicides. Retrieved January 29, 2013, from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5702a1.htm
Chicago Public School students shot this school year highest since 2008. (2012, June 26). Chicago Tribune. Retrieved January 29, 2013, from http://www.huffingtonpost.com/2012/06/26/chicago-public-school-stu_n_1627258.html
Elliott, Delbert S., Hamburg, Beatrice., & Williams, Kirk R. (1998). Violence in American schools: A new perspective. Cambridge: Cambridge University Press.
Furlong, Michael., Morrison, Gale., Skiba, Russell., & Cornell, Dewey. (2004). Issues in school violence research. Binghamton: The Haworth Press.
Hill, Susan C., & Drolet, Judy C. (2009). School-related violence among high school students in the United States, 1993-1995. Journal of School Health (69)7, 264-272.
Kozol, Johnathan. (2012). Savage inequalities: Children in America's schools. New York: Crown Publishing Group.
Mills, Martin. (2001). Challenging violence in schools. Philadelphia: Open University Press.
National Center for Education Statistics. (2011). Indicators of school crime and safety. Retrieved January 29, 2013, from http://nces.ed.gov/programs/crimeindicators/crimeindicators2011/index.asp
Prothrow-Stith, Deborah., & Quaday, Sher. (1995). Hidden casualties: The relationship between violence and learning. Washington D.C.: National Health and Education Consortium.
Rose, Ingrid. (2009). School violence: Studies in alienation, revenge, and redemption. London: Karnac Books.
Schechter DS (2011, February 16). Forecasting Aggression: What Makes Some Troubled Youth Turn Violent? Cerebrum. Retrieved January 29, 2013, from http://www.dana.org/news/cerebrum/detail.aspx?id=30762
Timeline: A history of violence in American schools. (2012, December 14). CTV News. Retrieved January 29, 2013, from http://www.ctvnews.ca/world/timeline-a-history-of-violence-in-american-schools-1.1079657
U.S. Department of Education. (2002). The final report and findings of the safe school initiative. Retrieved January 29, 2013, from http://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf
APA format
literature Review
please use subheading
School uniform relation to academic
(motivation) and (self steem)
school uniforms relation to attendance
(safety environment)
the literature Review must include not only the substantive findings of each study, but also sufficient detail about the methods of the study to allow the reader to assess it and compare its findings with other studies findings. So, when you review a researchers study, you will cite and critique his/her research design, sampling method and sample size, description of the measurement of their major variables and the instruments he/she used to measure them, data collection method and its success or lack thereof, and data analysis
please try to use those peer Reviewed joumals
Uniforms in Public School and the First Amendment: a Constitutional Analysis By Harold W. Mithcell, John C Kechtle from the Journal of Negro Education Vol. 72, No 4 (2003) pp 487-494
The Long Beach Unified school District Initiative: A prevention-Intervention Strategy for Urban school by Rebecca A. Lopez from Journal of Negro Education Vol. 72, No 4 (2003) pp 396-405
Are school uniforms a good fit? results from the ecls-k and the nels by Ryan Yeung from Education Poilcy Nov, 2009 Vol. 23 issue 6, p847-874
A Uniform look by Yasmine Konheim-Kalkstein from American school board jouranl Aug, 2006 vol 193 issue 8 p25-27
School Uniforms, academic achievement, and uses of research. by Bodine A, Brunsma D.L, & Rockquemore K.A 2003 form the journal of educational research 97(2) 67-77.
if you cannot fine them you may use others but please make sure they are
peer Reviewed joumals!
Assignment Directions: 3-4 page commentary on the influence of one feature or belief of the common school movement on contemporary American education. This is not a research paper, although you should certainly reference readings you have done for class. Do not seek out other sources. The goal is for you to assess the extent to which schooling today reflects or reacts against the one belief, structure, or curriculum idea that defined the common school in the mid-19th century. Be sure in your paper to define what one idea you have selected to discuss and how it has endured or changed in 2011 education. Give specific examples of contemporary practice to explain your argument.
The one idea/feature I would like to focus on in this paper is the agreement of both the common school movement reformers (like Horace Mann) and the Workingmen's parties that a common school education was necessary to eliminate the distinctions between the rich and the poor (social class tensions and clashes) and to promote access to better equality of economic opportunity.
The sources used for this paper are Joel Spring's "The American School: From the Puritan's to No Child Left Behind" (chapter 4 pp 78-96) and "The American Curriculum: A Document History: (chapters 3, 4, 6 pp. 25-72). I chose "No" under "will I be sending resource files" because I think these two books should be readily available in libraries. Please let me know if you cannot find these resources and I can try to fax or send them to you via PDF files ASAP. Thanks!
The research paper's topic is "Resegregation in American Schools". While the paper will need to educate the readers about the topic under consideration, it also
needs to develop an argument about the issue. The argument will be built around a clear thesis
statement that is included in the first or second paragraph, and will use the thesis statement
to remind readers of the argument throughout the paper.
Use as many related sources from the uploaded annotated bibliography as possible.
The paper has to include quotations, paraphrasing, and examples from the used sources in order to support the argument of the paper.
The paper has also to include:
-Background information that is necessary for readers to understand the argument;
-A sense of why this topic is relevant. Who is talking about this? Who cares? Why this
and why now? So what?
-Ongoing debates within the topic;
-Naysayer views (counter argument).
I am a masters student in nurse practitioner program. I need a thesis paper that:
1. clearly identifies a significant problem in a specific population. The description of the problem has to be original, insightful and compelling. In my case, the problem is childhood obesity among Mexican-American school age children.This portion also has to describe the characteristics of the environment within which the problem exist which in this case will be elementary schools of San Francisco.
2. A literature review and analysis of 5 articles including statistical analysis and mention of the strength and weakness of each research article. I have about 30 articles that I have chosen and of which I have marked 5 for analysis.
3. Proposal of an ontervention to the problem. In my case, I would like to propose the addition of PE classes to the daily curriculum.
4. Evaluation of the intervention supported by literature
5. Conclusion
For this paper, address the sociological issues from the list below. At least one issue should relate to student diversity in schools and at least one issue should relate to family and school. Describe each issue, explain the reason(s) each issue poses a problem or concern, and discuss the implications for improving each issue. Provide support for the ideas presented using the course text and at least two professional journal articles found at the online library. Provide support for your assertions using a minimum of 4-5 scholarly resources.
Different ways of learning
Exceptional and gifted and talented learners
Student diversity
Financing and governing American schools
Student life in school and at home
Curriculum standards and testing
Todays classroom
(To help you get started, an example of one sociological issue could be tracking. In order to ensure that you address everything that is asked of you, you may want to organize the paper by selecting your 7 issues, and then put subheadings below each one to keep you on task with addressing the description and the implications for improving it.)
Writing the Final Paper
The Final Paper:
Must be eight double-spaced pages in length and formatted according to APA style as outlined in your approved style guide.
Must include an introductory paragraph that establishes a context for the paper and provides a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion paragraph that resates the thesis and sumarizes the main points
Must use APA style as outlined in your approved style guide to document all sources.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in your approved style guide.
You will choose one qualitative research article related to the chosen topic, Violence in Schools. The articles can come from the Regis Database (http://libguides.regis.edu/atozdatabases) or any site that publishes scholarly work.
Below are some references I have put together.
Center for Disease Control (CDC). (2012). Understanding school violence. Retrieved January 29, 2013, from http://www.cdc.gov/violenceprevention/pdf/schoolviolence_factsheet-a.pdf
Center for Disease Control (CDC). (2012). School-associated violent death study. Retrieved January 29, 2013, from http://www.cdc.gov/ViolencePrevention/youthviolence/schoolviolence/SAVD.html
Center for Disease Control (CDC). (2012). School-associated student homicides. Retrieved January 29, 2013, from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5702a1.htm
Chicago Public School students shot this school year highest since 2008. (2012, June 26). Chicago Tribune. Retrieved January 29, 2013, from http://www.huffingtonpost.com/2012/06/26/chicago-public-school-stu_n_1627258.html
Elliott, Delbert S., Hamburg, Beatrice., & Williams, Kirk R. (1998). Violence in American schools: A new perspective. Cambridge: Cambridge University Press.
Furlong, Michael., Morrison, Gale., Skiba, Russell., & Cornell, Dewey. (2004). Issues in school violence research. Binghamton: The Haworth Press.
Hill, Susan C., & Drolet, Judy C. (2009). School-related violence among high school students in the United States, 1993-1995. Journal of School Health (69)7, 264-272.
Kozol, Johnathan. (2012). Savage inequalities: Children in America's schools. New York: Crown Publishing Group.
Mills, Martin. (2001). Challenging violence in schools. Philadelphia: Open University Press.
National Center for Education Statistics. (2011). Indicators of school crime and safety. Retrieved January 29, 2013, from http://nces.ed.gov/programs/crimeindicators/crimeindicators2011/index.asp
Prothrow-Stith, Deborah., & Quaday, Sher. (1995). Hidden casualties: The relationship between violence and learning. Washington D.C.: National Health and Education Consortium.
Rose, Ingrid. (2009). School violence: Studies in alienation, revenge, and redemption. London: Karnac Books.
Schechter DS (2011, February 16). Forecasting Aggression: What Makes Some Troubled Youth Turn Violent? Cerebrum. Retrieved January 29, 2013, from http://www.dana.org/news/cerebrum/detail.aspx?id=30762
Timeline: A history of violence in American schools. (2012, December 14). CTV News. Retrieved January 29, 2013, from http://www.ctvnews.ca/world/timeline-a-history-of-violence-in-american-schools-1.1079657
U.S. Department of Education. (2002). The final report and findings of the safe school initiative. Retrieved January 29, 2013, from http://www2.ed.gov/admins/lead/safety/preventingattacksreport.pdf
Please include the purpose, relevance to a school admimistrator or school counselor, summary,and conclusion.
HERE the Article
( I can email too)
Title:
Prediction African American Parents' and Guardians' Satisfaction With Teachers and Public Schools.
Authors:
Thompson, Gail L.
Source:
Journal of Educational Research; May/Jun2003, Vol. 96 Issue 5, p277, 9p, 9 charts
Document Type:
Article
Subject Terms:
*AFRICAN Americans
*PUBLIC schools
*PUBLIC relations -- Schools
*TEACHERS
*REGRESSION analysis
NAICS/Industry Codes611110 Elementary and Secondary Schools
Abstract:
Provides information on a study that examined variables that predicted how African American parents and guardians rated their children's teachers and the public school system using regression analyses. Methodology of the study; Results and discussion on the study.
Full Text Word Count:
6453
ISSN:
00220671
Accession Number:
10400546
Persistent link to this record:
http://pv-ezproxy.tamu.edu:2062/login.aspx?direct=true&db=a9h&AN=10400546&site=ehost-live
Cut and Paste:
Prediction African American Parents' and Guardians' Satisfaction With Teachers and Public Schools.
Database:
Academic Search Complete
Prediction African American Parents' and Guardians' Satisfaction With Teachers and Public Schools
ABSTRACT The author used regression analyses to examine variables that predicted how African American parents and guardians rated their children's teachers and the public school system. The results indicated that although several variables were significant, parents' and guardians' satisfaction with their children's elementary school teachers was the strongest predictor of how they rated high school teachers and the public school system. The need for educators and policymakers to improve their relations with African American parents and guardians is underscored.
Key words: African American parents and guardians, public school satisfaction, teacher satisfaction
In January 2002, President G. W. Bush signed The No Child Left Behind Act into law. This bill was designed to close the achievement gap between White upper- and middle-class public school students and poor children and children of color (U.S. Department of Education, 2001b). Education reform is not a new concept. For nearly 4 decades, government officials have sought to reform the public school system. However, no reform movement has been successful in closing the achievement gap, and there are some indicators that the achievement gap is actually widening (U.S. Department of Education, 2001b). The National Assessment of Educational Progress has reported consistently that the standardized test scores of average African American and Hispanic students continue to lag behind the scores of White students at comparable grade levels (U.S. Department of Education, 2000). Moreover, after examining 27 school reform models, the U.S. Department of Education (1998) concluded that most of the reform models had failed to make substantial improvements.
The new education reform bill, The No Child Left Behind Act, seeks to close the persistent achievement gap through a multifaceted and comprehensive approach. The bill promises to (a) achieve excellence through high standards and accountability, (b) make literacy a priority, (c) improve teacher quality, (d) improve mathematics and science instruction, and (e) move students with limited English proficiency to English fluency. Enhancing education through technology, providing impact aid, and encouraging safe schools are additional components of the reform plan. However, one of the most historic and controversial aspects of the plan is that the new legislation also promises to promote parental options. Although some states had already enacted school choice policies, the U.S. Supreme Court (U.S. Department of Education, 2002b) upheld parents' right to choose their children's schools. Throughout the nation, instead of just in certain states, the parents of students in substandard public schools will finally have the government-sanctioned option of moving their children to higher performing schools (U.S. Department of Education, 2001b). For the most part, the majority of children in substandard public schools tend to be poor children and children of color. Those children are more likely than others to have the least qualified teachers (Quality Counts, 2000), to be subjected to low expectations (Drew, 1996; Oakes, 1999; Polite, 1999; Thompson, 2002), and to be less likely to have access to the courses (Dupuis, 1999) and quality of instruction that would prepare them adequately for college (Thompson, 2002). However, one of the primary goals of The No Child Left Behind Act is to improve the quality of teachers in all schools, thereby eradicating those persistent problems. Consequently, the new legislation ideally would decrease the likelihood that parents would merely move their children to another poor-quality school.
Although critics have raised numerous questions about the efficacy of school choice, the U.S. Department of Education is emphatic in maintaining that the Supreme Court's recent decision to uphold school choice policies "is perhaps the most important education decision since Brown v. Board of Education" (U.S. Department of Education, 2002a, p. 1). In another press release, the U.S. Department of Education cited research that validates the efficacy of school choice in improving the academic performance of African American students. According to the press release, "the beneficiaries of school choice are overwhelmingly minority, typically Black students" (U.S. Department of Education 2002b, p. 1).
Because the new education reform bill seeks to empower the parents of children in underperforming schools by permitting them to place their children in better schools and to use Title I funds for tutoring, summer school, and after-school or weekend assistance, there is a need as never before for educators to improve their relations with parents. As a result of deficit theories about the language, culture, home environments, and parents of children of color (Thompson, 2002), a gulf has arisen between some groups of parents and educators. Often, African American and Hispanic parents do not attend school functions. Consequently, there is a widely held belief among educators in poor and urban schools that those parents do not care about their children's education (Delpit, 1995; Flores, Tefft-Cousin, & Diaz, 1991; Poplin & Weeres, 1992; Thompson, 2002). Moreover, in its Schools and Staffing Surveys for 1990-1991 and 1993-1994, The Digest of Education Statistics (U.S. Department of Education, 1999) reported that lack of parent involvement was a great concern for many public school teachers.
Some researchers have found that there is a mismatch between teachers' perceptions of parent and guardian involvement and reality (Flores et al., 1991; Poplin & Weeres, 1992). For example, Thompson (2002) conducted a study of the K-12 schooling experiences of nearly 300 African American students in a southern California region that had many underperforming schools. Although there was a widespread assumption among educators in the region that the parents and guardians of most children of color were apathetic about their children's formal education, Thompson found that when the African American students in her study were asked to rate the level of their parents' involvement, the majority of students rated it as excellent or good. The students' ratings were compared later with data from African American parents in the same region. The overwhelming majority of the parents also rated their involvement in their children's education as excellent or good (Thompson, 2003). Furthermore, in their examination of the National Education Longitudinal Study data, Cook and Ludwig (1998) found that African American parents were as involved in their children's education as were White parents from similar socioeconomic backgrounds. These findings are similar to those of other researchers who found that educators are not always the most reliable judges of parent involvement (Flores et al., 1991; Poplin & Weeres, 1992).
Despite the mismatch between teachers' perceptions of parent involvement versus the reality, a plethora of research has underscored the strong positive correlation between parent involvement and children's academic achievement. For example, according to the U.S. Department of Education (2001a), family involvement is linked to better attendance at school, higher test scores, higher grades, higher graduation rates, a higher rate of homework completion, and greater likelihood of college attendance.
Furthermore, some researchers have specifically described the positive correlation between parent involvement and the schooling experiences of African American students. Comer and Poussaint (1992) not only discussed the importance of parent involvement but also described numerous strategies that African American parents can use to improve their relations with educators. Thompson (1998) conducted a resiliency study that involved African American college students and interviews with successful African American adults, including attorneys, a television producer, educators, and employment managers. Parents were the most frequently cited positive role models in that study, followed by other relatives, teachers, and preachers, respectively. Whereas low achievers, dropouts, and nonresilient students also might have positive role models, most resiliency research emphasizes the positive link between resilient students and positive adult role models. Floyd (1995) examined variables that contributed to the academic success of a group of lower socioeconomic status (SES) African American high school students. She found that good parental relationships or positive relationships with other adults played an important role in the students' academic success. Wilson and Allen (1987) studied African American adults to identify links between educational attainment and family practices. They concluded that parents play a significant role in their children's education. Clark (1983) studied the home environments of high-and low-achieving poor African American high school seniors and found that parents of high achievers used regular routines to assist their children academically. Conversely, the parents of low achievers were so overwhelmed by adversity that they made few positive contributions to their children's formal schooling.
Although educators often bemoan the lack of parent involvement, and some educators even blame poor student achievement on parent apathy, there is clearly a need for educators to be diligent in their efforts to increase parent involvement in their children's education. This is especially true of African American parents because African American students have historically been more likely to suffer from low achievement than have their peers of other racial and ethnic groups. In light of the new education reform bill's promise to empower the parents of children in underperforming schools, educators will have to move beyond being merely concerned about parent involvement. Moreover, to prevent a parent-initiated mass exodus of children from low-performing schools, educators will be forced--by government mandate--to improve the quality of education that those children receive, and they must be willing to include parents in the discussion of how to initiate and implement those improvements.
A logical first step is for educators to begin to listen to the voices of parents in order to hear their concerns. In an effort to begin this discussion, I sought to provide educators with feedback from African American parents about their children's schooling experiences. In this study, I examined variables that predict how African American parents and guardians of school-aged children rate their children's elementary and secondary school teachers, and the public school system as a whole. An awareness of those variables can enable educators to get a head start not only on hearing the concerns of African American parents but also on improving their relations with these parents and seeking effective ways to improve the quality of education that they offer to African American students.
Method
I collected quantitative and qualitative data from African American parents and guardians who participated in a larger study. I designed the larger study to give African American parents and guardians of school-aged children an opportunity to describe many aspects of their children's schooling experiences. A press release describing the study was published in three southern California regional newspapers that target African Americans. Also, a local radio talk show reporter described the study and invited African American parents who were interested to contact me. I also attended or sent a representative to four predominantly African American community-based events, including two graduations at predominantly African American schools. As a result, 129 African American parents and guardians participated in the quantitative phase of the study; 23 of these were interviewed for the qualitative phase. I used questionnaire data pertaining to variables that predict how parents and guardians rate their children's teachers and the public school system.
For the present study, the self-selected group of parents and guardians can be categorized as a purposive sample who met the following inclusion criteria: (a) They identified themselves as African Americans. (b) They were the parents and guardians of school-aged children. (c) They were willing to participate in the study. As with any nonrandom sample, questions about the "generalizability" of the results arise. However, the facts that (a) the participants were diverse in age, gender, highest level of education attainment, and SES and (b) they represented multiple school districts increase the likelihood that they were representative of the diversity that exists among the general African American population. Nevertheless, this and other limitations are addressed in the Discussion section of this article.
The Questionnaire
An original questionnaire was distributed to the self-selected sample. The questionnaire consisted of 39 Likert-type, dichotomous, and open-ended questions. In addition to demographic information, the survey instrument included questions pertaining to children's elementary, middle, and high school experiences; racism at school; how parents and guardians perceived school personnel, suspension, and expulsion; attitudes about college; literacy issues; academic problems; and specific ways in which parents and guardians assist their children academically. The questionnaire was field tested and approved by an institutional review board. A test of interitem reliability of the dependent variables yielded an alpha coefficient of .87, indicating high internal consistency. Also, a comparison between the questionnaire and interview responses of the parents and guardians who participated in both phases of the study resulted in a high level of test-retest reliability.
Data Analyses
I used a standard statistical software program (SPSS) for the social sciences to analyze the questionnaire data. Bivariate correlations and stepwise multiple regressions were run. Mean substitution was used for missing data. I controlled collinearity problems by excluding variables that had a tolerance level below .30. To enter the equation, a variable had to be significant at .05 or less. Variables were dropped from the equation if their p level was .10 or greater.
Participants
African American parents and guardians of school-aged children in 11 southern California school districts participated in the study. However, 74% of the parents and guardians had children in one school district. Statewide, African American children constituted 8% of the students in public schools (California Department of Education, 2001); in the one school district, they constituted 12% of the total student population. Nevertheless, they were represented disproportionately among the students who did not fare well academically. For example, the African American students had lower average standardized tests scores than did their peers of other racial or ethnic groups in the school district and higher suspension and expulsion rates. When the new state-mandated High School Exit examination was given in 2001, the majority of African American students who took the test failed the mathematics portion, and nearly half failed the English-language arts section (California Department of Education, 2001).
Approximately 80% of the parents and guardians who participated in the present study were women. Parents (78%), versus guardians (22%), accounted for the largest group of participants. The average parent and guardian had two school-aged children, but 33% of them had three or more school-aged children. Sixty-seven percent had at least one child in elementary school, 43% had at least one child in middle school, and 36% had at least one child in high school when the study was conducted. Moreover, many of the parents and guardians who had school-aged children also had adult children who had already graduated from public high schools.
Results
Ratings for Elementary School Teachers
Sixty-nine percent of the African American parents and guardians gave their children's elementary school teachers an excellent or good rating, and only 14% gave them a low rating of poor or needs to improve (see Table 1). I created a regression model to identify the variables that were most likely to predict how African American parents and guardians rated their children's elementary teachers.
Eight variables (expulsion from school, experiencing racism at school, being retained or failing courses, suspension from school, parents' and guardians' beliefs about how teachers had treated their children, the value that parents and guardians placed on their children's elementary course work, how parents and guardians rated their own academic assistance to their children, and number of school-aged children in the family) were insignificant. However, four variables were significant and accounted for 45% of the variance in the dependent variable. The variable representing how parents and guardians rated the public school system made the strongest contribution to the equation, contributing 30% to the R. The second strongest predictor was the variable representing parents' and guardians' perception of the benefits of their children's elementary school homework. The variable representing whether parents and guardians believed that most public school teachers cared about their students was the third strongest predictor. Children's elementary track (Special Education, Basic, G.A.T.E.) entered the equation last and added an additional 2% to the equation (see Table 2).
Ratings for Middle School Teachers
Sixty-six percent of the parents and guardians who had children who were in middle school when the study was conducted or who previously had had children in middle school rated their children's middle school teachers as excellent or good. Only 11% of the parents and guardians gave the middle school teachers a low rating (see Table 3). When a stepwise regression model was developed, six independent variables (parents' and guardians' beliefs about whether most school administrators cared about students, parents' and guardians' beliefs about whether most school administrators and counselors had treated their children fairly, children's experiencing racism at school, children's suspension from school, parents' and guardians' beliefs about whether teachers cared about students, and parents' and guardians' beliefs about whether teachers had treated their children fairly) were insignificant. Six variables were significant and accounted for 42% of the variance in the dependent variable.
The variable representing the level at which students had been retained or failed courses entered the equation first and accounted for 16% of the R. The type of school (public or private) that children were attending was the second strongest predictor. The variable representing having children in elementary school at the time that the study was conducted was the third strongest predictor, but it accounted for only 3% of the variance. The variable indicating that a student had a problem with social studies added slightly less than 3% to the R. The variable indicating that a student was struggling with mathematics was the only one that was a negative predictor, and it accounted for 2% of the variance. The variable indicating that parents and guardians assisted their children academically by contacting teachers on a regular basis entered the equation on Step 6 (see Table 4).
Ratings for High School Teachers
Forty-nine percent of the parents and guardians who had children in high school or who had been in high school previously rated their high school teachers as excellent or good. Twenty percent of those parents and guardians gave the high school teachers a low rating (see Table 5).
The stepwise multiple regression results indicated that four independent variables (parents' and guardians' beliefs about whether most school administrators cared about students, the value that parents and guardians placed on their children's education, parents' and guardians' perception of the benefits of their children's elementary school homework, and their perception of the benefits of their children's middle school homework) were insignificant. However, eight variables were significant and, when combined, accounted for 55% of the variance in the dependent variable.
The strongest predictor was the rating that parents and guardians gave to their children's elementary teachers, which accounted for 26% of the R. The second strongest predictor was parents' and guardians' beliefs about the benefits of their children's high school homework. Parents' and guardians' beliefs about whether most teachers had treated their children fairly was a negative predictor. The variable representing whether parents and guardians had assisted their children academically by serving as classroom volunteers was also a negative predictor. The variable representing children's attitude about reading accounted for less than 3% of the variance. Parents' and guardians' perception of the benefits of their children's high school course work added less than 2% to the R, as did the variables represent grade-retention-course-failure level and the rating that parents and guardians give to themselves for assisting their children academically (see Table 6).
Ratings for the Public School System
Nearly 60% of the parents and guardians rated the public school system as excellent or good (see Table 7). When a stepwise multiple regression model was created, eight independent variables (parents' and guardians' beliefs about whether administrators had treated their children fairly, expulsion from school, retention-course failure, suspension from school, parents' and guardians' beliefs about whether teachers cared about students, parents' and guardians' beliefs about whether teachers had treated their children fairly, parents' and guardians' perceptions of the benefits of the elementary homework their children received, and perceptions of the school district's racial climate) were insignificant. Four variables were significant and when combined, accounted for 41% of the variance in predicting how African American parents and guardians rated the public school system.
The strongest predictor of how parents and guardians rated the public school system was the rating that they gave to their children's elementary teachers, which accounted for nearly 30% of the total R. Parents' and guardians' beliefs about whether most school administrators cared about students was the second strongest predictor. The third strongest predictor, which was negative, was the variable representing whether parents and guardians stated that their children had experienced racism at school. Parents' and guardians' perception of the benefits of the elementary course work that was assigned to their children entered the equation lat (see Table 8). Table 9 contains all of the variables that entered the four regression equations.
Discussion
The results of the present study indicate that some variables have a greater impact on African American parents' and guardians' satisfaction or dissatisfaction with their children's teachers and the public school system as a whole. The majority of parents and guardians gave high ratings to their children's teachers and to the public school system, but a higher percentage of parents and guardians were more dissatisfied with secondary school teachers than with elementary teachers. The parents' and guardians' satisfaction with the public school system was consistent with that found in other research. Rose and Gallup (2001) reported that about half of the respondents who participated in a national poll gave high ratings to the public school system but that a higher percentage of parents of public school students did so.
In the present study, of the four independent variables that surfaced as predictors of how parents and guardians rated their children's elementary school teachers, three of the variables combined (beliefs about the benefits of their children's elementary school homework, beliefs about whether teachers cared about students, and their children's elementary school track) accounted for only 15% of the total R. The rating that the parents and guardians gave to the public school system accounted for 30% of the variance, which suggests that there is a positive correlation between African American parents' and guardians' satisfaction with their children's elementary school teachers and their overall satisfaction with the public school system as a whole. Parents and guardians whose children had excellent and at least good elementary teachers were more likely to also believe that the public school system was doing an excellent or good job of educating their children. Conversely, parents and guardians who believed that their children's elementary teachers did a poor job or needed to improve were likely to believe the same about the public school system.
Of the six independent variables that emerged as predictors of how the African American parents and guardians rated their children's middle school teachers, a combination of four variables (having elementary schoolchildren in the household, having a child who was struggling with social studies or with mathematics, and saying that they contacted their children's teachers on a regular basis) explained only 10% of the variance. However, two variables combined, students' grade-retention-course-failure level and the type of school that they attended, accounted for 31% of the variance. That finding suggests that the African American parents and guardians of children who failed middle and high school courses were more likely than the parents and guardians of children who did not fail secondary school courses to rate their children's middle school teachers as excellent or good. One plausible explanation is that those parents and guardians might have associated course failure with higher' academic standards, challenge, and rigor. Therefore, they might have assumed that if their children failed middle or high school courses, they had better teachers. Another possibility for that finding is that the parents and guardians might have believed that their children deserved to fail courses because of a lack of effort. When rating middle school teachers, the parents and guardians might have considered other variables pertaining to their adolescent children who failed courses. In addition to the developmental changes, peer pressure, and increasing demands of schoolwork that all adolescents experience (Barr & Parrett, 1995), African American adolescents also must contend with a growing awareness of the existence of racism and issues pertaining to what it means to be an African American in the United States (Corbin & Pruitt, 1999; White & Parham, 1990). Subsequently, the African American parents and guardians may have attributed their children's course failure to these variables, instead of to their teachers. That theory is supported by other research. For example, Thompson (2002) found that some of the African American teenagers who participated in the interview phase of her study attributed their course failure in middle school, high school, or both, to personal circumstances or a lack of effort. Another plausible explanation is that the parents and guardians might have excluded from their rating of middle school teachers the teachers whose courses their children failed. The survey question asked, "How would you rate how well MOST of your child's/children's middle school teachers have taught your child/children?" Therefore, parents and guardians might have focused on the efficacy of "most" of their children's teachers and excluded those associated with their children's course failure.
The second finding pertaining to middle school teachers indicates that the African American parents and guardians who had children in private school when the study was conducted were more likely than the parents and guardians of public school children to rate their children's middle school teachers as excellent or good. That finding validates the pervasive, but not necessarily true (Ingersoll, 1999), assumption that children in private schools tend to have better teachers than do children in public schools.
Eight variables predicted how African American parents and guardians rated their children's high school teachers. When combined, six of the variables (parents' and guardians' perceptions 'of how teachers had treated their children, whether parents and guardians had served as classroom volunteers, children's attitude about reading, parents' and guardians' beliefs about the benefits of their children's high school course work, grade-retention-course failure level, and parents' and guardians' self-rating of how they had assisted their children academically) accounted for 16% of the variance. Two other variables, how parents and guardians rated their children's elementary school teachers and their beliefs about the benefits of their children's high school homework, accounted for 39% of the variance. Those findings underscore the important role that elementary school teachers play in influencing African American parents' and guardians' satisfaction with subsequent teachers. Furthermore, the findings suggest that when African American parents and guardians believe that their children are being assigned meaningful and beneficial high school homework, they are also more likely to believe that their children have excellent or good high school teachers.
Of the four variables that predicted how African American parents and guardians rated the public school system, a combination of three variables (parents' and guardians' beliefs about whether most public school administrators cared about students, whether their children had experienced racism at school, and parents' and guardians' beliefs about the benefits of their children's elementary school course work) accounted for less than 12% of the variance. The strongest predictor, however, was how parents and guardians rated their children's elementary teachers, which accounted for more than twice as much of the variance as the other three variables combined.
Throughout this study, although many variables surfaced as predictors of how African American parents and guardians rated their children's teachers and the public school system, a recurring theme has been that the quality of their children's elementary school teachers had a strong impact on the parents' and guardians' satisfaction with teachers and the public school system. Moreover, at least five of the variables that entered the equations pertained to elementary school. One conclusion that can be drawn is that to increase African American parents' and guardians' satisfaction with teachers and the public school system, the education system must provide their children with outstanding elementary teachers. The dismal National Assessment of Educational Progress reading and mathematicsscores of the average African American fourth grader (U.S. Department of Education, 2000) are strong indicators that teacher quality must improve at the elementary level (Drew, 1996). Highly qualified elementary teachers who provide African American children with the strong literacy and mathematics skills that they will need to succeed at subsequent school levels can be critical in closing the historic achievement gap.
One of the most important findings is that there are many other variables that were not identified by this study that must be explored. Each of the regression equations explained only a fraction of the variables that predicted the ratings that African American parents and guardians gave. Therefore, other variables should be examined in additional studies. A larger sample of African American parents and guardians of private school children and a larger sample of parents and guardians from many school districts (instead of primarily from one district) could allow researchers to uncover important information. Moreover, explanations should be explored for the finding that the parents and guardians of children who failed middle school and high school courses were more likely to give a high rating to middle school teachers. Furthermore, the fact that the majority of African American parents and guardians gave high ratings to the public school system and to most teachers, yet the public school system continues to fail a large number of African American children--as illustrated by the Black-White achievement gap--is perplexing. One possible explanation is that the results might have been different if the majority of the parents and guardians had had children in high school rather than elementary school, because parents and guardians of elementary school-aged children have had less time to evaluate the public school system in relation to their children. This is a plausible explanation because the parents' and guardians' public school system rating was predicated primarily on how they rated elementary school teachers.
Moreover, the findings that parents' and guardians' perception of whether most administrators cared about students was the second strongest predictor of their public school rating and that racism surfaced as the third predictor indicate that teacher quality is not the sole variable that affects African American parents' and guardians' perception of the public school system's efficacy. Qualitative studies that permit African American parents and guardians to elaborate might be useful in addressing some of the issues that were raised. Finally, although the participants in the present study appeared to have been representative of the diversity that exists among the general African American population, the fact that the participants constituted a nonrandom sample raises a question about the generalizability of the results. That is another reason that further research is warranted.
In spite of the limitations of the present study, it can be used to inform policymakers and educators who seek feedback from African American parents and guardians. Because researchers have found that parent involvement correlated positively with children's achievement (Clark, 1983: Comer & Poussaint, 1992; Floyd, 1995; Thompson, 1998; Wilson & Allen, 1987), and because the new No Child Left Behind legislation (U.S. Department of Education, 2001b) promises to empower African American parents and guardians as never before, policymakers and educators must continue to seek ways to improve their relations with African American parents and guardians and to give them additional opportunities to discuss issues pertaining to their children's schooling. Further research that gives African American parents and guardians opportunities to explain some of the findings in the present study and to share new information might move the goals of No Child Left Behind further from being perceived by some educators as "the latest political rhetoric by a new administration" and closer to the reality of the eradication of the Black-White achievement gap
There are faxes for this order.
Hochschild and Scovronick, authors of The American Dream and the Public Schools, identify a key goal for American public education: to help maintain our democratic society. Based on the evidence from our readings, to what extent would financial reform and/or greater school choice help to better meet this goal? Why?
All other things equal, the more readings you can draw on incisively the better your paper will be. When your ideas are based on these sources, cite them with simple notation (Krueger, p. 35). No elaborate footnotes orn bibliography are required. Acknowledgement of intellectual debt, however, is required.
Draw on the following reading selections:
1. The American Dream and the Public Schools by Hochschild and Scovronick
2. The No Child Left Behind Act of 2001
3. No Child Left Behind: A Five Year Report Vol.22, No.1
"Rapporteur's Suumary" by Carol Copple
4. "Reassessing the View that American Schools are Broken" by Alan B. Krueger, Economy Policy Review March 1998
5. "What it Takes to Make a Student" by Paul Tough: NY Times
6. "Education Finance and Accountability Program (EFAP)" by John Yinger
7. "Revolt of the Gentry" by Tamala M. Edwards: Time Magazine
8. "Small Classes in American Schools: Research, Practice, and Politics" by Jeremy D. Finn: Phi Delta Kappan
9. "No Excuses: Closing the Racial Gap in Learning" by Abigail Thernstrom and Stephan Thernstrom
10. "The Mystery of Good Teaching" by Dan Goldhaber: Education Next, Spring 2002
11. "Charter Schools: A Primer on the Issues" by Sandra Vergari
12. "Federal Program on Vouchers Draws Strong Minority Support" by Diana Jean Schemo: NY Times, 2006
Dear writer,
the term paper is supposed to be a paper with a Linguistic topic, which is to discuss the Oakland Schoolboard proposal of 1996 and the controversial debate about Ebonics that followed. The Outline or Table of Content is as follow:
1 Introduction
2 Definitions
2.1 Dialect
2.1.1 Linguistic Definition of Dialects
2.1.2 Common Misconceptions of the Public on Dialects
2.2 Ebonics
3 The Oakland School Board Controversy
3.1 Summary of the Proposal
3.2 Background of the Proposal
3.3 Intentions and Goals of the Proposal
3.4 The Ebonics Debate following the Proposal
3.4.1 Negative Portrayal of Ebonics by the Media and Newspapers
3.4.2 Positive Portrayal of Ebonics by Linguists and Scholars
4 Conclusion
5 Works Cited/Bibliography
In the following I have described as detailed as possible how the paper is to be structured and what each topic point should contain. I will provide you with around 30 sources (articles, book excerpts, journals, website prints) that are crucial for the understanding of the topic and should be used as points of reference in the paper itself as much as possible. Please do not use any other sources but the one I provide! Here is a summary of what the paper should consist of. The thesis can be found in the introduction as is basically Language prejudice surrounding the Oakland Schoolboard Proposal was not only fostered by the Resolutions wording but also by the general perceived opinion the public has about the notion of what a dialect is and the way Ebonics was portrayed in the newspaper, as opposed to what linguists say about dialects. And moreover, the language prejudice is in fact a cultural and racial prejudice that see African Americans as a stigmatized group and thus perceives their speech behavior as stigmatized as well (see The Study of Social Dialects in American English - Fasold & Wolfram page 23). As I said, all of this can be found in the resources I send! Please read all of them and use them to develop and argue out the thesis and discuss the paper topic. Also read the Conclusion I have loosely formulated so you know what the body part is to consist of. If you have ANY questions regarding the thesis or content, please contact me and I will try to help you as best as possible!
1 Introduction
The controversy about Ebonics did not only arise due to the Resolutions problematic wording, as that was soon revised, but also about the difference in what people's opinion about dialect in relation to Standard English and how Linguists view it. Adding to that, the portrayal of Ebonics in various Newspapers about Ebonics following the Oakland Schoolboard proposal, which contained negative value judgements and ridiculed Ebonics further, fostering the public's opinion about the African American Vernacular as slang and lazy English.
Language prejudice was not only fostered by the Resolutions wording but also by the general perceived opinion the public has about the notion of what a dialect is and the way Ebonics was portrayed in the newspaper, as opposed to what linguists say about dialects.
Not only the unfortunate wording and word choice if the Resolution caused the heated debate, but also judgmental, misguided media coverage of the Oakland controversy and Ebonics and the public's common misconceptions about what a dialect, and thus Ebonics, have led people to miss the true goals and intentions of the Oakland Board proposal, what was at the heart of the resolution: the need to recognize that there is a difference between African American students and to acknowledge it as a DIFFERENCE and not a DEFICIT, and, since schools have failed many African American students and argues for linguistically aware teaching techniques (John Rickford) and to find a way to help them in their education process.
So in the end, the Ebonics debate was sadly turned into another opportunity for racial prejudice (Karl Teeter at http://linguistlist.org/issues/8/8-164.html#2 ) and in fact, what's happening is not a national conversation about the value of Black language - it's a national conversation about the value of Black culture.
2 Definitions
Under this heading please give definitions on what a dialect is and the term Ebonics.
2.1 Dialect
2.1.1 Linguistic Definition of Dialects
the definition of dialect can be found e.g. in my sources Dialectology by -J. K. Chambers and P. Trudgill on pages 3-5, in Wolfram, Walt. Dialects in Schools and Communities, in How Linguists Approach the Study of Language and Dialect and various other sources. Also, for more information on Dialects please see the book by Walt Wolfram American English: dialects and variation on google books, especially Chapters 1.1 Defining Dialect, 1.2 Dialect: The Popular Viewpoint and 1.3 Dialect Myths and Reality:
http://books.google.com/books?id=zVj5_TRHQpYC&printsec=frontcover&dq=American+English:+dialects+and+variation&source=bl&ots=EtRg_vZA-p&sig=-qcMYKBDZhjOZ7DTYVJ79u_Phhg&hl=de&ei=z2A0TMTXOcyKONftncYB&sa=X&oi=book_result&ct=result&resnum=3&ved=0CCsQ6AEwAg#v=onepage&q&f=false
2.1.2 Common Misconceptions of the Public on Dialects
summarise the common misconceptions that the publics and non-linguists often have on the notion of dialect. This can be found also in the sources mentioned already above and in The Dialect Dilemma and most importantly in Dialects - Language Policy and Public Knowledge and in the above mentioned book by Walt Wolfram in the Chapters 1.2 Dialect: The Popular Viewpoint and 1.3 Dialect Myths and Reality.
Also, see page 65 in Language Diversity, School Learning, and Closing Achievement Gaps- A Workshop Summary QUOTE: Wolfram said, the assumption in U.S. society is that qualities of certain dialects are not desirable, especially if associated with certain minority groups or geographical regions (see Rickford and Wolfram, 2009). Avoiding dialect awareness only perpetuates such negative attitudes about dialect, in his view, while limiting access to an approach that could not only benefit student achievement but also serve a valuable purpose in its own right of educating children about the structure of language, views on how it emerges, and how their own variety fits.
So the prejudices that the common folk has about dialects in general is intensified through the prejudices that are still harboured against the African American race as a cultural group and race, which was a contributing factor why the Oakland schoolboard controversy got so out of hand. Then lead right into the dialect Ebonics...
2.2 Ebonics
short definition of Ebonics/ African American Vernacular English and just two or three examples of why it is regarded as slang and inferior to standard American English. Then, write about how in actuality Linguists say that AAVE is just as rule-governed as any other dialect or language in English and numerous books have been published that unequivocally demonstrate that African American English is not slang, nor is it broken English, nor is it inferior to standard English, but a variety with its own history, rules of grammar, discourse practices and rich oral literature that is worthy of respect. Nonetheless, many people still refuse to accept this, because this would mean accepting the humanity and integrity of a people that America has denied from its inception. Racist diehards have seized upon the Oakland decision as just another opportunity to disparage and deride African Americans, this time under the cloak of linguistics. !!! <- QUOTE from the article Ebonics and All That Jazz)
-> see various articles, for example Black English in a Place Called Waterloo, Ebonics and All That Jazz
Then, lead right into what the Oakland decision actually entailed...
3 The Oakland School Board Controversy
On December 18, 1996, the Oakland, California school board passed a controversial resolution recognizing the legitimacy of "Ebonics" " i.e. what mainstream linguists more often term African American Vernacular English" as a language. The resolution set off a maelstrom of media criticism and ignited a otly discussed national debate (I took this from wikipedia but just something short like that and then go into the content of the proposal)...
3.1 Background of the Proposal
Here state some possible reasons of why the Oakland Schoolboard proposed something like this in the first place, such as that African-American school children are misrepresented in school and education and often lagg behind other pupils (See: "ARTICLE Testing while black"- standards-based school reform and African American learners. -> QUOTE: Similarly, at the heart of many standards-based school reform initiatives are disastrous academic outcomes experienced by African American, Hispanic, and impoverished learners as measured by standardized tests.) More articles focusing on this issue are Geneva Smitherman - Language and African Americans- Movin on up a Lil Higher and Teaching African American English Forms to Standard American English-Speaking Teachers- Effects on Acquisition, Attitudes, and Responses to Student Use. Also, there is a QUOTE in the article Something Every Teacher and Counselor Needs to Know about African-American Children that says: Some, seemingly exasperated by the recurring academic under-achievement of many African-American children, have attempted to explain this problem by suggesting that African-American children are simply inherently inferior, mentally, to their White European-American, Asian, Latino, and even economically disadvantaged peers (Herrnstein & Murray, 1994). -> this might have been another reason for the Oakland Resolution, as one part in the revised resolution states on of the goals as for the combined purposes of facilitating the acquisition and mastery of English language skills, while respecting and embracing the legitimacy and richness of the language patterns. In the article The Dialect Dilemma there is a QUOTE that also says: "That's the challenge for our schools and educational institutions - to teach kids to speak the language of education without denigrating the speaker."
Also see the chapter The Historical Context in Ebonics and Educational Policy- Some Issues for the Next Millennium.
3.2 Summary of the Proposal
summarise the contents, and comment on the difference between the first and revised proposal. The wording of the original resolution caused a great deal of misunderstanding, which fueled the controversy. On January 15, Oakland's school board passed an amended resolution. The original resolution used the phrase "genetically based" which was popularly misunderstood to mean that African Americans have a biological predisposition to a particular language, while in fact it was referring to genetic in the linguistic sense. Basically just shortly state what the first and second resolution SAID. And then lead into the next point, which is about what the resolution actually MEANT...
3.3 Intentions and Goals of the Proposal: What's at the Heart of it
Here state the TRUE intentions and goals that was behind the Oakland Proposal, something that was neglected often times through the media or misunderstood.
3.4 The Ebonics Debate following the Proposal
Two camps, divided opinions about Ebonics, everyone wanted to chip in their two cents, just a small lead in that says that there was a controversy that followed the proposal and what the two sides were, which is...
3.4.1 Negative Portrayal of Ebonics by the Media and Newspapers
Misinformation propagated by North American newspapers, alone, includes unjustified negative value judgements and the belief that Ebonics is simply slang.
(see for example these newspaper articles and some of the misunderstandings and derogatory comments they state:
1. NEWSPAPER ARTICLE Ebonics just a bad dream that's returned QUOTE Ebony and phonics are no "bridge to literacy" for black children, as some supporters who want to officially place Ebonics in the Oakland schools would have us believe. It is a bridge that leads nowhere and sentences disadvantaged children to destitute lives confined in a cruddy cell or on seedy street corner. -> misinterpretation of the Resolution that it wants children to be taught in Ebonics when in reality they are to learn Standard English through a new concept, through implementing their home language. Another QUOTE to show that misunderstanding: Ebonics for what purpose? To keep them ignorant? Forgive the cliche, but two wrongs don't make a right.
2. NEWSPAPER ARTICLE `Ebonics' earns a failing grade -> includes various public opinions about Ebonics that show the misinterpretation of the issue at stake.
3. NEWSPAPER ARTICLE The trouble with Ebonics QUOTE Targeting only the dialect spoken by urban blacks in some ways is discriminatory. And to accord language status only to that dialect ignores the inherent value of other dialects. Advancing Ebonics as a separate language egregiously ignores the reality of America. -> here, they ignore the fact that African American kids have long been proven to do worse in school than their peers, and that their dialect that they bring to school is indeed a factor. Another QUOTE from this article that is derogatory towards Ebonics: While it is noble that some want to recognize the language some of us in the 'hood speak, this Ebonics stuff is mostly poppycock. and They don't need adults with fancy or exotic-sounding neologisms adding to their troubles. -> apparently, the author did not have very much knowledge about what Ebonics really is or means.)
-> anyway, take the main ideas of that article to show in what ways the Oakland resolution was misunderstood and to depict how, through negative portrayals of Ebonics, that was mostly based on the misunderstanding of the Resolution or simply on prejudice and misinformed journalists, the newspaper helped in further strengthening the public's opinion about Ebonics as bad and about dialects as something inferioir to standard English.
Rather than focus on the intentions and goals of the proposal and clarifying the issue that was underlying it, the newspaper concentrated rather on the Ebonics issue and guided the public's opinion and views by providing misinformation and in a way helped to make people see Ebonics as slang through various articles published in the months after the proposal.
Basically giving examples of some of the ridiculing and derogatory comments in the media in the course of this debate that characterized Ebonics as "bad English", "slang", "sloppy speech" etc. -> please use citations from Newspaper articles and other documents on the issue that I will provide!
3.4.2 Positive Portrayal of Ebonics by Linguists and Scholars
Use the Scholarly articles and emails/speeches/views of Linguists such as William Labov, Walt Wolfram, Dennis Baron, Karl Teeter and Carolyn Temple Adger (I will send resources where all of those articles can be found) and their statements on the African-American Vernacular English in schools and their support of the goals of the resolution.
See:
1. Views of linguists and anthropologists on the Ebonics Issue QUOTE: This resolution is not about teaching black English, but about the best way of teaching standard English. The children the board is concerned about have learned Black English at home, a linguistic variety that has many differences from standard English. In order to teach them standard English, the board has rightfully concluded that teachers need to understand and be able to teach children the differences between these two linguistic varieties. It has also rightfully concluded that Black English is not just some random form of "broken-down English" that is intrinsically inferior to standard English, but is rather a speech variety with its own long history, its own logical rules of grammar, discourse practices that are traceable to West African languages, and a vibrant oral literature that is worthy of respect. -> gives the Oakland schoolboard validity!
And another QUOTE Whether Ebonics is a separate language or not in any technical sense is not really what I think educators re concerned with here. -> states that the public debate on Ebonics missed what was at the heart of the matter!
And another QUOTE: The Oakland Board is trying to promulgate a new set of political ideas about AAE as a legitimate form of speech, partly for the sake of African-American pride, but mainly for the sake of teaching standard English in an emotionally positive way. -> some journalist only focused on the part that the Resolution wanted to give African Americans a reason to be falsely pride of their language and saw that as something bad, and missed the point that a) developing pride in their language might be good for the children and even help them in being more responsive to learning another dialect, meaning standard English and b) this was NOT the main point of the resolution!
Also see Testimony by Linguist William Labov on the Ebonics Debate, Thomas T. Field and Dennis Baron on the Ebonics Issue, "Linguist John R. Rickford's clarifying some misinterpretations of Ebonics" etc.
-> you can also combine those two viewpoints, meaning that you give an example of misunderstanding by the media or public and then directly follow with a fitting statement by a linguist debunking that misconception, if possible.
4 Conclusion - What can be learned from the Ebonics controversy?
Present a conclusion of the findings and sum it all up in an interesting way.
For example, the Oakland board's proposal is a perfect example for the right and good intentions that were gone about in the wrong way. Due to the at some parts unfortunate wordings and phrases in the initial resolution, the Oakland school board almost invited critics of Ebonics and the media to take it the wrong way and spark a national debate about African American Vernucalur English, while the most important goal of the resolution, to find a way to better support and promote African American students, faded into the background. Even though this issue was later repeatedly addressed by linguists who had understood the intentions of the resolution even the first time around, and their efforts to clarify the issue and make the public understand the true intentions and why the Oakland school board had valid points that were supported through linguistic research, the damage had been done and "No matter how many times we explained that genetically based means `having its origins in,' it was taken to mean something else," Superintendent Carolyn Getridge told the Associated Press (QUOTE in NEWSPAPER ARTICLE Scholar disputes Ebonics link to African dialects- No genetic tie, he says, just slang). Once the public had build its opinion, and had been reassured multiple times by various newspapers of that being a rightful opinion, the revised Oakland resolution and the Linguists' remarks did little to make people understand the issue. And maybe they did not want to understand. Deep-rooted prejudices not only against Ebonics, but probably against African American culture and society as a whole might have prevented the public to look at the debate from a neutral point of view, as linguists and anthropologists can (See the article Ebonics and All That Jazz QUOTE: most pundits had already decided what they believed; they were saying, Don't confuse me with the facts, I've already made up my mind. And they wouldn't change their minds even if they were presented with the linguistic facts, because the controversy over Ebonics is about more than language; it is about politics.)
The Oakland resolution was an important step into the right direction, one that linguists have long recognized but old deep-seated misconceptions and continuing misinformation provided by the media and newspapers about the African American language AND their culture have so far hindered any real advancement in the direction the Oakland resolution had hoped for: the need to reform certain aspects of education and dialect awareness in both the public and children in school (see: Geneva Smitherman - Language and African Americans- Movin on up a Lil Higher page 186 QUOTE: For the sake of all children, it is time to act in ways that reflect genuine valuation of language diversity and to implement policies fostering multilingualism and dialect awareness.) So maybe the issue can be to be unfurled backwards: if we assume, as previously mentioned, that the negative associations with Ebonics stems from an already negative view on the general African American culture, the involvement of linguists in educating the public on language varieties and dialect could not only lead to an improvement in African American children's performance in school simultaneously clear Ebonics' name and through that, in the long run, even the perceptions of African American culture. With fourteen years passed since the Oakland Schoolboard Resolution and the U.S. with Barack Obama having elected the first president of African American heritage, American might be ready for this step.
Thus, the debate about teaching Ebonics in American secondary and post-secondary schooling was and continues to be essential to the cultural fabric of education in America and everyone must work together to build a better future for a well-informed - all in aspects of language, culture, race - and diverse America.
----------------------------------------------------
I've formulated almost all of the Introduction and Conclusion already so you have an idea what the middle part should consist of, meaning what thesis and conclusion should be supported through the main body, and I have tried to already give some examples that you can use in some paragraphs. I will upload or sent via Email a variety of resources! They should give you an overview over the whole Ebonics issue and the Oakland schoolboard and provide all the resources necessary for this paper. You do not have to use ALL of them but it is important that you only use the sources that I provide in the paper, not any other sources. Like I said, everything you need is in the sources I will sent or upload, so you do not need any additional sources. If you feel like you are missing something please contact me first and we can talk about it, but like I said, I will provide you with over 30 articles, book excerpts and website prints that are sufficient to get an insight into the topic and as references for this paper! Thanks :-)
P.S. Please use MLA citation style for the Works Cited as well as the in-text citations in parentheses, which should use the format authorname, date (year), and page numbers e.g. (Wolfram 1974: 123)!
Thank you!
Caroline
There are faxes for this order.
open to all writers! We will pay more for this order.
I need another project to be completed and it is 15 pages of the thesis itself. I would like the author A.Art again to complete this project and need it to be done by Dec. 15th at the latest.....
The I need more sources that covers the topic......The sources that was used in the thesis plan 6 out of 20 references actually relate to the topic or methodology. The methodology references are more than 10 years old and need newer sources. Most of the sources should be from school counseling journals published by ASCA 2003-2005
Literature Review and Research
The literature review and research proposed will concentrate first on the history of guidance counseling and its affects on students and teachers prior to implementation of the ASCA model. The literature review will also provide a history and information on the reasons for developing the ASCA model, and identify the individuals or leaders pioneering this model in the educational context. I expect there will be much research both qualitative and quantitative available for review on the subject of school counseling and the ASCA model. I also predict however, that relatively little data has been systematically collected on the perceptions of teachers toward school guidance programs using the ASCA model. Thus, the intent of the literature review is primarily a synopsis and explanation of the events leading up to the ASCA implementation, and some review of any recent studies available describing the impact or influence this model has had on teachers. I propose providing a comprehensive overview of the events leading to implementation of the ASCA. For this reason, I will not rely on newer text and peer reviewed research alone, but also texts and research dating one, two and three decades previous, as it is important to explore history as well as modern philosophies of education.
I propose comparing the results of the survey and focus groups to information collected from the research. My intentions for this project is to include filling a gap in current research related to the effects the ASCA model has had on the perceptions of teachers.
Preliminary Bibliography
ACES-ASCA Committee on the Elementary School Guidance Counselor (1966),
Preliminary statement. Personnel & Guidance Journal, 44, 659-661.
ASCA, (2003) The ASCA National Model: A Framework for School Guidance
Counseling Programs. The American School Counselor Association. Retrieved
October 19, 2007: http://www.schoolcounselor.org/files/execsumm.pdf
ASCA. (2006). School Shooting Resources, American School Counselor Association,
Retrieved November 14, 2007: http://www.schoolcounselor.org/content.asp?contentid=524
Bass, D.D. & Yep, R. (2005), Terrorism, trauma and tragedies: A counselors guide to
preparing and responding, Alexandria: American Counseling Association Program
Brown, R.T. (2004). Handbook of pediatric psychology in school settings. Mahwah:
Lawrence Erlbaum Associates.
Burmaster, E. (2007). American School Association Model. Department of Public
Administration, Wisconsin. Retrieved October 20, 2007: http://dpi.state.wi.us/sspw/scascamodel.html
Clark, M.A., & Stone, C. (May 2000), Evolving our image: School counselors as
educational leaders. Counseling Today, 42, 1-52.
Dimmitt, C. (2003), Transforming school counseling through collaboration and use of
data: A study of academic failure in high school. Professional School Counseling, 6(1): 340-49.
Dimmitt, C., Carey, J.C., Mcgannon, W., Henningson, I. (2005), Identifying a school
counseling research agenda: A Delphi study. Counselor Education & Supervision, 44(3): 214
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Kappan, 82(1): 428-433.
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to help children cope with community violence, Available http://keepingchildrensafe.com
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counseling programs: A blueprint for the new millennium. Professional School Counseling, 4(1): 187-194.
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Kappan, 79: 370-79.
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Publications, Inc.
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M. Hersen & R.T. Ammerman, (Eds.). Advanced abnormal child psychology. Mahwah: Lawrence Erlbaum Associates.
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Creative Project
Review the literature dealing with the theoretical background, development, and use of the product as well as its potential benefit. Based upon this review, a clearly defined statement of what the product of the study will be should be developed. For example one could say: The product of this study will be a guide for implementing a Tall Buddy program at an Elementary School that will service at-risk 6th graders due to emotional, social or behavioral problems and 1st grade struggling readers.
The final paper should contain concise statements about (a) the purpose of the project, (b) the population for which it is intended, (c) a description of the procedure showing how the project was developed, and (d) an evaluation of the product by 2-3 people with the background to provide feedback.
The Creative Project Paper Format 20 - 25 pages
Section 1: The Problem:
Purpose of the Study:
Importance of the Study:
Information for writer:
Teachers are overwhelmed by the special challenges they face: escalating numbers of students, categorized as emotionally or behaviorally disordered and escalating demands on teachers to fill nonteaching roles in childrens lives. It is my belief that helping troubled 6th grade students feel capable, connected and contributing members of a school will help decrease behavioral problems and increase a students self esteem. I also believe that by training the 6th grade students how to tutor low achieving 1st graders will have a chance to make accelerated growth. With the Tall Buddy program three things are possible for the 6th graders: First, Behavior can improve second, student self-esteem increases, which must happen if we want students too behave more responsibly and achieve more academically and third an improvement in reading skills. Another outcome of Tall Buddy tutoring is to improve the reading skills of both the Tall Buddies and the Small Buddies to ensure that all students become proficient readers. First Graders who have difficulty in reading quickly fall behind their classmates. First-grade teachers can predict with some confidence, that those student in their class with considerable reading deficits by the end of the school year will likely have long-lasting challenges in reading in their school years. All teachers involved should select academic measures to use to track students reading levels both before Tall Buddies begins and during the tutoring program. Also it is important to note that when a Tall Buddy is chosen to participate in the program that the privilege is non revocable meaning that their position is not held over their head and threatened to be ended due to poor behavior, not turning in homework or completing assignments. It takes time to break habits that have been in process for years. I believe in progress toward the behavior wanted, not prefection.
Section 2: Review of Literature: The critical need for doing this (15 20 references)
Introduction (How much literature is available? Organization of the Literature review)
Literature Review
Summary
Information for writer:
I have included a Lit Review with 5 sources that can be use to support the part about Promoting Self-Esteem Through Mentoring. I will be sending you the articles that will support both the self-esteem and behavioral improvement for the 6th graders as well as articles discussing the improvement in reading the 1st graders will benefit in. Can I email them to you?
Section 3: Procedure;
Development/ Approval of Project
How was the project developed? (blueprint for others to follow)
Who did you involve in the developmental process and why?
What was the approval process, if necessary?
Implementation
How was it or will it be implemented
Information for the writer
I am a Curriculum Support Teacher and my Job is to support teachers in raising student achievement. In 2005 I new we had a very difficult group of 5th graders coming into 6th. The fifth grade teachers continually complained about low-test scores due to misbehaving students. I had read a book called Cooperative Discipline by Linda Albert that discussed the importance of relationships with students and that if students feel capable, connected and contributing members of a school very often problem behaviors disappear. So I tried to come up with a plan to help the 6 major behavior problem soon to be 6th graders feel capable, connected and contributing members of our school. Thus Tall Buddies was born. I knew I could maintain a group of 10 but needed some other students besides behavior problems so in talking with the teachers it was decided that students with low self-esteem could also benefit from such a program.
I went to the principal of the school, Marcie Nichols, to get permission to begin the program because it would take 30 40 min. of my time 4 days a week. I also meet with both the 6th and 1st grade teachers to work out the details, student selection, time and so forth. All agreed it would be a valuable use of my time.
I involved the first grade teachers in deciding the most valuable things a first grader could do under the guidance of a 6th grader. We had to make it easy for the 6th grader because they had to feel Capable of doing the task in order for the project to be a sucess.
This Tall Buddy Program is intended to help guide a Peer-Tutoring Program in an elementary school. Schools can exercise creative freedom as they put together a Tall Buddy tutoring program in reading that meets the needs of their students. It includes instructions to prepare for and begin a school-based tutoring program in reading, how to select tutors and first grade students as well as lessons and materials to teach the 6th graders how to tutor 1st graders.
In putting the guide together I felt it of utmost importance to include thorough training to 6th grade tutors in the elements of the tutoring process. Tutors need to be carefully trained before hand and monitored frequently. The Tall Buddy tutors will meet with their Small Buddy 3 days a week. One day a week the Tall Buddy Trainer will meet with only the Tall Buddies for debriefing, celebrations and further training. (This meeting also helps to build the relationship between the Tutors and Tall Buddy Coach which is a critical component of the program) Any teacher organizing a Tall Buddies training should assume that tutors require lessons in appropriate behavior like how to pick up kids politely and respectfully to and from the tutoring sessions, use of praise and simple but effective intervention strategies. One of the important facets of the program is the continually monitoring of the program.
In order to make sure Tall Buddy tutors have learned the fundamentals of tutoring before letting them to meet with their Small Buddies they need to be given time to practice, and to show their mastery of the various skills taught. The teacher can come up with their own fun ways to get Tall Buddies to practice under their watchful eye. Whole group response, pairing off students to work on cooperative learning activities, and the use of role-playing are only some of the ideas that students can use to show what they know.
Implementation:
The program was implemented and actually begun before the target 5th grade group left for school that year. I went into each 5th grade classroom and gave them the details of the program and passed around a sign in sheet for those students who were interested. Almost the whole 5th grade signed up. (the reason why I did this, when we already knew who the students would be is because I wanted to make them feel specifically chosen for a very special task...helping a first grader who needed help in reading.
After summer and the students were 6th graders I had a 2-week training program that is outlined in detail in the project portion. The importance here was twofold, building repor and trust which helped us form a relationship and also teaching them the important components of a reading tutoring program.
Once trained the Small Buddies were carefully selected baed on assessments the teachers had and they were introduced. The program ran for 8 weeks at which time the first grade teachers revisited current data. Many students graduated the program some stayed for round 2.
At the end of the year at 6th grade graduation the 6th grade teachers passed our many certificates for many different reasons; attendance, presidents honor roll, academic achievement, Gifted and Talented and then I proudly presented all of the Tall Buddies with certificates for making a difference in a first graders life.
Section IV Evaluation
I have asked the first and 6th grade teachers for feedback so I will do this section once I recieve the feedback.
References; APA Style Please include the cooperative discipline book by Linda Albert ph.D. AGS (american Guidance Service, Inc. Circle Pines, Minnesota)
Articles for Lit Review
This is the Lit Review that you can also get information from.
Literature Review
Promoting Self Esteem Through Mentoring
Ellen Giffin
INTRODUCTION
This paper presents a detailed examination of what the outcome might be in using children with self-esteem issues to work with younger children at school.
I am going to be writing a grant to fund a tall buddy program at my school and want the literature selected for this review to support the program. I believe that such a program will promote self esteem and reduce behavior issues with the mentors as they begin to feel connected and capable as contributing members of the school.
Self esteem issues are the root of many problems in the world. Those who have a low self esteem work at a reduced capacity, tend to not perform at their peak and often cause problems in the world around them(Emler, 2002). The importance of healthy self esteem should not be minimized as it is one of the components that drive people to succeed as children and adults. A low self esteem can prevent one from completing goals, succeeding at tasks or having healthy personal relationships. If one has a healthy self esteem one is not afraid to reach for the moon, content in the knowledge that even if he or she fails she will still fall among the stars. In the field of education teachers and administrators are charged with imparting information as well as helping the students build strong social and interpersonal skills along the way. If a child has damaged self esteem in the younger grades that will carry into middle and high school, possibly having a negative impact on that students educational path. While it is important to read, write and do math, it is equally important to build a healthy self esteem and self concept so as the student advances, and the work becomes more self directed and difficult the student has the tools in self confidence to move into that level. Research has shown that people who have a low self esteem often do not feel they are contributing to the world in any way. They feel useless, hopeless and that their abilities are not needed in the large scheme of things. This often translates into behavior issues as the student tries to carve a place for himself or herself in the world and be noticed. A program in which students with low self esteem are partnered with younger students to help them with their work and their general school existence will help the older student realize they are a vital and positive contributor to the school. Helping the student feel connected with the school will help that student develop a more healthy self esteem thereby giving him the tools to succeed as he reaches the upper grades. This paper provides a literature review to support the idea of a Tall Buddy Program for at risk sixth grade students. The Tall Buddy Program is designed around the premise that students working with younger students will have their behavior and self concept improve for several reasons.
Connection with other teachers on campus
Feeling like they make a difference in a younger students life.
Feeling capable of helping other
Feeling like they can contribute to the school as a larger setting.
SELF ESTEEM
Before one can measure the possible benefits of such a program it is important to understand the impact a low self esteem has on individuals and therefore society. There is a long standing belief that self esteem issues contribute to delinquency, giving concern to having such students work with younger students, however, research has consistently proven that students with low self esteem are not more at risk to become delinquents, however the injury to their own psyche and their own lives is very real(Emler, 2002).
Over the years, many problems have been blamed on low self esteem. Some of the facts that the literature already bears
relatively low self-esteem is not a risk factor for delinquency, violence towards others (including child and partner abuse), drug use, alcohol abuse, educational under-attainment or racism;
relatively low self-esteem is a risk factor for suicide, suicide attempts and depression, for teenage pregnancy, and for victimization by others. In each case, however, this risk factor is one of several and probably interacts with others;
there are indications that childhood self-esteem is associated with adolescent eating disorders and with economic outcomes--earnings, continuity of employment--in early adulthood, but the causal mechanisms involved remain unclear(Emler, 2002).
Research has indicated that ones self esteem is a key factor in what that person accomplishes in life.
A high self esteem indicates a person has a positive attitude about themselves and that they feel they have a worth to the world and to society.
The importance of self-esteem can be considered from several perspectives. First, it is important to normal, psychological development. To adequately cope with the challenges of growing and developing, persons need to believe that they have the capacity to achieve what they need and want to and that they are deserving of happiness and joy in life(Walz, 1991).
One study measured the importance of school climate on the development of a childs self esteem and it proved to be a valuable element in the total package.
School climate plays an important role in the development of the self-esteem of students. Schools that target self-esteem as a major school goal appear to be "more successful academically as well as in developing healthy self-esteem among their students" (California Task Force to Promote Self-Esteem, 1990, p. 5) (Walz, 1991).
Studies have also concluded that students with high self esteems are less likely to become pregnant, use drugs or display behavior problems.
Exclusive attention to just self-esteem or personal achievement may well result in less favorable outcomes in either or both areas than when an approach is used which attends to both self-esteem and achievement. Walz and Bleuer (in press) in postulating the presence of an "esteem-achievement connection" emphasize the importance of presenting students with challenging experiences that enable the student to "earn" high esteem by successfully coping with difficult tasks(Walz, 1991).
A program in which the students are expected to perform academically as well as by a Tall Buddy to a younger student will illicit the above needs.
A recent study of American Asian students compared to other students showed that the attitude and belief that it is in their control is what causes American Asian students to perform better in school. Asian American parents believe that it is effort, not luck or ability that causes a student to succeed at school. Research found that this attitude of effort and connectedness to the school and the academics drove American Asian students to perform more highly than their Anglo American counterparts even given cultural and language barriers that were presented(Hwang, 1995).
Studies also found that too often, self-esteem programs send completely counterproductive messages to children by directing youngsters' attention toward their own basest inner gratification-no matter what they do, it's fine, because they are always wonderfuland special.
For students to develop true high self esteem that will assist them in accomplishing their later life goals it is important that they believe they connected and contributed to the society. A program that pairs them with younger students and allows them to succeed thereby build self confidence will help them develop high self esteem.
To possess self-esteem, one must possess self-worth. To be worthy, one must be good at something or at least try to be (Hwang, 1995).
High levels of self-esteem and positive school, peer, and family connections represent protective factors against youth involvement in risky behavior(McClellan, 2002).
Another study examined the impact that high self esteem has on a students performance and behavior.
High self esteem was shown in this research to contribute to high academic behavior by having the student feel a connectedness with the school he or she attends. When a person feels connected that person is more likely to perform and put for their best effort in the tasks that they undertake.
The study examined a mentoring program in which the students were mentored by adults and was successful(McClellan, 2002). This program illustrates the ability of a mentor program to help students increase self esteem, however, it was something they were given. Research also shows that increases in self esteem can be attributed to accomplishments and the feeling of being able. A program which has the students with low self esteem become the mentors will serve to strengthen the self esteem of those students even more than being mentored to.
In addition to the self esteem they will gain by being mentors, they will gain self esteem because of the adults who work with them as mentors. It will allow the students to be part of an important process in which they partner with adults in the quest to assist younger students. This will further enhance their sense of being connected and able to contribute positively to the school that they attend.
The use and benefits of mentors have been investigated and documented for a variety of professions and populations, including numerous peer-based mentoring programs for elementary-age students(Massey, 2000).
The conclusion is overwhelmingly in favor of mentoring because it creates a feeling of belonging and ability to succeed. A program that places the students with low self esteem in the role of leader and mentor can only serve to boost self esteem. In addition it will provide the student mentors with the knowledge that they can build goals and solve problems by attaining those goals, which is a valuable concept to understand in life.
In addition to the benefits that mentees gain, mentors gain by (a) improved self-esteem by modeling appropriate skills and knowledge to another peer, (b) increased opportunities to interact with peers different than themselves (e.g., students with disabilities), and (c) mastered social competence(Massey, 2000).
CONCLUSION
Students with high self esteem have a documented advantage over students with low self esteem. A Tall Buddy Program will allow students with low self esteem to increase their self esteem by mentoring to students who are younger. The younger students will also benefit form the program ass they have a buddy to turn to while they learn to navigate the path of education in elementary school.
Students who have high self esteem go on to become adults with high self esteem and it is those adults who cure disease, invent things, and provide positively to the society that they live in. It is important to help students with low self esteem get it turned around as they enter the upper school grades so that they will be equipped with the can do attitude that will allow them to succeed and go on to pursue their adult desires and goals with confidence. Students with low self esteem become adults with low self esteem which can translate to higher welfare roles at a cost to taxpayers. It is to societys advantage to help students who have low self esteem change their perceptions and given them confidence in their ability to contribute to the world.
REFERENCES
Emler, Nicholas (2002) The costs and causes of low self-esteem. Youth Studies Australia
Hwang, Yong G (1995) Student apathy, lack of self-responsibility and false self-esteem are failing American schools. Journal of Education
Massey, Gayle (2000) Mentoring with Elementary-Age Students.
Intervention in School & Clinic
McClellan, Warren (1995) Increasing self-esteem and school connectedness through a multidimensional mentoring program. Journal of School Health
Walz, Garry R (1991) ERIC Identifier: ED328827 http://www.ericdigests.org/pre-9219/self.htm ERIC Clearinghouse
Emler, Nicholas (2002) The costs and causes of low self-esteem. Youth Studies
Australia, 21(3) 45. Retrieved June 21, 2006, from the ULV Academic Search
Premier database.
Hwang, Yong G (1995) Student apathy, lack of self-responsibility and false self-esteem
are failing American schools. Journal of Education, 115(4)484. Retrieved June 21, 2006, from the ULV Academic Search Premier database.
Massey, Gayle (2000) Mentoring with Elementary-Age Students.
Intervention in School & Clinic, 36(1)36. Retrieved June 24, 2006 from the ULV
Academic Search database.
McClellan, Warren (1995) Increasing self-esteem and school connectedness through a
multidimensional mentoring program. Journal of School Health, 72(7)6. Retrieved
June 24, 2006 from the ULV Academic Search database.
Walz, Garry R (1991) Counseling to Enhance Self-Esteem. Eric Digest. ED328827
Retrieved on June 24, 2006 from the ERIC Clearinghouse.
http://www.ericdigests.org/pre-9219/self.htm
Articles to Use: Can I email them to you?
There are faxes for this order.
This essay will focus on the Asian ESL students(college and high school), and their struggle to adapt to the American way of learning. The paper will discuss the issues Asian students face:
- difference in culture/family value;
- difference in teacher-student roles;
- difference of respect for instructor/tutor authority;
- difference in language/grammer;
- difference in pop culutre;
- how do these factors affect Asian ESL students?
- what are some of the ways American schools/instructors to lessen the burden of the transition?
The format of the paper should be informative, but not a typical "research paper".
Please note: I tried to order this essay using Paypal last week, and there was no response!! The Paypal option does not seem to work with the custom orders very well at all. I did see a refund today, so now I think it is safe to start again. I am sure this caused as much confusion on your end as it did on my end!
Requested writer is HOPHEAD.
Write a 16 page paper in which you discuss a historical overview of the various theories and philosophies of education that have been used throughout US history in both public and private American schools. Please include some thought as to how these impacted various segments of society including: minorities, women, economically disadvantaged, disabled, vocational students, and anything else of interest that you come across. Discuss how well American education empowers its students.
Please be sure to use the following sources:
Website
Educational Theory www.ed.uiuc.edu/EPS/Educational-Theory/index.htm
Website
Encyclopedia of Philosophy of Education www.vusst.hr/ENCYCLOPAEDIA/main.htm
Website
Field Guide of Nomenclature http://www.saint-andre.com/ismbook/
Website
Feminist Theory http://www.cddc.vt.edu/feminism/enin.html
Note: it is best to copy/paste the websites into your URL, as the links do not seem to function!
I need 500word essay for college admission.
YOU SHOULD DESCRIBE MY ACADEMIC GOALS AND EXPLAIN MY INTEREST IN OBTAINING A BALCHELOP''S DEGREE AT UMASS.
I wrote my information below.
My name is Jenny Choi.
I have been in Boston for 2 years. I am international student and attended ESL school one year and one year at junior college. Now I am planning to transfer 4 year college for Fall session.
I got so meny exciting experiences in ESL school;met many peoplE who came from many different country, saw amny things and enjoyed.
In the junior college, I learned about the American school system and understood American studnets'' life style.
Even though I had great experiences last 2 years, my English has still difficulty to write and speak. But I don''t worry because I know it takes time.
I want to go to UMass because this school is the best school for me. School evironment is good and school size is not too small and not too big.
Here is my goal.I want to study management. I think 3 or 4 years later I would work in the business area in my country or in the U.S.I think to manage something is very difficult but I want to challenge to that area and I will succeed.
Those things are my information.
School wants to 500 word essay. And YOU SHOULD DESCRIBE AND EXPLAIN MY ACADEMIC GOALS AND MY INTEREST IN OBTAINING A BACHELOR''S DEGREE AT UMASS.
This revision needs just a few things. I have added in red what those things are in the body of the thesis. The number of ref. are not too important as long as they are sufficient to support the few pages written. I do want one source used call The American School by Joel Spring in the curriculum history section. Please do all of your writing and editing in blue so that I can track it. I am paying for four pages, but this is not a requirement. It can be less or more as needed. I do not want fluff just so that the four page minimum is reached. Do only as much as is required to fulfill what I need done. Thanks
Task
Theory - critically evaluate different perspectives on quality and different models of service quality ( The North American School and The Nordic school )
Research ??" undertake some research and ensure you include clearly defined objectives, plus details on the approach taken, the analysis technique(s) used and key findings in your report (see below)
Strategy ??" include analysis and recommendations to the Brand Manager of how the brand positioning and service quality should be managed across international boundaries.
Identify two hotels with the same brand name located in two different countries ( Please do in Sofitel London St James and Sofitel Bangkok Silom,Thailand )
Identify and explore the range of customer feedback posted on the Internet (e.g. Trip Advisor, Expedia, etc.). Each hotel must have received at least 30 reviews.
You need to analyse these reviews and identify the key factors that affect 1) guest satisfaction 2) motivation for travel, and 3) hotel selection criteria
Assignment Detail:
1. The theory:
Use academic literature sources (peer reviewed journals or relevant books).
This is a real-world based assignment, however your approach to this assignment, your evaluation and ideas must be firmly based in the marketing literature (this includes not only marketing books, but also the latest journal articles published in the area).
2. The structure:
Report format (Writing Non-Scientific Reports)
3. The link between theory and practice:
Remember to relate the two together sufficiently! You need to base your evaluation and recommendations firmly in the literature.
4. Use of literature:
Use academic source, i.e. books, journal articles etc. Do not over use Internet sources (20% maximum). These will form the majority if not all of your literature sources. You are required to have proper in-text reference and the reference list in the end using the Harvard Referencing System.
5. The writing:
Try to approach this assignment in a logical and systematic way. Produce a plan of the assignment before you start. Make sure you have a logical structure, a convincing argument (clear description, synthesis and analysis of the literature on a given topic), and a conclusion that draws your argument together.
There are faxes for this order.
Customer is requesting that (gamemaster) completes this order.
This writing must be a personal intercultural Journal. It must cover own (personal) intercultural experience; drawing from the past and/or present experience. The main purpose is that you should put your personal impressions into the theoretical context of the Intercultural Communication course as a critical academic thinking. You should analyse your own critical incident from terms of how would academic models by authors, such as,Hofstede, Trompenaars, Hall, D'Iribane, Pinto would explain this critical incident. Include an analyse by a Visual Approach, studied in Intercultural Communication course.
This writing must be creative, analytical and academic.
Information about me that you should use to write this personal intercultural journal:
I am Russian, have been living in Belgium since I was 2 years old, (lived in Switzerland from age 16-18) and returned to Brussels after graduating High School in Geneva, Switzerland.
My entire life I have gone to international-American schools, I have been traveling the world ever since I was young, I have visited every continent except from Australia and Asia.
At school I was not always a good student, because when I learn something that does not interest me, I do not like to work for that course, also if I dislike a teacher, I will do badly in that course also. However, from the day I started Vesalius College (university) I became a straight A & B student, with a growing GPA.
I am an open-cultured person, I love to communicate with others.
Check the resource file I am sending you, it is an EXAMPLE of what this paper should be, to give you an idea for what professor is looking for.
There are faxes for this order.
Social Institutional Forces the social, cultural, political, and intellectual forces that influence present educational policy in K-16 programs. What do you believe to be the goals of American public education? What should the role of public education be? List the advantages your upbringing offered to you; think of themselves as part of a dominant group, a nuclear family, a middle- or upper-middle-class community, a member of a church or other religious group, etc. Be sure to emphasize that, until relatively recently, American schools showed little concern about minority groups and women; hence, racism and sexism are deeply rooted in the educational history of this country.
An in-depth initial post should be at least 500 ? 600 words.
Article review one page each
Article one:Staff Development/moduel 6
Articel2: Action Research. mosuel 7
journals of education (journals of leadership education such as Journal of Learning Disabilities or Teaching Exceptional Children??" also see list below of sample leadership education journals.)
Articles must be current (within the last ten years) and must be related to issues in supervision.
At least two articles must be from electronic sources (e.g. internet or electronic database). Indicate electronic address/source used. (See the Services/Support link on the course menu for a link to the LU library homepage.)
Choose one article for each module topic. Label the article # and topic for each article at the top of the article review:
Type the article review using Microsoft Word (no other computer program is acceptable).
At the end of the review, skip one line and type the centered heading: Reference. Then type the article reference in APA style.
Utilize a professional writing style. Do not begin, "This article is about..." Open the review with a strong thesis statement and summarize the author's main points in the first paragraph. Using third person, state your personal reaction to the article in the final paragraph (This author agrees/disagrees).
Each article review should be approximately 1 page in length.
Sample Leadership Education Journals:
Academy of Educational Leadership Journal
Administrator
American Journal of Evaluation
American School Board Journal
Educational Evaluation and Policy
Educational Management & Administration
Educational Research
Educational Research
Group and Organization Management
OPEN TO ALL WRITERS!!!
EXPANSION ON ORDER #37745, WRITER REQUEST: JENNIFER L. JONES
PLEASE HAVE MS. JONES TO EXPAND ON WRITING THIS MEMO.
REQUIREMENT: Memo to Gov. Schwarzenegger. Advise as what to do after the settlement of the "Williams" case. Provide an assessment of the settlement. What do you expect will be the impact of this settlement on the student performance in California public K-12 schools?
The Governor also keeps hearing people talk about "ADEQUACY". Give him a short analysis of the approaches that the California Quality Education Commission might take to determine what an adequate level of educational spending might be. Describe the strengths and weaknesses of each approach, and indicate how you think the Commission should proceed to define an adequacy educaiton in CA. Please put everything in a "MEMO' format. Thank.
This is the source:
MEMORANDUM
To: Governor of California
From:
Subject: the Williams case settlement and methods of evaluating the cost of adequacy level of education
The Williams case settlement has several important provisions that should be mentioned before we assess the settlement and evaluate the future consequences and its impact.
The most important of them are:
? Provision of $138 million for textbooks and instructional materials
? $50 million for ?assessment of facility needs? at critical condition schools
? Investments of close to $ 1 billion in repairs of school deficient facilities
These figures will directly and positively affect 2400 ?low- performing schools? . Obviously, the most important thing that comes to mind when evaluating this final settlement is the fact that pupils from low-performing schools have a better and improved chance because they will benefit from more books and higher attention, including better prepared educators. It is, if you like, a moral decision and a moral settlement because the idea of equality of chances, mentioned both in the Constitution and the Declaration of Independence, is more abided by.
Additionally, the settlement contains additional clauses and issues besides the monetary implications. For example, students, parents and teachers can further report complaints in an established process, with the conscience that their complaints will finally arrive to the competent authorities that will take measures.
?County education superintendents? will also monitor the low- performing schools, so as to be able to swiftly act and correct the disfunctionalities that may appear here.
Even more so, the settlement comprises a reference to the so-called Concept 6 schools in California. According to the clause, these schools should be completely phased out by 2012.
According to Concept 6, ?a school?s population is broken down into four tracks or schedules. No more than three tracks are ever in school at the same time and students attend throughout the year.? . The problem with this Concept 6 is that there are only 163 days of instruction if this concept is applied, instead of 180 days that will be offered if the concept is given up on.
However, the settlement may have possible future negative reverberations. First of all, it is to be determined how fast the promised amounts of money will get to the beneficiaries, schools, parents and students in the form of textbooks and educators. Indeed, many of those directly concerned have expressed doubts regarding the fluency of the bureaucratic system in California.
For example, Jack O?Connell, state superintendent of public instruction, said that the case and the settlement ?relied heavily on bureaucratic solutions? . The fact that this conclusion comes from a state official may give an outlook towards what may happen in the future.
Additionally, some educators have expressed their doubts as to whether the amounts mentioned would actually be enough to make a significant difference or rather whether they would be enough to reach every one of the students in the 2,400 schools implicated in the settlement. This may be so, however, in my opinion, it is hard to evaluate what the actual cost would be, even if we may use several methods to determine the cost of minimum education level (presented here below). In this sense, it is much better to start somewhere and work on the way to achieve what the final scope may be.
In my opinion, the settlement provides the very basis of a serious change and improvement of public education in California. The fact that the state has decided to stop the legal and judicial bickering and actually act upon its mission, that of providing equal opportunities for everyone, shows a great step forward.
Adequacy and methods of evaluating adequacy cost
In order to determine what the spending for an adequacy level of education should be, we first need to refer to the term adequacy and define what this minimum level of education actually refers to.
According to one of the numerous article on the subject, a definition of the term adequacy was first attempted somewhere in the late 70s, in the judicial matter of Pauley vs. Kelley. In the ruling provided in the respective case, an adequate education was perceived as being that education that ?teaches students literacy; the ability to add, subtract, multiply, and divide numbers; knowledge of government to the extent that each child will be equipped as a citizen to make informed choices; self-knowledge and knowledge of the total environment so as to allow each child to choose life work intelligently; work training and advanced academic training if a child chooses; recreational pursuits; all creative arts, such as music, theater, literature, and the visual arts; and social ethics, both behavioral and abstract, to facilitate compatibility with others? .
This rather long and cumbersome definition relates the concept of an adequate level of education as being an enumeration of things that a child should be taught in school, both academically and social or behavioral skills.
An adequate level of spending generally refers to the amount of money required to give ?all, but the most severely disabled? a minimum level of education. The ways and different methodologies to determine what that amount may be is still subject to controversy even today. In Texas, for example, this minimum level of spending has been set in a decision by the Texas Supreme Court, in an Edgewood Independent School District v. Meno decision, to $3,500. However, we never know how that sum was actually determined, even if in Texas it has staid valid to this day.
There have been used, however, at least three methods to determine the cost of an adequate education program and these approaches may be successfully be used by the California Quality Education Commission as well. These are the cost function model, the observational model and the professional judgment model, to which one may also add the statistical model.
The cost function model has lately gained momentum with the economists. It applies a strict mathematical model for the mix of input variables needed for the outcome of certain student results, hence outputs. The mathematical and complex econometric models that may be used in this case make the model quite reliable and theoretically sound, as some of its advantages.
However, there are several negative aspects here. First of all, because it is quite technical, it is more difficult to explain to policymakers and may be also harder to implement, given the fact that you need exact input variables to obtain a result. Additionally, practice has shown that the results obtained with the use of the cost function model are usually ?to three times higher than current funding levels--and higher than funding levels identified for other school districts in the state? . Overall, it is hard to implement and its results even harder to use and properly and efficiently apply.
The observational method is more empirical than the former method. The idea is that the cost is evaluated by direct calculation within the schools that have already met the ?previously identified outcome levels? .
The positive aspect of this method is the fact that it is easier to explain to policymakers, as it is much less technical and more accessible than the previous one. On the other hand, the outcome levels that are used still need to be determined and agreed on, which makes it rather cumbersome. Additionally, observation and empirics always have the disadvantage that you never know exactly whether the results that you have arrived to are correct, as there is no mathematics behind them.
Finally, the professional judgment model, which is often referred to as the resource cost model, ?relies on professional judgment to create an instructional model for which the costs can then be estimated? .
This method has several advantages compared to the previous ones. Indeed, this method is completely unsophisticated and easy to use, because it does not rely on difficult statistical evaluations or on student assessment systems. Additionally, this method has been fully implemented in Wyoming, for example, at it seems to have given nice results there.
On the other hand, among some of the negative aspects of this method, we should mention the fact that it is quite subjective. Indeed, the fact that educators estimate the costs may include a subjectivism factor which makes it less reliable than a model with full mathematical explanations.
Finally, the statistical model is somewhat similar to the cost function model presented here above, with the slight amendment that a statistical formula is determined and then applied in all calculations. The positive and negative aspects determined for the cost model function are applicable here as well.
In my opinion, California should use one of the less empirical methods and I would advise for the cost function method. The inherent difficulties related to econometrics models are, in my opinion, fully compensated by the advantages of having hard facts and calculations behind the final figure.
Bibliography
1. Picus, O. Lawrence. Adequate Funding. American School Board Journal. 2000
2. http://www.ecs.org/html/issue.asp?issueid=48&subIssueID=35
3. Helfand, Duke; DiMassa Cara Mia. State, ACLU settle suit education. Los Angeles Times. August 11 2004.
4. News Sentinel Staff. Schools lawsuit deal includes phasing out Concept 6 by 2012. On the Internet at www.lodinews.com/articles/2004/08/12/news
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