¶ … penny w: Your framework consists as I see it of 1) elements that contribute to well-being 2) the interrelationship between well-being and self-esteem 3) the importance of collaboration for academic achievement. There is another important interrelationship suggested too: that of reciprocal associations between all three frameworks. A further framework would underpin these: that of why transitioning problematizes all three (school belongingness might fit in here).However, the definition and unpacking of these four frameworks needs to be placed in a literature review, rather than the introduction to the method section. You have a great start for a lit review here, so separate out the background material. You can then briefly reiterate the central ideas in a couple of sentences to preface your method section.On the whole you have set out really gritty points which indicate how aspects of your frameworks matter…but I would like to see a really strong, clear pattern for each framework of: definition, extant research which sets out the parameters and relevance of each, and implications for associations with the other frameworks. I'll indicate what I mean with smaller comments throughout…hopefully this will show you what I mean.
Identifying the factors that most strongly impact student achievement can be a lifelong enterprise. Professional literature (e.g., Hattie, 2011) has been dedicated exclusively to the task of student achievement. However, little research exists regarding the key factors that can influence student achievement and engagement for those students who have the added challenge of moving to a new school in the middle of an academic year. Moving to a new school within the academic year (transitioning) can be problematic for students for a number of reasons.
The phenomenological perspective suggests that individuals seek to create meaning in their lived experiences. The importance of the school environment in the lives of students has been thoroughly...
However, knowledge of the lived experience of transitioning students has been limited by a shortage of research. Considerable research attention (e.g., "Military Child Education Coalition") has been directed toward the struggles of students in military families who are regularly faced with the disruption of permanent change of station (PCS) or "PCSing," to use the military vernacular. Avariety of recommendations for dealing with these changes exist for parents, teachers, schools, and districts. What has largely been omitted from these research-based dialogues is the perspective of the students themselves -- told in their own words. The current study seeks to give clear voice to transitioning students. A mixed methods research approach will use qualitative methods to closely explore the lived experience of transitioning students, and quantitative methods to analyse the academic performance of the students against the background of their transitions.
Chapter 2: Literature Review
Research has shown how the individual situations of students intersect with the school community, academic demands, and inter alia the provision of support, all of which occasion deeply personal interpretations by students of the transactions and interactions that take place in school environments. Among the many factors that have had the potential to influence student academic performance and social adjustment at school, transitioning has been posited to increase student vulnerability to well-being difficulties, lowered self-esteem, and to induce risk by interrupting students' abilities to adapt and achieve.
Overall Student Wellbeing and Academic Success
An overarching consideration in academic success and social adjustment in schools is well-being. McIntosh (2013) emphasizes that,…
Faculty to assist with pre-vocational skills training 6. Linkages to specific programs and services 7. General support for student and parents in all aspects of the student's progress Of course, the tasks delineated above can double amongst faculty, meaning that there need not be a special and specific staff member set aside to deal with each specific duty. Staff-members rather can and do multitask and whole programs may be set up that
Eeoc.gov /facts/ada17.html]. Students can be matched to a job based on information provided by the assessments (e.g., aptitude, strengths). Consideration must also be given to the logistics of a student's employment, including location, work hours, transportation, wages and benefits. Training and preparation for the job ideally take place both in school and on the job. There are more supports in the school setting with teachers and other personnel trained to work with students
The next three categories deal with the lack of information: 4) lack of information about the career decision-making process, itself; 5) lack of information about one's own capabilities, personal traits or interests; 6) lack of information about occupations and what work is involved and the type of work available; and 7) lack of information about ways of obtaining career information. The final three categories deal with the inconsistent information
Instead, they are using the technology as a crutch for not becoming independent. To avoid these kinds of issues means that another approach must be taken. In this particular case, educators need to have students master the basic skills before utilizing technology. This will help them to grasp the core concepts and then use these ideas when operating various tools. (Bakkan, 2008, pp. 40 -- 56) Evidence of this can
Systems and Success of Students American higher education is unique in its construction of student body as it is highly diverse today with students from various ethnic, social and racial backgrounds forming an integral part of the college environment. But apart from ethnicity and race, what makes higher education student body even more diverse is the presence of older students, students with disabilities and greater participation of women in educational
students transitioning from one school to another, the current research examines the subjective impressions of students as well as their academic performance outcomes. Student achievement is measured not only quantitatively, but also qualitatively, in terms of social performance and psychological well-being. This research takes into account academic performance, but also includes a small sample of students from a New Zealand public school who had recently transitioned. Reasons for student transitions