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None of the instructors have been screened for their level of technology expertise, or for their previous use of presentation technologies. As a result of these wide variations in the sampling frame, no statistical extrapolation of results can be done with any measure of statistical confidence or assurance.
Key Findings of the Study
The study found that the respondents most valued having training workshops so they could get up to speed with the new system, gaining mastery over the technology quickly so they can use it in their classrooms. It is not surprising that as instructors they greatly value in-depth, very focused training on these technologies, as they are inherently interested in learning due to their choice of professions. It is also expected that they would find the collaborative freedom that IWBs provide a major teaching advantage, as they often struggle to keep their classes at the same level of…
Lai, H. (2010). Secondary school teacher's perceptions of interactive whiteboard training workshops: A case study from Taiwan . Australasian Journal of Educational Technology, 4(26), 511-522.
In particular, they note that classroom and subject area teachers are not trained to develop and implement instructional programs for children who fall outside the "average" range of abilities. They note further that teacher preparation programs do not normally provide training in adapting curriculum for low-performing and low-skilled students or dealing with the often difficult and extreme behaviors of emotionally disturbed children. Others critics maintain that many disabled students need to learn functional life-skills or basic academic skills far more than concepts and information -- the focus of most general education curricula (Hasbrouck, 2007).
Implications for Future Teaching
The foregoing has implications for training future teachers and providing staff development for current teachers. Huston (2007) recommended that areas to be emphasized in teacher training and staff development include: (a) emphasis on higher-order thinking skills, (b) integrated curricula, (c) life-skills curricula, and (d) interdisciplinary teaching.
Huston (2007) further recommended that, in…
Hasbrouck, J. (2007). Inclusive classrooms. In J. Kagan, J & S. Gall (Eds.), the Gale Encyclopedia of Childhood and Adolescence. Online edition. Detroit: Gale.
Huston, J. (2007). Special education inclusion. Retrieved 5/12/2010 from http://www.weac.org/Issues_Advocacy/Resource_On_Issues_one/Special_
Walker, K. (2004). Research Brief: Inclusion models for students in special education .Retrieved May 12, 2010 from http://www.principalspartnership.com .
achievement of a teaching task. Despite of the different approach that teachers and instructors used, there is a part in teaching that allows the learners to gain knowledge, or better, to gain skills.
The different methods of teaching, since the past years up to the present times, have shown and demonstrated their respective means of imparting knowledge. Each method provides ways of capturing the abilities of the learners, as well as communicating ideas and information. Wherever there is teaching, it is always essential that there must be learning since the essence of a teaching task is to be able to bestow knowledge.
One example where we can see the process of growth in a teaching task is in a mathematics class. efore, mathematics is taught in a more visual manner, "literally" speaking, where the process involves materials such as chalk and board, and paper and pencils. Now, in the days…
2003). From Our Readers.
Boeir, G.B. (2000). Management Accounting Education: Yesterday, Today, and Tomorrow.
Issues in Accounting Education, 15(2).
Anderson, Sherwood. (1919). inesburg, Ohio. New York: B.. Huebsch. Bartleby.com, 1999. 8 Jan. 2008 www.bartleby.com/156/.
Dragan, Edward F. "Setting Boundaries for Sexual Harassment." School Administrator Dec. 2006: 53. Questia. 7 Jan. 2008 http://www.questia.com/PM.qst?a=o&d=5019026469.
Duffy, Jim, Stacey areham, and Margaret alsh. "Psychological Consequences for High School Students of Having Been Sexually Harassed." Sex Roles: A Journal of Research 50.11-12 (2004): 811+. Questia. 8 Jan. 2008 http://www.questia.com/PM.qst?a=o&d=5008171353.
Lucero, Margaret a., Robert E. Allen, and Karen L. Middleton. "Sexual Harassers: Behaviors, Motives, and Change over Time." Sex Roles: A Journal of Research (2006): 331+. Questia. 8 Jan. 2008 http://www.questia.com/PM.qst?a=o&d=5022552162.
Packman, Jill, illiam J. Lepkowski, Christian C. Overton, and Marlowe Smaby. "e're Not Gonna Take it: A Student Driven Anti-Bullying Approach." Education 125.4 (2005): 546+. Questia. 8 Jan. 2008 http://www.questia.com/PM.qst?a=o&d=5009846899.
"Parents Should Speak Up about School Problems." The Register-Guard (Eugene, or) 5 Nov. 2007: A9. Questia. 8 Jan. 2008 http://www.questia.com/PM.qst?a=o&d=5023891271.
Anderson, Sherwood. (1919). Winesburg, Ohio. New York: B.W. Huebsch. Bartleby.com, 1999. 8 Jan. 2008 www.bartleby.com/156/.
Dragan, Edward F. "Setting Boundaries for Sexual Harassment." School Administrator Dec. 2006: 53. Questia. 7 Jan. 2008
0. Literature review on Differentiation and engagement in computer science classrooms
Computer science offers educators aiming towards differentiated teaching within the secondary schoolroom setting a distinctive series of challenges. In particular, coding may prove to be a rigorous, exacting field that calls for a demonstration of organization and precision on the part of students before they can effectively create even the simplest programs. Computer science classes will probably witness learners utterly unfamiliar with coding and fluent pupils, in addition to those who cannot even type or need other personalized academic plans (Gregory and Chapman 2012; Shah et al. 2014). Thus, how will an educator teach a particular topic in computer science to such a diversity of learners, providing additional help to certain learners and more challenging activities to others while ensuring all learners’ engagement and motivation for smooth movement together in one single class?
This discussion assumes differentiation forms the basis…
Baumgartner, T., Lipowski, M.B. and Rush, C., 2003. Increasing Reading Achievement of Primary and Middle School Students through Differentiated Instruction.
Benjamin, A. (2002). Differentiated instruction: a guide for middle and high school teachers. Larchmont, NY: Eye on Education.
Capel, S. and Blair, R., 2013. Why do physical education teachers adopt a particular way of teaching. Debates in physical education, pp.120-139.
Delisle, J.R., 2015. Differentiation doesn’t work. Education Week, 34(15), pp.28-36.
Gregory, G.H. and Chapman, C., 2012. Differentiated Instructional Strategies: One Size Doesn?t Fit All. Corwin Press.
Gustiani, S., 2019. Challenges and Strategies in Teaching English to Heterogeneous Classes: A Case Study. Edukasi: Jurnal Pendidikan dan Pengajaran, 6(2), pp.301-310.
Heacox, D. 2002. Differentiating instruction in the regular classroom: how to reach and teach all learners. Minneapolis, MN: Free Spirit Publishing.
Hess, K., 2006. Exploring cognitive demand in instruction and assessment. National Center for the Improvement of Educational Assessment, Dover NH. Retrieved from http://qualityassessment.pbworks.com/w/file/fetch/45823115/DOK_ApplyingWebb_KH08.pdf .
Moal chaacte, that is, having couage, being pesistent, dismissing distactions and so on in pusuit of the goal.
These ae attempts to define ethics by descibing actions, and faily specific constellations of actions at that. Fedeich Paulson, a 19th centuy philosophe of ethics, defined ethics as a science of moal duty (1899).
Almost 100 yeas late, Swenson also used the concept of study in defining ethics, saying that it included the systematic study of concepts such as ight and wong. Othe eseaches note that the idea of systematic study is common in dictionay definitions of ethics, with the Ameican Heitage Dictionay focusing on thee elements: " the study of moal philosophy, the ules of a pofession (o moe boadly the chaacte of a community), and moal self-examination (Soukhanov, 1992).
Hill (2004) offes a 'definition' that is mainly pactical but also incopoates some theoetical content. They believe that ethical…
references for confidentiality of records. Journal of Counseling Psychology, 34, 62-67.
Welfel, E.R. (1992). Psychologist as ethics educator: Successes, failures, and unanswered questions. Professional Psychology: Research and Practice, 23, 182-189.
Welfel, E.R. (1998). Ethics in counseling and psychotherapy: Standards, research, and emerging issues. Pacific Grove, CA: Brooks/Cole.
Welfel, E.R. (2002). Ethics in counseling and psychotherapy: Standards, research, and emerging issues (2nd ed.). Pacific Grove, CA: Brooks/Cole.
They predict age and gender variations relate to bullying concerns. Of the 25 cartoons implemented in the study, two depict characters with different shades of skin color where skin color appeared to be an issue. One cartoon relating to sexual orientation was not used in several countries. Smith et al. report Olweus to assert bullying to be characterized by the following three criteria:
1. It is aggressive behavior or intentional "harmdoing"
2. which carried out repeatedly and over time
3. In an interpersonal relationship characterized by an imbalance of power. (Smith et al., 2002, p. 1120)
In their study, Smith et al. (2002), participating researchers in the 14 countries to completed the following
1. Listed and selected bullying terms as well as social exclusion in the applicable language.
2. Used fundamental focus groups with participating children to confirm usage and extensive comprehensive of terms.
3. Using cartoons, sorted tasks to…
Anti-Bullying programs for schools. (2009). NoBully.com. Retrieved March 3, 2010 from http://www.nobully.com/index.html
Beaty, L.A., & Alexeyev, E.B. (2008). The Problem of School Bullies: What the Research Tells Us. Adolescence, 43(169), 1+. Retrieved March 3, 2010, from Questia database:
School Counseling in a Multicultural Society: An Overview
More and more diversity is becoming the buzzword in society at large and within educational facilities across the nation. As the population in the United States continues to become increasingly diversified and representative of individuals from varying ethnic, socioeconomic and racial backgrounds, educators are realizing an increased need for attention to the specific needs of diverse student populations.
The need for multicultural competencies development among school counseling professionals has recently been acknowledged by the American Psychological Association (1992) and the American Counseling Association (1995) whose ethnical standards dictate that school counselors should achieve a certain level of multicultural competence prior to embarking on a professional career in student counseling.
Despite the acknowledgment of a need for increased awareness and training to ensure a positive student/counselor relationship, there is little evidence that much is being done in the way of establishing a core…
American Counseling Association. (1995). Code of ethics and standards of practice [Brochure]. Alexandria, VA: Author.
American Psychological Association. (1992). Ethical principles of psychologist and code of conduct. American Psychologist, 47, 1597-1611
Arredondo, P., Cheatham, H., Mio, J.S., Sue, D. & Trimble, J.E. (1999). Key words in multicultural interventions: A dictionary. Westport: Greenwood Press.
Atkinson, D.R., Morten, G., & Sue, D.W. (1998). Counseling American minorities: A
The next generally recognized style of leadership is the transformational style. While a hierarchical style relies on rules and efficiency, a transformational approach is based on a more democratic sense of group formation. While a group guided by a transformational leader still relies on a small group of leaders (and possibly only a single leader), this leader works to make everyone feel that they are a part of the process and that their ideas are valued (Somech, 2008, p. 98).
While this style of leadership would work better for the implementation of a distance-learning program, it is still too centralized given the need to include the leadership of other organizations (such as the community colleges where secondary school might use classroom space).
The final general type of leadership is that of the facilitative leader, who is someone who works with all of the stakeholders in an organization as well as…
Mealiea, L., & Baltazar, R. (2005). A strategic guide for building effective teams. Public Personnel Management, 34(2), 141-160.
Somech, a. (2008). The Effects of Leadership Style and Team Process on Performance and Innovation in Functionally Heterogeneous Teams. Journal of Cases in Educational Leadership 11(1), 97-137.
Du Chatenier, E., et al. (2009). The Challenges of Collaborative Knowledge Creation in Open Innovation Teams. Human Resource Development Review 8, pp. 350-381.
This is discussed at length by Fusick and ordeau (2004) "...school-based counselors need to be aware of the disturbing inequities that exist in predominantly Afro-American urban school districts, where nearly 40% of Afro-American students attend school in the United States" (Fusick and ordeau, 2004) This again places emphasis on the need for mental health programs in these areas of concern. This is also related to findings from a study by McDavis et al. (1995) Counseling African-Americans, which refers to research that stresses the "...widening achievement gap between Afro-American and Euro-American students." (McDavis, et al. 1995)
An important study Laura a. Nabors, Evaluation of Outcomes for Adolescents Receiving School-ased Mental Health Services (2002) refers to the particular issue and problems experience at inner-city schools. The author states that, "School mental health (SMH) programs are an important setting for providing mental health services to adolescents, especially urban youth who typically face in-…
Smith, P.B., Buzi, R.S., & Weinman, M.L. (2001). Mental Health Problems and Symptoms among Male Adolescents Attending a Teen Health Clinic. Adolescence, 36(142), 323. Retrieved December 9, 2008, from Questia database:
It is our belief that such integration will provide reciprocal benefits. Learners will more fully understand information technologies in the process of applying them across the curriculum and their understanding of other curriculum areas will be similarly enriched as they work to apply it skills in those contexts. Furthermore, there is a need to ensure that people understand the connections between information technologies and the other skills they attain in school, skills they use in work, and in everyday life.
Findings of the Initial Literature eview Phase of the esearch
There exists a lack of technological integration which is noted at all levels of the educational forum as being one that is detrimental to the future of the student if not adequately addressed. The smaller schools appear to be providing better instruction and 'care' of their students as well as better technological instruction and overall better outcomes in terms of…
Digital Transformation: A Framework for ICT Literacy: A Report of the International ICT Literacy Panel educational testing service. Online available at http://www.ets.org/research/ictliteracy/ictreport.pdf
Berkowitz, Bob (2001) Research Study: The Big6 ™ and Student Achievement - Report of an Action Research Study. Online available at http://www.big6.com/showarticle.php?id=11&page=2.
The Importance of Contemporary Literacy in the Digital Age: A Response to Digital Transformation: A Framework for Information Communication Technologies (ICT) Literacy http://www.big6.com/showarticle.php?id=157
Cotton, Kathleen (1996) School Size, School Climate and Student Performance
Teaching at the university level and at the grade school level can be vastly different. Institutional differences account for the largest part of the disparities between these ostensibly similar careers, but methodological differences also exist. Teaching is considered the primary focus of the grade school teacher's career, whereas university professors are often academic scholars rather than educators and teaching for such people is far less important than academic research.
According to the Bureau of Labor Statistics, one in four Americans are enrolled in educational institutions. Education is the largest industry in the country, accounting for nearly 12 million jobs. Most of these people teach at the grade school level. Teaching is considered a trade rather than a profession: teachers are usually unionized. Teaching positions constitute almost half of all educational services jobs and require at least a bachelor's degree. Most school districts give their employees incentives to pursue further education;…
Howard Gardner; Reflections on multiple intelligences: myths and messages. Phi Delta Kappan, Vol. 77, 1995 help students delve more deeply into subjects introduced in elementary school. Middle and secondary school teachers specialize in a specific academic subject, such as English, mathematics, or history, or a vocational area, such as automobile mechanics, business education, or computer repair. Some supervise extracurricular activities after school and help students deal with academic problems and choose courses, colleges, and careers.
Special education teachers work with students - from toddlers to those in their early 20s - who have a variety of learning and physical disabilities. Most special education teachers are found at the elementary school level. Using the general education curriculum, special education teachers modify instruction to meet a student's special needs. They also help special education students develop emotionally, be comfortable in social situations, and be aware of socially acceptable behavior.
Postsecondary teachers, or faculty as they are usually called, generally are organized into departments or divisions, based on subject or field. They teach and advise college students and perform a significant part of our Nation's research. They also consult with government, business, nonprofit, and community organizations. They prepare lectures, exercises, and laboratory experiments; grade exams and papers; and advise and work with students individually. Postsecondary teachers keep abreast of developments in their field by reading current literature, talking with colleagues and businesses, and participating in professional conferences. They also do their own research to expand knowledge in their field, often publishing their findings in scholarly journals, books, and electronic media..
The case snowballed and grew until the nation viewed Zelmanv Simmons-Harris as the test case to try the legal boundary between church and state. It was also looked to for the purpose of redefining the meaning and scope of public education in America.
Enacted by the Ohio legislature in 1995, the Cleveland Scholarship and Tutoring Program allows 4,000 low-income children to attend private religious and secular schools with up to $2,250 in public support (Vitteritti, 2002). Participating schools must cap their tuition at $2,500 a year; the state pays up to 90% of whatever the school charges, depending on family income (Vitteritti, 2002). Following a high-profile legal battle, the program was upheld by the Ohio Supreme Court in 1999, prompting opponents to take their case into federal court (Vitteritti, 2002). On the day before school was to open that year, federal district court judge Solomon Oliver struck down the program,…
Text of U.S. Supreme Court decision: Zelman, superintendent of Public Instruction of Ohio, et al. v. Simmons-Harris et al. (Features). Journal of Church and State | Date: June 22, 2002 | More results for: Zelman vs. Simmons-Harris No. 00-1751 536 U.S. -- (2002) Argued February 20, 2002 Decided June 27, 2002
Vouchers on trail: will the U.S. Supreme Court's decision in Zelman end the voucher debate? (Feature).(Statistical Data Included) Education Next | Date: June 22, 2002 | Author: Viteritti, Joseph P. | More results for: Zelman vs. Simmons-Harris
Zelman: the court gets it right. (Opinion).(school voucher case)
First Things: A Monthly Journal of Religion and Public Life | Date: January 1, 2003 | Author: Uhlmann, Michael M. | More results for: Zelman vs. Simmons-Harris
SCHOOL ADVISORY PROGRAMS: Annotated Bibliography
Van Ryzin, M. (2010). Secondary school advisors as mentors and secondary attachment figures. Journal of Community Psychology, 38(2), 131-154.
his study assessed if students in two tiny secondary schools would actually nominate their advisor as part of their attachment hierarchy. he forty percent which nominated their advisor to be a secondary figure of attachment testified even more involvement in school and showed better gains in terms of adjustment and achievement in than those that did not. In accordance to the author, this particular finding could help in the development and refining of new theories regarding the factors which contribute to the success of mentoring relationships, together with the processes that aid in the growth and development of these relationships.
Johnson, B. (2013.) Linchpins or lost time: Creating effective advisories. Horace, 25 (2-3)
his study tested the theory that secondary school advisories are somewhat insidious around…
This article investigates the effect of a universal social-emotional program of learning, the Fast Track PATHS (Promoting Alternative Thinking Strategies) program and teacher consultation, incorporated within the Fast Track selective prevention model. Measures examined educator and peer reports of violence, hyperactive-disruptive conducts, as well as social skills. Starting in the first grade and all through three consecutive years, teachers acquired training and support, and incorporated the PATHS program in their classrooms. The study investigated the major impacts of intervention and ways in which the child's traits and the environment in the school influenced results. The study concluded that properly-implemented multiyear social-emotional programs of learning could actually have important preventive impacts on the population-level aggression rates, social competency, as well as academic involvement in the elementary school years.
10. Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. & Schellinger, K.B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev. 82(1): 405-32. doi: 10.1111/j.1467-8624.2010.01564.x.
This particular article presents results from a meta-analysis of 213 school-based, worldwide social and economic learning (SEL) programs entailing 270,034 kindergartens through high school learners. In comparison to controls, social and economic learning participants illustrated considerably better social and emotional skills, outlooks, manners, as well as academic performance which reflected an eleven percent point gain in success. School teaching personnel successfully carried out SEL programs. The utilization of four suggested practices for developing skills together with the presence of execution issues moderated the outcomes of the program. The findings of this study actually add to the growing experimental evidence-based outcome on the positive impact of social and emotional learning programs. Teachers, policy makers, and the general public are capable of contributing to healthy development of kids by encouraging the integration of evidence-based social and economic learning (SEL) programming into the standard educational practice.
Schools in the 21st century are very different from the one-room schoolhouses that once dotted the American landscape. Today a single school can house thousands of students at various grade levels and many schools integrate the latest technologies into their curriculums. With this being understood, it will be interesting to see how school curriculum will change in the future. The purpose of this discussion is to examine how schools will change in the future as it pertains to technology. The discussion will also focus on the introduction of schools as social anchors, that are both moral and purposeful.
Schools of the future
Indeed technology will continue to play a large role in schools of the future. Educators will continue to incorporate technology into the curriculum. According to Caldwell and Hayward (1998) "schooling at the upper secondary level will become more complex and diverse, with multiple providers; combined with advances made…
Briefing paper on Emerging Issues and Best Practices -- Introduction. Retrieved April 19, 2005 from; http://www.arc.org/gripp/publicEducation/grippPublicEducPg06.html
Florida Virtual School: The Future of Learning? A Forum Brief -- October 18, 2002. American Youth Policy Forum. Retrieved April 19, 2005 from; http://www.aypf.org/forumbriefs/2002/fb101802.htm
Caldwell, B.J., & Hayward, D.K. (1998). The Future of Schools: Lessons from the Reform of Public Education. London: Falmer Press.
Huskey, B.L., & Wiley, R. (1993, August). Using Public Education Campaigns to Build Community Partnerships. Corrections Today, 55, 154+.
Secondary Career Option Cardiovascular Perfusionist
Second Career Option Cardiovascular Perfusionist
Second Career Option: Cardiovascular Perfusionist
Second Career Option: Cardiovascular Perfusionist
A cardiovascular perfusionist is a specialized health professional who operates the heart-lung machine during cardiac surgery and other surgeries that require cardiopulmonary bypass (Goeckner, Hicks, and Wanzer, 2011, p. 136). The perfusionist is a highly trained member of the cardiothoracic surgical team whose responsibilities center around the support of the physiological and metabolic needs of the cardiac surgical patient so that the cardiac surgeon may operate on a still, unbeating heart (Lackatta, 2002, p. 29). Perfusionists are vital to the completion of such operations, and are vital to the hospitals in which they work as these individuals are often responsible for purchasing equipment and supplies relative to their duties, hiring support technicians and overseeing department management and quality improvement regarding their area of work and expertise. In addition to playing…
American Board of Cardiovascular Perfusion. (2011). Recertification. Web. Retrieved
from: http://www.abcp.org/recertification.htm on 9 November 2011.
Goekner, B., Hicks, R. And Wanzer, L. (2011). Perioperative pharmacology: a framework for medication safety. Association of Operating Room Nurses Journal. 93.1: pp. 136. Web. Retrieved from: ProQuest Database.
Lackatta, E. (2002). Age associated cardiovascular changes in health. Heart Failure
Every school board now offers school-to-work (STW) programs, which are designed to meet the needs of a large portion of today's students - those who are work-bound as soon as they graduate high school. Many of these programs allow students to enroll as apprentices and accumulate hours and experience towards a qualifying certificate in a specific profession while earning credits towards their high school graduation diploma, as well.
While advocates of such programs argue that they give additional relevance and meaning to the educational process as a whole and give students real opportunities to make connections between theory and actual practice, opponents believe that these types of programs are pervasive and prevent students from receiving a thorough and valuable education.
This paper supports the opposing viewpoint of school-to-work programs, arguing that education that concentrates on job training results in graduates who are less adaptable and less able to…
Brandeis University. (1992). Future options education: Careers and middle school youth. Waltham, MA: Brandeis University.
Cook, Mary. (June, 2001). Do School-to-work Programs Help or Hinder Education? Ingram's Education Edition.
Starr, Linda. (1998). STW Programs. Education World. Retrieved from the Internet at http://www.education-world.com/a_admin/admin081.shtml.
The 21st Century Education Foundation, (2001). U.S. Department of Education. School to Work Initiative. Retrieved from the Internet at http://www.buildbridges.net/businesses/schooltowork.htm.
A teenager's ability to thrive in his/her social circle may have more to do with innate qualities such as companionship than looks or talents, attributes that are commonly associated with popularity.
Whereas peer relationships can clearly have a positive role in social development, there are certain types of peer orientation that can also be detrimental. There are some teenagers who are extremely orientated to their peers to the extent that they break parents' rules, sacrifice school performance, undermine their talents, and even hide positive areas of their lives in order to maintain their peer relationships (uligni et al., 2001). This is the type of peer orientation that parents commonly object to and for good reason. Extremely peer oriented teenagers often feel that they have to stand out and hence seek problem behavior-oriented peer groups such as those that regularly skip class, abuse alcohol, and use drugs (uligni et al., 2001).…
For parents who may be concerned about their child's troubled peer relationships or peer orientation, much can be learned from these documented evidences on child social development. Parents must understand that problems such as bullying, deviant behavior, association with problematic peer groups, and the like are often processes that evolve over time and involve an interplay between many early risk and protective factors (Schwartz, et al. 2000, Fuligni et al., 2001). While some of these factors are temperamental in nature (e.g. non-assertiveness, submissiveness), many of them are also parental control related. For instance there is evidence to suggest that maternal over-protectiveness can be a factor in the bullying of submissive and passive victims (Olweus, 1993 in Schwartz et al., 2000). Similarly, excessive parental control during the teenage years can drive adolescents to place greater importance on their peer relationships rather than their parents (Deveraux, 1970, in Fuligni et al., 2001). On the other hand, a complete lack of parental control or support can also lead adolescents to seek more advice from their peers and thus be more influenced by them rather than their parents (Bonfrenbenner, 1967; Condry and Simon, 1974; and Steinberg, 1987; in Fuligni et al., 2001). Hence, parents must try to exert a developmentally appropriate level of control on their children and learn to adjust their relationship with them to accommodate their child's increasing level of maturity.
Parents should encourage their children to cultivate friendships within peer groups that are achievement oriented, wherever they may be found - in school, a sports or hobby club, church, work, etc. Studies show that association with healthy peer groups such as these are less likely to result in children showing problem behavior and low academic achievements in the latter adolescent years (Fuligni et al., 2001). Parents should also try to promote closeness in the family (e.g. By having meals or doing simple things together). Family cohesion has been shown to buffer the effects on adolescents who may be involved with deviant peers and is hence a protective factor for possible problematic behavior (Fuligni et al., 2001).
This paper has described the many roles that friendships and peer groups can play in a child's social development. The impact of these relationships is especially significant during the volatile teenage years, a critical transitional stage when children have to renegotiate relationships with their parents while at the same time seek acceptance from their peers. Friendships can either make or break a child and the important role of parents lies in giving them age-appropriate freedom and control; providing a supportive, cohesive home environment; and encouraging their children to associate with peer groups that have a positive influence.
These issues of professionalism and innovation seem to be a major problem in many public schools in America. In recent years these issues have come to light as teachers have been disciplined and even fired for their interactions with students that have been unprofessional and even criminal at times. Teachers have an ethical responsibility to act professionally and when they fell to do so the ability of students to excel academically is also compromised.
The aforementioned authors also mention the lack of innovation that often occurs as a result of using democratic methods. One of the reasons why school choice is even an issue is because the curriculums that have been implemented in public schools lack variety. Part of the reason for this lack of innovation has to do with bureaucracy and government mandates such as the No Child Left Behind Act. This particular act stifles innovation because many teachers…
Cullen, J.B. Brian A. Jacob and Steven D. Levitt (2005) The impact of school choice on student outcomes: an analysis of the Chicago Public Schools. Journal of Public Economics. 89 (5-6):729-760
Hastings, Justine S. Thomas J. Kane Douglas Staiger (2005) Parental Preferences and School Competition: Evidence from a Public School Choice Program .Yale Economic Applications and Policy Discussion Paper No. 10
Moe, Terry. 2001. Schools, Vouchers and the American Public. Washington: Brookings Institution Press
Sikkink, D., Emerson M.O. (2008) School choice and racial segregation in U.S. schools: The role of parents' education. Ethnic and Racial Studies 31(2): 267-293
Conant challenged a very old standard with regard to education, as he identified that making decisions about who is given opportunity and who is excluded should be based on merit and ability rather than wealth, privilege and race. (235) His actions and ideals drive the continued utilization of federal student aide, even today, as well as the expansion of scholarship offering, both public and private as his work redefined the determination of who deserves education and who does not. (235-237) in a speech given by Conant he stressed that education in the past had fostered social stratification and in so doing created a potential situation of unrest among those who could not receive it. This Conant warned was the seed of revolution and the only manner in which to change this reality, he warned was through educational opportunity, "the chances of a nonrevolutionary development of our nation in the…
Students who are bussed to a larger school can use the time to be productive; reading, homework, etc.
1.5-2 hours per day of commuting is unacceptable for students and will eat into their family and work time.
A larger school will provide greater opportunity for social networks, sports, music, drama, and more extracurricular activities.
Loss of community will make the younger students uncomfortable as well.
A larger school will provide greater academic opportunities for the HS students in preparation for university; there are more resources available.
The student to teach ratio will change and the students will be part of just another large classroom.
Thus, the question really comes down to potential. Neither side can equivocally state that the future of the students will be better or worse; there are arguments for both as well as the possibility that the solution will be quite positive for some,…
Cary, S. (2003). A Beginner's Guide to the Scientific Method. New York: Wadsworth.
Cresswell, J. (2003). Research Design. New York: Sage.
Groves, R. a. (2003). Introducing Political Philosophy. New York: Icon Books.
Hatton, J. (1996). Science and Its Ways of Knowing. Upper Saddle River, NJ: Benjamin Cummings Publishers.
, 1999). In many areas of the country this may be very accurate.
Another problem that comes into the picture where obesity in children is concerned is that many parents must work very long hours today to pay bills and have money for what their family needs (Mokdad, et al., 1999). ecause of this, many children are latchkey kids and are not watched as closely by their parents as they used to be (Mokdad, et al., 1999). Children used to come home from school and go and play with others, but many now live in neighborhoods where this is unsafe or where there are no children their age so they remain inside watching TV or playing video games and snacking on whatever is available (Mokdad, et al., 1999).
If there is healthy food in the house this is often not a problem, but many households are full of potato chips,…
Anderson, J.G. (1987). Structural equation models in the social and behavioral sciences: Model building. Child Development, 58, 49-64.
Arlin, M. (1976). Causal priority of social desirability over self-concept: A cross-lagged correlation analysis. Journal of Personality and Social Psychology, 33, 267-272.
Averill, P. (1987). The role of parents in the sport socialization of children. Unpublished senior thesis, University of Houston.
Bandura, a. (1969). A social-learning theory of identificatory processes. In D.A. Goslin (Ed.), Handbook of socialization theory and research (pp. 213-262). Chicago: Rand McNally.
Parental consent will also be sought for an individual to be a participant in the project. It is expected that 110 persons would participate in the project; this will be the final number after the initial screening has taken place and the unsuitable candidates removed from the initial listing.
The data will be collected using questionnaires which will be administered at the beginning of the program to establish a baseline position. Then a similar questionnaire will be administered at the end of the project so that values can be compared and variation in responses observed.
Action steps and time frame
I. Clarification of concepts (Two weeks)
II. Development of data collection instruments (Two weeks)
III. Training of personnel (One week)
IV. Identification of schools and contact with schools (One Week)
V. eception and Orientation of participants (One day)
VI. Development of baseline assessment (One day)
VII. Conduct of…
Lu, W., Daleiden, E., & Lu, S. (2007) Threat Perception Bias and Anxiety Among
Chinese School Children and Adolescents. Journal of Clinical Child and Adolescent
Mueser, Kim T. et al. (2008). A randomized controlled trial of cognitive-behavioral treatment for posttraumatic stress disorder in severe mental illness. Journal of Consulting and Clinical
SUMMARY and CONCLUSION
The traditional classroom environment is no longer supportive of student learning and it is critically necessary that educators address the current classroom environment as well as their instructional practice in the classroom if students are to be effectively prepared through education to take their rightful place in a global society characterized by information technology and networked business systems. The classroom environment that is characterized by different learning activities, cooperative and inclusive learning will provide a solid base in learning to prepare students for entrance into the world as effective and functionally adept individuals.
urgstahler, Sheryl (2002) Universal Design in the Classroom and Computer Lab. Washington Education Staff webpage. Online available at http://staff.washington.edu/sherylb/univ_pacer.html.
Riddle, Elizabeth (1999) Lev Vygotsky's Social Development Theory. Helen a. Kellar Institute for Human Disabilities. Online available at http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm.
10 Design Ideas for Schools of the 21st Century (1998) American School & University. 1…
Burgstahler, Sheryl (2002) Universal Design in the Classroom and Computer Lab. Washington Education Staff webpage. Online available at http://staff.washington.edu/sherylb/univ_pacer.html .
Riddle, Elizabeth (1999) Lev Vygotsky's Social Development Theory. Helen a. Kellar Institute for Human Disabilities. Online available at http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm.
10 Design Ideas for Schools of the 21st Century (1998) American School & University. 1 January 1998. HMRH Architects. Online available at http://asumag.com/mag/university_top_design_ideas/ .
Armstrong, Thomas (2000) Multiple Intelligences - Online available at http://www.thomasarmstrong.com/multiple_intelligences.htm .
And when the parent comes to an event held in the classroom, it makes good sense to have interpreters available, and "invite the extended family," which of course is a very welcoming act of kindness and good judgment. The other parent in this list of "types" is the "Busy Parent," who is a person with a work schedule that is hard to get a hold of, or plan meetings for. Get the cell phone number of parents like this, and the email addresses, and "continue to send home their children's work on a regular basis, including writing samples, artwork, and test copies" - and even consider taking digital photos of class activities and attaching those pictures to emails that go to parents.
On a more serious note, the literature on school administration duties as far as training staff to be parent-active and family-friendly offers an article called "here's the Ministry…
Beaudoin, Nelson. (2006). Giving Stakeholders a Voice. Educational Leadership, 63(8), 74-75.
Flannery, Mary Ellen. (2005). A field guide to parents: famed for its vast appetite for information
And ability to protect its offspring, the parent genus has nonetheless eluded scientific study.
Until now. NEA Today, 24(2), 36-38.
The last century has seen an increase in the level of international purchases which has been supported by the developments in transportation and technology. Goods can move faster than before with developments in logistics. The negotiation and forming contracts for purchase with companies and communicate with potential suppliers in distant countries is also easier than in the past with the internet and tools such as video conferencing and emails. This facilitates the use of international suppliers. However, other firms may choose local suppliers believing strategy will best suit their needs. Local suppliers may be able to provide where there is an increase in the transparency of the supply chain, less exposure to risks such as interruption and exchange rate risks and proximity may allow closer collaborative relationships to develop. Both procurement strategies are viable, to assess the advantages associated with each approach the procurement from international and local suppliers can…
'Automotive and Auto Parts Industry in Turkey.' (2012). Turkish Ministry of Economy. [online] available: http://blog.tcp.gov.tr/?p=2632 .
"Automotive Industry Trends Affecting Component Suppliers.' (2005). International Labour Review, vol. 144, no. 1, pp. 130-133.
Borrus, M., Ernst, D. & Haggard, S. (2001). International Production Networks in Asia: Rivalry or Riches. London: Routledge.
Burton, S., & Steane, P. (2004). Surviving Your Thesis. New York: Routledge.
Integrating Students Who Change Schools
When students change schools often, and particularly when they enter and exit schools at times other than the actual starting and ending dates, they can experience academic, psychological, and social setbacks. When a student body is in a relatively constant state of flux, the impact is felt by all students in the classrooms, and not just by students who are referred to as frequent movers. While the size of the stable core of students ranges widely, the mobility of frequent movers generates a chaos factor -- a term used to identify the inevitable disruption that occurs from having to constantly adapt to the unexpected change.
The literature shows a negative correlation between school switching and academic achievement; a correlation that is evident in schools that have experienced multiple years of non-compliance with federal academic achievement regulations due to high numbers of students who are frequent…
Shapiro (2004) stated that progress monitoring has now become a crucial element in the enhancement of pupil academic outcomes. It has been concluded that literature has evidently shown the concept of progress monitoring that can across different domains such as spelling, mathematics, composition, reading and writing (Hosp & Hosp, 2003)
Activity description and Summary
The progress monitoring program that is being designed focused more on the performance on the pupils according to the curriculum that is designed for them. This performance is basically measured and monitored across a period of time. Technically, this measurement is carried out through every three or every six terms.
The best way to ensure measurement of school wide data is through online software's that can be accessed by not only teachers but by parents as well. By making this data available on the net, it can also be accessed easily by other schools in the…
Brooks, V. (2002). Assessment in secondary schools (1st ed.). Buckingham [England]: Open University Press.
Hosp, M., & Hosp, J. (2003). Curriculum-Based Measurement for Reading, Spelling, and Math: How to Do It and Why. Preventing School Failure, 48(1), 10 -- 17.
Shapiro, E. (2004). Academic skills problems workbook (1st ed.). New York: Guilford Press.
..This perspective is from the U.S.A.; in Europe, violence in school and the concern about violence may not be at similar levels, but it is undoubtedly a topic of major concern (Smith, 2003, p. 1).
This article also makes the important point that school is intended as a developmental and educational environment and that violence in its various forms negatively effects and detracts from the goals of education.
Another general work that adds to the underlying body of knowledge on this topic is Stealing the Show? Crime and Its Impact in Post-Apartheid South Africa by Mark Shaw and Peter Gastrow (2001). Among others, this study makes a cogent assessment of the way that crime and violence is measured and reported in South Africa.
Most researchers assume that official crime statistics -- that is, those collected and released by the South African Police Service -- provide a poor indication of levels…
Abbink, J. & Kessel, I.V. (Eds.). (2005). Vanguard or Vandals: Youth, Politics, and Conflict in Africa. Boston: Brill. Retrieved January 3, 2009, from Questia database: http://www.questia.com/PM.qst?a=o& ;d=114080610
Bility K.M. (1999) School Violence and Adolescent Mental Health in South Africa: Implications for School Health Programs. "http: Sociological Practice, Vol. 01, No, 4, pp. 285-303 www.questiaschool.com/PM.qst?a=o&d=5002024684
Carton, B. (2003). The Forgotten Compass of Death: Apocalypse Then and Now in the Social History of South Africa. Journal of Social History, 37(1), 199+. Retrieved January 3, 2009, from Questia database:
teaching strengths for the content area (secondary school mathematics or science) you plan to teach.
I have decided that I will teach mathematics at the secondary school level which is a subject I performed well at when I was in high school myself. I was always at the top of my classes when it came to math and I enjoyed all of the classes that I took in the subject. So, I think it has to be the right area in which I should pursue a teaching degree.
I can think of two strengths that I have, with regard to this subject, apart from the facts that I enjoy the study and was able to perform well at the secondary level. First, on a personal level, I do not try to act like I know more than other people, even though I may have a more perfect knowledge of the…
Fontana, J.L., Scruggs, T., & Mastropieri, M.A. (2007). Mnemonic strategy instruction in inclusive secondary social studies classes. Remedial and Special Education, 28. 345-355.
Plummer, J.E., & Peterson, B.E. (2009). A preservice secondary teacher's moves to protect her view of herself as a mathematics expert. School Science and Mathematics,109(5). 247-257.
Scott, T.M., Park, K.L., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. The International Journal of Behavioral Consultation and Therapy, 3(2). 223-235.
Stiggins, R.J. (1999, October). Assessment, student confidence and school success. Phi Delta Kappan. 191-198.
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. taff-members rather can and do multitask and whole programs may be set up that deal with addressing goal-setting and vocational needs where the different tasks may be delegated amongst the pool of counselors and personnel.
The following programs are available to all high-schools students, and, depending on need, I can introduce them to the special needs student too. These include:
Career center services
Work experience education
Career education / vocational courses.
Implementation of the IEP
The IEP starts with a meeting where all individuals connected with the student's…
IEP Transition Planning Summary Information Tools www.cde.state.co.us/cdesped/download/pdf/TK_TransMtg.pdf
Transition Planning for students with IEPs www.greatschools.org/.../873-transition-planning-for-students-with-ieps.gs
Writing the Transition Plan www.nhspecialed.org/documents/Writing%20the%20Transition%20Plan.pdf
Students in these kinds of schools do not attend school longer, but they do not have a summer break that is longer than any of the other breaks that they take during the school year.
esearch done by McMillen (2001) indicated that there were 106 schools in the state of North Carolina that operated on the year-round school calendar for third through eighth grades during the 1997-1998 school year. McMillen (2001) then conducted an analysis of the academic achievements of these students and compared them to the academic achievements of students in the same grades that attended schools where the traditional calendar was still used.
Data for the study came from a database of statewide testing in which 95% of the public schools in the state participate. In order to determine the academic achievements of the students, McMillen (2001) looked at achievement test scores and demographic information that was collected…
References. Retrieved April 17, 2008, at http://www.ericdigests.org
Painesville City School District. (2008). Year Round Education. Retrieved February 20, 2008, at http://www.painevillecityschools.org
Polite, V.C. (1999). Combating educational neglect in suburbia: African-American males and mathematics. In V.C. Polite & J.E. Davis (Eds.), African-American males in school and society: Practices and policies for effective education (pp. 97-107). New York: Teachers College Press.
Poplin, M., & Weeres, J. (1992). Voices from the inside: A report on schooling from inside the classroom. Claremont, CA: Claremont Graduate School, Institute for Education in Transformation.
Pothering, S.L. (1998). The decision-making processes of higher education undergraduate academic program development in a public liberal arts institution. (Doctoral Dissertation, University of South Caroline, 1998). UMI Dissertation Services.
Brandt (2003) offers ten ways to determine if a school indeed meets the criteria of a learning organization. The first characteristic of a learning organization is that it encourages adaptive behavior in response to differing circumstances. The second is that the learning organization has challenging, but achievable objectives and goals. The third is that members of the organization can accurately identify the organizations' stages of development (Brandt, 2003).
The learning organization can collect, process, and act upon information that fits their purposes (Brandt, 2003). Learning organizations have the knowledge base for creating new ideas. The learning organization has the ability to grow and adapt. They are dynamic and in a constant process of evolution. Learning organizations frequently exchange information with external sources (Brandt, 2003). This happens in educational workshops, in-services, and conferences.
Another feature of the learning organization is that is seeks feedback on their products and services (Brandt, 2003).…
Anderson, J. (2008). Principals' Role and Public Primary Schools' Effectiveness in Four Latin American Cities. The Elementary School Journal. 109 (1): 36-60.
Beasley, E. (2008). New leadership model for business fits schools too. Statesman Journal. August 26, 2008. Retrieved October 18, 2008 at http://www.statesmanjournal.com/apps/pbcs.dll/article?AID=/20080826/Business01/808260315/1040/Business
Berenstein, L. (2006). Team Teaching with Academic Core Curricula Teachers: Using Aviation Concepts. Department of Aviation Technologies. Southern Illinois University. 43 (2): 1- 19. Retrieved October 19, 2008 at http://scholar.lib.vt.edu/ejournals/JITE/v43n2/pdf/berentsen.pdf
Brandt, R. (2003). Is this school a learning organization? 10 ways to tell. Journal of Staff Development. Winter 2003. 24 (1). Retrieved October 19, 2008 at http://www.nsdc.org/library/publications/jsd/brandt241.cfm
Surveys by the National Association of Independent Schools last year indicated that the issue relating to money management in the schools was among the most pressing issues and challenges facing school leadership. The questions were related to re-thinking financing the schools for proving quality and cost effective education to students efficiently. Last fall, National Business Officers Association held a meeting of school heads, trustees, business managers, and advancement professionals to begin to explore the possibilities of re-engineering the ways schools approach financing. Preliminary thinking from that symposium led to the offering that until schools can manage their own funds the quality of education is unlikely to improve.
Schools in the 21st century require, among other things, thoughtful leadership in the domain of financing. Such leadership will engage schools in serious financial modeling, projecting forward five years to produce differing financial scenarios in an attempt to develop the preferred educational…
Guthrie, James W. "Implications for Policy: What Might Happen in American Education If It Were Known How Money Actually Is Spent?" In Where Does the Money Go?" Resource Allocation in Elementary and Secondary Schools, edited by Lawrence O. Picus and James L. Wattenbarger. Thousand Oaks, CA: Corwin Press, 1996. Pages 253-68.
Odden, Allan, and William Clune. "Improving Educational Productivity and School Finance." Educational Researcher 24, 9 (December 1995): 6-10.
Odden, Allan. "Raising Performance Levels Without Increasing Funding." School Business Affairs 63, 6 (June 1997): 4-12.
Picus, Lawrence O. "Does Money Matter in Education? A Policymaker's Guide." In Selected Papers in School Finance 1995, edited by William J. Fowler. 19-35.
Moseley, chair of the Coalition advisory board and president and CEO of the Academy for Educational Development. "It is not a luxury that can be addressed at some point in the future, but rather it provides people with the tools to survive and improve their lives" (Basic Education Coalition 2004). There is no one magical, quick fix solution to Bermuda's dropout problem. The problem is complex and requires a complex array of solutions. It is the intent of this paper to study the scope of this hidden crisis, the poor dropout and graduation rates of Bermuda's Public High School System, by reviewing the most recent and accurate data on graduation and dropout rates, exploring the reasons that young people drop out of school, and presenting the most promising models for helping high school students graduate with their peers.
CHAPTER TO: LITERATURE REVIE
This chapter provides a review of the…
Winters, K.C.; Rubenstein, M.; and Winters, R.A. An Investigation of Education Options for Youth-at-Risk, Ages 9 to 15: Demographics, Legislation, and Model Programs. Research Report No. 88-10. Washington, DC: National Commission for Employment Policy (DOL), May 1988.
Wood, G.D., & Ellis, R.C. (2003). Risk management practices of leading UK cost consultants. Engineering, Construction and Architectural Management, 10(4), 254-62.
Wood, L.A. "An Unitended Impact of One Grading Practice." Urban Education 29/2 (1994): 188-201.
(Stasz, and Bodilly, 2004)
In the press release by Mike Bowler and David Thomas (2005), High School Students Using Dual Enrollment Programs to Earn College Credits, New eports Say. According to this report, the federal budget proposes to increase access to "dual enrollment" programs for at-risk students. Out of the approximately 2,050 institutions with dual enrollment programs, almost 110 institutions, or 5% (about 2% of all institutions) offered dual enrollment programs specifically aimed toward high school students "at risk" for failing academically. Two new reports by the U.S. Department of Education's National Center for Education Statistics also confirm that high school students currently take advantage of programs to earn college credits. The High School Initiative, designed to help prepare high school students to graduate with skills needed to succeed, permits states and districts to utilize funding for:
individual performance plans, dropout prevention efforts, demanding vocational and technical courses, college awareness…
References www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Ahola+Sakari%22Ahola, Sakari & www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Kivela+Suvi%22Kivela, Suvi. (2007). "Education Is Important, but..." Young People outside o Schooling and the Finnish Policy of "Education Guarantee." Routledge. Retrieved March 5, 2008, at http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&eric_viewStyle=listERICExtSearch_SearchValue_0=high+school+vocational+courses&searchtype=basic & RICExtSearch_SearchType_0=kw&pageSize=10&eric_displayNtriever=false&eric_dis ayStartCount=11&_pageLabel=RecordDetails&objectId=0900019b801cf28f&accno=EJ 73348&_nfls=false
Bowler, Mike & Thomas. David. (2005). "High School Students Using Dual Enrollment Programs to Earn College Credits, New Reports Say." Retrieved March 5, 2008, at http://www.ed.gov/news/pressreleases/2005/04/04062005a.html www.eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Cavanagh+Sean%22Cavanagh, Sean. (2006). Perkins Bill is Approved by Congress; Editorial Projects in Education. RetrievedMarch 5, 2008, from: http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&eric_viewStylelist&EICExtSearch_SearchValue_0=high+school+vocational+courses&searchtype=bas & ERICExtSearch_SearchType_0=kw&pageSize=10&eric_displayNtriever=false&eric_ isplayStartCount=11&_pageLabel=RecordDetails&objectId=0900019b8015ea43&accn =EJ748517&_nfls=false www.questiaschool.com/PM.qst?a=o&d=5020969480
Chang, E.S., Chen, C., Greenberger, E., Dooley, D., & Heckhausen, J. (2006). What Do They Want in Life?: The Life Goals of a Multi-Ethnic, Multi-Generational Sample of High School Seniors. Journal of Youth and Adolescence, 35(3), 321+. Retrieved March 5, 2008, from Questia database:
Strategical Location of Convenience Stores Around High Schools for Quick Snacks
Improving students' eating habits is a health promotion priority given the rate of obesity among Canadian youth. Since students spend a substantial amount of their time en route to schools, there has been a growing interest on the way food environment has shaped dietary outcomes of high school students. The British Colombia stakeholders have introduced different provincial initiatives to improve access to healthy food. For example, Sip Smart B.C. Vegetable Snack Program, Action Schools, B.C and School Fruit initiatives have been launched to improve access to healthy nutrition as well as reducing exposure to unhealthy food. Nevertheless, strategic location of convenience stores can assist students to have access to healthy nutrition. In Canada, 31% of Canadian high schools are located approximately one kilometer of a convenience store. (Jennifer, & Meghan, 2012). Despite the importance of the strategic location of…
He, M., Tucker, P., Gilliland, J., Irwin, J. D. et al. (2012). The Influence of Local Food Environments on Adolescents' Food Purchasing Behaviors. International Journal of Environmental Research and Public Health, 9(4), 1458-1471.
Jennifer, L. B. & Meghan, D. (2012). Availability of Limited Service Food Outlets Surrounding Schools in British Columbia. Canadian Journal of Public Health. 103(4): e255-9.
Leslie, E., Coffee, N., Frank, L. et al. (2007). Walkability of local communities: Using geographic information systems to objectively assess relevant environmental attributes. Health Place. 2007;13:111-122. [PubMed]
Simon, P.A. Kwan, D. Angelescu, A. et al. (2008). Proximity of fast food restaurants to schools: Do neighborhood income and type of school matter? Prev Med. 47(3):284-88.
Program Attendance Policy Proposal and Analysis
As we are nearing the end of the third school year of the P.A.S.S. program it is beneficial to evaluate the standards and practices which have been set forth through the past three years and determine the efficacy of them. In accordance with the Pennsylvania Standards for Elementary and secondary education school principals (January 2001), data driven assessment of the policies is due. The need for implementation of best practices, be they new or accepted older models is especially great given the proven success of the P.A.S.S. program which has resulted in the proposal for expansion of enrolment and services to meet a greater demand within the local district.
The establishment of best practices for the future is the goal of the current assessment. Since its inception the P.A.S.S. program has used a program completion option strategy with at-risk students attending classes at Howell…
ERIC Raising School Attendance. Education Digest, Feb2002, 67.6, pgs.54-57.
ERIC Urban Policies and Programs To Reduce Truancy. ERIC/CUE Digest 129.
ERIC Jay DeKalb Student Truancy. ERIC/CUE Digest 125.
ERIC Clearinghouse on Educational Management and Linn-Benton Education Service
Secondary Students |
Some Particular issues with Secondary Students
How have you adjusted both the types of questions you ask as well as how you ask questions to developmentally suit students with disabilities in grades 7-12?
Explaining my question and extensively describe what am I asking to assure that the student has understood what information is been asked.
Giving them Time to process my question.
elate my question with images.
Answers of two choices.
Eye contact and sense of my role to be supportive and trusting me to express themselves.
Explaining my question and extensively describe what am I asking to assure that the student has understood what information is been asked.
elate my question with images
e. Eye contact and sense of my role to be supportive and trusting me to express themselves.
Making questions clearer to learning-disabled pupils through description and explanation will aid both their academic…
Cohen, J., Cardillo, R., & Pickeral, T. (2011). Creating a Climate of Respect. Promoting Respectful Schools, Vol 69, No. 1. Retrieved from http://www.ascd.org/publications/educational-leadership/sept11/vol69/num01/Creating-a-Climate-of-Respect.aspx
Pella, S. (2012). What Should Count As Data For Data Driven Instruction? Middle Grades Research Journal, Vol 7, Issue 1, 57 -- 75. Retrieved from EBSCOHostConnection: http://connection.ebscohost.com/c/articles/78098255/what-should-count-as-data-data-driven-instruction-toward-contextualized-data-inquiry-models-teacher-education-professional-development
Vaughn, S., Schumm, J. S., & Forgan, J. W. (2016). Instructing Students With High-Incidence Disabilities in the General Education Classroom. Retrieved October 25, 2016, from Association for Supervision and Curriculum Development: http://www.ascd.org/publications/curriculum_handbook/413/chapters/Instructing_Students_With_High-Incidence_Disabilities_in_the_General_Education_Classroom.aspx
Internet Privacy for High School Students
The unrestrained stream of information is conceived necessary for democracies and market-based economies. The capability of the Internet to make available the vast quantity of information to practically everyone, irrespective of their locations thus entails large benefits. The Internet provides access to the greatest libraries of the world to the students even in the smallest towns and permit the medical specialists to analyze the patients situated about thousands of miles away. The attribute of interactivity of the Internet fosters communication and personal and political expression. The Internet also assists to make the economies progress as it enhances the ease, speed and cost effectiveness with regard to the collection, compilation and delivery around the world to the multiple extent. The electronic commerce will decline the business costs as companies are able to take the benefits of enhanced access to customers, products and suppliers worldwide along…
Baskin, Joy Surratt; Surratt, Jim. "Student Privacy Rights and Wrongs on the Web" School Administrator. Vol: 35; No: 2; pp: 102, 114-116
Beth Givens, (February 2000) "Privacy Expectations in a High Tech World" Computer and High Technology Law Journal. Retrieved from http://www.privacyrights.org/ar/expect.htm Accessed on 14 April, 2005
'Board Policy with Guidelines Date Subject: Student Technology Acceptable Use Policy" (17 July, 2001) North Sanpete School District Policy. Number V-30. Retrieved from http://www.nsanpete.k12.ut.us/~nshs/nslibrary/accuse.html Accessed on 14 April, 2005
Brooks-Young, Susan. (November-December, 2000) "Internet usage update" Today's Catholic Teacher. Vol: 17: No: 2; pp: 53-56
eading is a fundamental part of a child's education. Many techniques have been utilized in an effort to make learning to read and reading comprehension easier for students (McCray 2001). One such technique is Sustained Silent eading (SS). The purpose of this discussion is to investigate Sustained Silent eading as it relates to reluctant middle school aged children. Let us begin our investigation by discussing the theoretical framework of Sustained Silent eading.
Sustained Silent eading (SS)
Jenson & Jenson (2002) report that The Uninterrupted Sustained Silent eading program (USS) was first implemented by Lyman Hunt at the University of Vermont during the 1960's (Jensen & Jensen 2002). By the 1970's the program was implemented into the American public school system (Jensen & Jensen 2002). Forty years after its initial inception this same program has an array of aliases including: Motivation in Middle Schools (MIMS), High Intensity Practice (HIP), Free Voluntary…
Broughton, M.A., & Fairbanks, C.M. (2003). In the Middle of the Middle: Seventh-Grade Girls' Literacy and Identity Development Here Is a Look at the Ways in Which a Group of Girls Perceived Themselves and How Their Perceptions and Behaviors Changed as They Moved from the Sixth Grade to the Seventh Grade: The Middle of Middle School. Journal of Adolescent & Adult Literacy, 46(5), 426
Brozo, W.G., & Hargis, C.H. (2003). Taking Seriously the Idea of Reform: One High School's Efforts to Make Reading More Responsive to All Students. Journal of Adolescent & Adult Literacy, 47(1), 14
Crawford P.C.2004. Using Graphic Novels to Attract Reluctant Readers. Library Media Connection
Graham, S., & Taylor, A.Z. (1998). Exploring Achievement Values Among Ethnic Minority Early Adolescents. Journal of Educational Psychology, 90(4), 606-620.
Leadeship Skills Impact Intenational Education
CHALLENGES OF INTERNATIONAL EDUCATION
Pactical Cicumstances of Intenational schools
THE IMPORTANCE OF LEADERSHIP IN EDUCATION
What is Effective Leadeship fo Today's Schools?
Challenges of Intecultual Communication
Challenges of Diffeing Cultual Values
Impotance of the Team
Cuent Leadeship Reseach
APPLYING LEADERSHIP IN AN INTERNATIONAL SETTING
Wagne's "Buy-in" vs. Owneship
Undestanding the Ugent Need fo Change
Reseach confims what teaches, students, paents and supeintendents have long known: the individual school is the key unit fo educational impovement, and within the school the pincipal has a stong influence upon the natue of the school, the conditions unde which students lean, and upon what and how much they lean. Despite this ageement about the cental ole of the pincipal, thee is little eseach concening the chaacteistics of pincipals associated with effective leadeship and with pupil accomplishment, and even less insight…
Allen, K.E., Bordas, J., Robinson Hickman, G., Matusek, L.R., & Whitmire, K.J. (1998). Leadership in the twenty-first century. Rethinking Leadership Working Papers. Academy of Leadership Press. http://www.academy.umd.edu/scholarship/casl/klspdocs/21stcen.html
Bennis, W.G. (1997). "The secrets of great groups." Leader to Leader, No.3. The Peter F. Drucker Foundation for Nonprofit Management. http://www.pfdf.org/leaderbooks/L2L/winter97/bennis.html
Crowther, F., Kaagan, S., et. al. (2002). Developing Teacher Leaders. Thousand Oaks: Corwin Press.
attitudes and values of high school students. eforms to the high school system in the United States are also explained. Additionally, the reason why students need not be involved in the planning of reforms is elucidated.
High School Students: their Attitudes and Values
Of a crucial age, climbing a milestone, conscious to their fullest with no fear of prospects, high school students have interested researchers and policy makers for centuries. They have quite a few common traits -- they behave as individuals of their own age group in a rather full-fledged way. They are go-getting to achieve their independence, they are show-offs, impressionable persons desiring to be their best (something to be learned) and to suit the times they live in. Their self-esteem is fragile and they are pretty sensitive to criticism, attention, and dilemmas, for instance, within their families.
Students from different socioeconomic backgrounds behave differently as has been…
Barber, A. (1997. March). Rough language plagues schools, educators say. USA Today, pp 06D.
Committee for increasing high school students' engagement and motivation to learn. National Academies. Internet. http://www4.nas.edu/cp.nsf/Projects+_by+_PIN/BCYF-I-01-01-A?OpenDocument.Available on August 25, 2003.
Doyle, M. Failing to connect: Schools face increased pressure when students flunk classes. The Columbian, March 16, 2003, pp Front Page.
Educational reforms and students at risk: A review of the current state of the art. (1994. January). Internet. http://www.ed.gov/pubs/EdReformStudies/EdReforms/.Available on August 25, 2003.
Internet: Privacy for High School Students
An Analysis of Privacy Issues and High School Students in the United States Today
In the Age of Information, the issue of invasion of privacy continues to dominate the headlines. More and more people, it seems, are becoming victims of identity theft, one of the major forms of privacy invasion, and personal information on just about everyone in the world is available at the click of a mouse. In this environment, can anyone, especially high school students, reasonably expect to have any degree of privacy? High school students, after all, are not protected by many of the same constitutional guarantees as adults, but their needs for privacy may be as great, or greater, than their adult counterparts. To determine what measure of privacy, if any, high schools students can expect at home and school today, this paper provides an overview of the issue of…
Alarming Number of Teens Addicted to the Internet. (2001, February 1). Korea Times, 3.
Albanes, R., Armitay, O., Fischer, B., & Warner, J. (1998). Marijuana, Juveniles, and the Police: What High-School Students Believe about Detection and Enforcement.
Canadian Journal of Criminology, 40(4), 401-20.
Black's law dictionary. (1990). St. Paul, MN: West Publishing Co.
Based on Interviews of Two Schools and Their Impact on Future Work as an Educator
A school community encapsulates people that are intimately related to each other, such as teachers, students, administrators, and families of the students. It sometimes includes people from different backgrounds, cultures and ethnicities that gather at one place for a specific period of time to gain knowledge and interact on daily basis (edding, 1991, p. 7). This paper makes comparisons of two selected schools after making observations of the communities within and conducting interviews with one adult of each school. The further sections of this paper discuss the observations and their impact on being a future educator or member of school community.
Comparison and Contrast of the Salient Aspects of Two Schools
The two selected schools were of comparable stature and in the same region. The observations, however brought to fore some individual aspects over…
Erkilic, T. A. (2008). Importance of educational philosophy in teacher training for educational sustainable development. Middle East Journal of Scientific Research, 3. Retrieved from http://idosi.org/mejsr/mejsr3(1)/1.pdf
Hajizad, M. (2011). Analysis of professional teachers in providing quality skills upgrading methods model checklist. Middle East Journal of Scientific Research, 8. Retrieved from http://www.idosi.org/mejsr/mejsr8(1)11/25.pdf
Redding, S. (1991). What is a school community, anyway? The School Community Journal, 1. Retrieved from http://www.adi.org/journal/fw91%5CEditorial-ReddingFall1991.pdf
Saglam, H.I. (2011). An investigation of teaching materials used in social studies lesson. The Turkish Online Journal of Educational Technology, 10. Retrieved from http://www.tojet.net/articles/v10i1/1014.pdf
Gun violence in America doesn’t appear to be going anywhere soon, and deadly rampages have seemed to squeeze their way in the experience of American life. What was once a monstrosity and a horror have all becomes episodes that citizens of this country have all resignedly become accustomed to. Many sociologists have noted that a bizarre desensitization has swept over Americans along with a certain helplessness. Perhaps of all the school shootings of the last ten years, none of them have felt as tragic as Sandy Hook. Sandy Hook’s shooter took the lives of over 25 children, all between the ages of six and seven—truly the most innocent lives and an act that would devastate their parents for years to come, perhaps even for the rest of their lives. When acts of violence hurt so many people, many ask what can be done and what should be done. Arming teachers…
Censorship, the Internet, and Schools
Describe two implications for schools from the CIPA policy rulings, and two reasons for opposition to the policy
The Children's Internet Protection Act (CIPA) was legislated in the year 2000, obliging public schools and libraries to set up specific technology that restricts internet access to graphic depictions that are indecent, child pornography, or detrimental to minors (Finsness, 2008). One of the implications of these policy rules is that it infringes on intellectual freedom. This is in the sense that it goes against the First Amendment, as intellectual freedom is the right of every person to seek as well as receive information from all perspectives devoid of limitation. Secondly, there is the implication of impacting the capability of students to gain access to information they require for school (Finsness, 2008). Being in a fast-paced technological area and with students having to attain such skills for writing…
Batch, K. R. (2014). Fencing Out Knowledge: Impacts of the Children's Internet Protection Act 10 Years Later. American Library Association, Policy Brief No. 5.
Finsness, L. S. (2008). The implications of internet filters in secondary schools (Doctoral dissertation, UNIVERSITY OF MINNESOTA).
Flowers, B. F., & Rakes, G. C. (2000). Analyses of Acceptable Use Policies Regarding the Internet in Selected K -- 12 Schools. Journal of Research on Computing in Education, 32(3), 351-365.
Hu, Q. (2004). To Censor or Not to Censor at the School Library. State University of New York.
Public Administration and Public Schools
The transformation which Kettl has discussed in his work of literature entitled The Transformation of Governance: Public Administration for Twenty-First Century America is that of government and its public administration. Specifically, the author believes that government has changed from that of the hierarchical authority of centralized, solitary governments to a decentralized approach in which the administration of government actually takes place between various governments. A trenchant way of looking at this transformation is something akin to the dissolution of nation states -- although the author is not advocating such a dissolution. Instead, he is stating that governments will no longer operate autonomously (and have no longer operated autonomously) and are instead bound to one another via cross-governmental administration and non-governmental entities.
We should care about the author's perception of this transformation because the change in the administration of government greatly affects the participation of the…
Kettl, Donald F. (2002). The Transformation of Governance: Public Administration for Twenty-First Century America. Baltimore, MD: The Johns Hopkins University Press
Rhee, M. (2009). Testimony of Michelle Rhee, chancellor. District of Columbia Public Schools.
Teaching classic literature as the focus of a language curriculum for high school is an issue that has enjoyed considerable attention. ome critics feel that there is little purpose in focusing on ancient works of literature when attempting to cultivate a love of reading in children. Others again feel that an important part of human history and culture is lost when these works are ignored. According to the latter group, the way in which literature is taught determined whether it is useful or not, rather than the content of the literature as such. An argument stemming from the same basis relates to some negativity towards the way in which classics are taught. ome critics claim that authors such as hakespeare are being used to further dogmatic political goals. These views will be examined to determine whether using the classics as a focus for language education is a valid educational tool.…
Cantor, Paul A. "Shakespeare-"for all time"? - politicizing the teaching of Shakespeare's works." In Public Interest, Winter 2004. The National Affairs, 2004.
Donelson, Ken. "The Student's Right to Read." http://www.ncte.org/about/over/positions/category/cens/107616.htm
Kern, Andrew. "Teaching Classical Literature Classically." Memoria Press, 2004. http://www.memoriapress.com/articles/classicallit.html
La Vigne, Michelle. "Firing the Canon: Teaching Literature in Secondary Schools." Notes from the Hartland, 2004.
Special Educational Needs Co-ordinators: To What Extent does being on the Senior Leadership Team Influence their ole?
The emergence of the Special Educational Needs Co-ordinator (SENCO) role in the United Kingdom represented an important development for addressing the need for additional support for special education teachers in ordinary schools (Winter & Kilpatrick, 2009). Although SENCOs are generally expected to closely collaborative with teachers in addressing the special needs of their students, there remains a lack of definitional clarity with respect to the precise role that should be played by SENCO in mainstream secondary schools in the U.K. today (Winter & Kilpatrick, 2009). The purpose of the proposed study is to determine to what extent being on the senior leadership team influences the role of SENCOs and in what ways as described further below.
The need for a viable framework to address the learning requirements of special educational needs (SEN)…
Karimov, F. P., Brengman, M. & Van Hove, L. (2011). The effect of Website design dimensions on initial trust: a synthesis of the empirical literature. Journal of Electronic Commerce Research, 12(4), 272-273.
Neuman, W. L. (2009). Social research methods: Qualitative and quantitative approaches. New York: Allyn & Bacon.
Powell, S. (2003). Special teaching in higher education: Successful strategies for access and inclusion. London: Kogan Page.
Special education needs and disability code of practice. (2015). U.K. Government: Department of Education. Retrieved from https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf.
Decisive Action y a High School Principal
The Process of Decisive Action
By a High School Principal
During my day at Young Middle Magnet School, I oserved Dr. Angela Chaniel work as a school district representative and administrative figurehead as she dealt with parents, students, and her own faculty. It was primarily communicative skills that allowed her to address each issue separately and outline the circumstances of each situation in a clear fashion. It was also keen prolem-solving techniques that allowed her to solve several issues presented to her y faculty and students alike. She also proved herself to e an excellent administrator, with a clear vision for the school and the educational progress of the students. Through evaluating oth the classrooms in her schools and the curriculum taught in those classrooms, relationships etween teachers and students, and an evaluation of standardized test scores, Dr. Chaniel is ale to pinpoint…
bibliography, because I did not have enough information on those sources to cite them. I was also unsure about the purpose of several sources. Please read and let me know how you would like for me to edit this paper going forward. This is a first draft, and although it is complete, I always offer a second draft provided I am given specifics on where to take the paper from here.
Single-Sex or Co-Ed Schools
In the UK, the debate over whether single-sex or co-educational schools are more beneficial for students’ development is one that has seen good arguments from both side of the fence. This paper will examine the advantages of both single-sex and co-ed schools as well as the disadvantages of each. It will show that both types of schools have their benefits, and each has its limitations. However, there is no strong argument one way or another that one is better than the other. At the end of the day, it all comes down to preference.
Single-sex schools have several advantages: they provide students with an environment free of distractions from the opposite sex which can help them to improve their learning (Johnson & Winterbottom, 2011), give students an opportunity to bond with peers (Booth & Nolen, 2012), and in the case of women can help…
"Failure of any district to budget funds to meet statutory requirements is a very serious matter and will result in the executive county superintendent rejection of the budget. The district will be advised of any lack of budget approval with specific recommendations on necessary corrective revisions." (New Jersey Department of Education 2013, P 14).
3. Key Budget Terminology
There are numerous terminologies with regard to the school district budget. The most important budget terminologies are
The revenue is the money received by the school district within an accounting year. A fund is part of the revenue and there are four sources of revenue for the school district and this include:
Intermediate source, state, and Federal sources.
Expenditures are the expenses that the school district must fulfill within an accounting year. Part of the school district expenditures are the payment of teachers' salary, and travel expenses for…
Ernest & Young (2012).U.S. GAAP vs. IFRS the basics. Ernst&Young LLP.
State of New Jersey (2008).The Uniform Minimum Chart of Accounts for New Jersey Public Schools. Department of Education, Division of Finance.
New Jersey Department of Education (2013).Budget Guidelines Fiscal Year 2013-2014.Office of School Finance.
hat is the difference between primary and secondary succession? This paper delves into the difference between the two and presents good working definitions and examples for the importance of both primary and secondary succession.
Ecological succession is part of natural world changes that keep ecosystems healthy and involve the evolution of ecosystems as well. It may take hundreds and even thousands of years for nature to complete the succession process, which is a "…gradual process of change and replacement" of certain types of species in a community, according to the book Holt Environmental Science Chapter 5, How Ecosystems ork (Holt, et al., 2004, p. 129). Every new community of plants that take hold makes it more difficult for the preceding community to survive, Holt explains.
Primary succession generally occurs in an area where "no ecosystem existed before," Holt explains. New ecosystems for example might grow on sand dunes…
Holt, Rinehart & Winston. (2004). Holt Environmental Science. Chicago, IL: Hole McDougal.
North Ease Independent School District. (2006). Components of an Ecosystem & How they
Interact. Retrieved July 24, 2012, from www.neisd.net/curriculum/SchImprov/.../7_cs_unit6_ecology.doc.
Tompkins, Shannon. (2011). Flames from Bastrop fire will be felt for a long time. My San
"For those older adults who are still employed, the workplace is an important forum for social relationships" that fall into the category of secondary groups" (Berkman, et al., 2003).
Primary and Secondary Groups I Have Been Involved ith
I have a group of close friends that I grew up with, played sports with; we email almost daily and support the Green Bay Packers and we get together each year to attend a Packer game. e exchange Christmas presents; we go canoeing into Canada every year; it is my original peer group of childhood friends. Another primary group for me, is my neighbors; we share religious values, attend social events together, have dinners together and share political beliefs. Another primary group is my retreat group, several male close friends that go camping and have poetry readings in the forest around a campfire.
A secondary group I have been involved with is…
Berkman, Barbara, and Harootyan, Linda K. (2003). Social Work and Health Care in an Aging
Society: Education, Policy, Practice, and Research. New York: Springer Publishing
Cooley, Charles Horton. (1909). Social Organization: A Study of the Larger Mind. New York:
The use of the Cognitive Tutor not only enriches students' experience at the academic task-level but also impacts the teachers' instructional practices and relationship with her students (Level 3) A district-wide survey of high school teachers using the program reveals that the Cognitive Tutor allows them more time to provide individual assistance to students; gives them the opportunity to adjust their instructional practices as a result of students progressing in problem solving; and makes Algebra more interesting and relevant to students (Schneyderman, 2001). These views imply that the use of the program makes teaching less burdensome in the sense that the teacher acts as facilitator of learning rather than instructor, which is one of the arguments for educational technology in general.
Due perhaps to the wide acceptance of the use of Cognitive Tutor and other instructional software in American classrooms, the "No Child Left Behind" Act called for…
Research evidence on implementation factors may suggest some explanations for the above findings. First, there are teacher-related issues. Technology products places demands on teachers' time and skills as they have to prepare the product, transfer the students to computer labs, maintain the technology, and monitor and help students as they use the software (Dynarski et al., 2007). Many teachers also feel that they have a significant need for professional development on how to manage classroom activities that integrate computer technology (Adelman et al. 2002 in Dynarski et al., 2007). In the ED study, although teachers underwent training and were confident at the end to use the products in their classes, their confidence dropped to some degree after they began using the products in the classroom (Dynarski et al., 2007). This may have been due in part to technical difficulties, which is another implementation factor issue. For instance, computer access may be limited, hardware can be unreliable, computer networks unstable, and technical support inadequate (Cuban, 2000 and Culp et al., 2003, in Dynarski et al., 2007). In the ED study, however, technical difficulties were considered "minor" as they were easily corrected or worked around (Dynarski et al., 2007).
These observations show how the other levels of school organization may affect the success of novel learning tasks and instructional design. Specifically, the teacher's belief about her efficacy and classroom management practices (Level 3) can send implicit and explicit messages to her students, that in turn may influence their academic performance (Eccles and Roeser, 1998). Hence, one of the recommendations of the ED study is to evaluate a second batch of students with the same teachers' implementing the products in their classroom. They hope to see the effect of teachers having prior experience and improved skills in using the products on students' performance (Dynarski et al., 2007). School resources (Level 5) in terms of adequate materials and technical capacity are also thought to be important for children's learning (Eccles and Roeser, 1998). Hence, it would be worthwhile to include recommending the upgrade of school computer networks and labs for Phase 2 of the ED study.
In summary, computer software such as the Cognitive Tutor can be beneficial for middle school and older students to improve their academic outcomes in challenging subjects like Math. For younger students such as those in grade school, the effectiveness of some computer software seems to be influenced by teacher and school factors. Although there is conclusive evidence from an ED study that reading and mathematics software don't significantly impact the performance of grade school and some middle school students, it could be worth addressing these contextual factors in a sequel study to re-evaluate the findings.
Such an approach may be effective in the classroom or in situations in which there are clearly defined outcomes (which are usually polarized). But true life does not function in such a neatly stratified way. There are always proverbial gray areas, as well as aspects of a choice or a decision that do not neatly align with a determined objective.
I believe that my curriculum could have better taught me to deal with life by emphasizing a more collaborative approach. I believe that people are one of the greatest resources on the planet, yet collaboration was rarely utilized in my educational experience. I believe the sort of collaboration in which everyone are equals (without the authority figure of a teacher or a manager) is the most beneficial for real life experiences -- especially with group projects (Markham, 2013) -- because that effectively prepares individuals for networking and exploring various aspects…
Lane, J. (2007). "Inquiry-based learning." Penn State. Retrieved from http://www.schreyerinstitute.psu.edu/pdf/IBL.pdf
Markham, T. (2013). "The challenges and realities of inquiry-based learning." Mind/Shift. Retrieved from http://blogs.kqed.org/mindshift/2013/07/the-challenges-and-realities-of-inquiry-based-learning/
What Methods Can Schools in the United States Implement to Prevent Violence in Schools?
Statement of the problem
The recent upswing in high-profile violent incidents in the United States has focused increasing attention on the causes of this public health threat and what types of response are most appropriate. The debate over the most appropriate responses to increased violence in American society has also extended to the nation’s schools. Although it has always been present to some extent, violence has become a major problem in the nation’s schools in recent years (Kelly, 2010; Killam & Roland, 2014). While the potential for enhanced awareness of the problem and improved reporting mechanisms may account for some of the reported increase in school violence in recent years (Blosnich & Bossarte, 2011), the research that follows will clearly show that any level of violence in the schools can be enormously harmful to students and…
School Counselor Case Study: “Tami Smith”
The client is a 14-year-old ninth-grade student who recently transferred to this counselor’s school. The client’s former school counselor reports the family is severely dysfunctional, and characterizes both Tami and her mother as being extremely manipulative. Based on the facts outlined in the case study, this paper describes how Tami’s counselor should handle this situation.
What do you see as your priorities?
There are three overarching priorities involved in Tami’s case as follows:
Compelling this student to faithfully attend class and complete her assignments in a timely fashion;
Persuading Tami and her mother that a referral to the child study team is a prerequisite to Tami’s remaining in this school; and,
Formulating an efficacious counseling intervention that can identify major problem areas in the family home that are adversely affecting Tami’s academic performance and personal life.
How would you accomplish these priorities?
Lance additionally states that "one of the most consistent strands of research on this topic is evidenced by studied that demonstrate the value of" those as follows:
(1) quality collections of books and other materials selected to support the curriculum;
(2) State-of-the-art technology that is integrated into the learning / teaching processes; and (3) Cooperation between school and other types of libraries, especially public libraries. (Lance, 2001)
Stated as a key role of the library media specialist and one that has only been the focus of research for about the last decade is program administration since in today's schools "library media specialists are not only managers of the library media center but also advocates for information literacy with the principal, at faculty meetings, and in standards and curriculum committee meetings." (Lance, 2001) Library media specialists are further stated to be "trainers who provide in-service programs for teachers on…
Todd, Ross J. (2007) School Administrators' Support for School Libraries: The Impact on Student Academic Achievement. Learning & Media Vol. 35 No. 1 Winter 2007.
Houston, Cynthia R. (2007) Measuring Up: Academic Achievement of 'Beyond Proficiency' Standards in School Library Media Centers Across Kentucky. Kentucky Libraries Vol. 71 No. 3 Summer 2007.
Collier, Jackie (2007) School Librarians Rock: Librarian's Powerful Impact on Literacy Development: Reflections of Teacher Candidates. Ohio Media Spectrum 50 No. 1 Fall 2007.
Lance, Keith Curry (2001) Proof of the Power: Quality Library Media Programs Affect Academic Achievement. MultiMedia Schools September 2001.