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Student Retention in High School
Words: 936 Length: 3 Pages Document Type: Case Study Paper #: 86818175
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They establish identities or are confused about what roles to play. Additionally, Cherry (2011) states that child must have a conscious sense of self that is developed through social interaction. A child's ego identity is constantly evolving as he or she acquires new experiences and information. Processing these new experiences and information embodies and shapes one's sense of self.

According to Piaget's Stages of Cognitive Development (Berger, 2010), thoughts and expectations profoundly affect attitudes, beliefs, values, assumptions, and actions. In turn, these factors have a direct correlation to the sense of self that motivates competence, positive behaviors, and actions. If a void occurs in developing a sense of self relative to others, he or she will have psychological barriers that are translated into a defense mechanism to conceal one's lack of motivation, fear of failure, and social dysfunction (Berger, 2010). Lowering the affective filters are critical to foster social development…

References

Berger, S. (2010). The developing person: Through childhood and adolescence. New York: Worth Publishers

Cherry, K. (2011). Erikson's theory of psychosocial development. Retrieved from  http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm

Student Conversation About Learning Cooperative
Words: 371 Length: 1 Pages Document Type: Essay Paper #: 62405360
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Explaining the way structure organization works will help shape them in their adult lives. Through allowing student participation in major decision making, many students feel empowered. They gain a position of power in their own lives when they help make decisions concerning academic matters, which are essentially the most important in their young lives.

Another benefit of open discussion of the learning process is the trust which the student places in the hands administrators and parents. Authority figures are not daunting and do not act secretly, rather they are trusted figures which help guide the students decisions. This opens up opportunities to better suit the true needs of the student in question. With more student honesty comes better attention to that students actual needs within their current academic environment.

It is essential that students are involved with at least some part of the learning process they go through on a…

Students' Motivation
Words: 3728 Length: 13 Pages Document Type: Research Paper Paper #: 81753158
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student motivation in the learning environment and what motivates students to study. The evaluation begins with a theoretical background on the issue of student motivation based on existing literature and studies on the issue. This is followed by a literature review of 10 studies that have been carried out on the student motivation in various classroom settings and learning environments. Through this review the author has identified various factors that motivate students to study including creation of a supportive learning environment, use of suitable teaching practices, and use of multi-level strategies. The article also includes a discussion regarding the significance of student motivation in the learning process.

One of the most important goals of an educational environment is to motivate students toward environmentally friendly behavior change. The need for student motivation in the high school setting is attributed to the fact that motivation creates positive experience, which helps in improving…

References

Daniels, E. (2011, November). Creating Motivating Learning Environments: Teachers Matter.

Middle School Journal, 32-37.

Darner, R. (2012, August). An Empirical Test of Self-determination Theory As A Guide to Fostering Environmental Motivation. Environmental Education Research 18(4), 463-472.

Hardre, P.L. (2012). Standing in the Gap: Research that Informs Strategies for Motivating and Retaining Rural High School Students. Rural Educator, 12-18.

Students With Disabilities and Their Mathematics Instruction
Words: 2038 Length: 6 Pages Document Type: Book Report Paper #: 35104826
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Individuals with Disabilities Education Act (IDEA) governs how the U.S. states offer special education services to children with disabilities. It addresses the educational needs of the children with disabilities from birth to age 21, and involves more than a dozen specific categories of disability. Congress has reauthorized and amended IDEA several times, most recently in December 2004. Although historically, students with disabilities have not had the same access to the general education curriculum as their peers, IDEA has changed the access and accountability requirements for special education students immeasurably (NCTM, 2011).

The challenges for meeting the needs of students with disabilities and ensuring their mathematical proficiency, confront teachers of mathematics every day. Teachers must use the results of all assessments, formative and summative, to identify the students whose learning problems have gone unrecognized, and monitor the progress of all students. Regardless of the level or method of assessment used, teachers…

Gavigann, K., & Kurtts, S. (2010). Together We Can: Collaborating to Meet the Needs of At-Risk Students. Library Media Connection, 29(3), 10-12.

King, C. (2011, March). Adults Learning. Retrieved from  http://content.yudu.com/A1rfni/ALmarch2011/resources/a29.htm 

Sellman, E. (Ed.). (2011). Creative Teaching/Creative Schools Bundle: Creative Learning for Inclusion: Creative. Port Melbourne: Routledge.

Students With ADHD
Words: 1533 Length: 4 Pages Document Type: Article Review Paper #: 91522386
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Students with ADHD

Education 518, Section B13

Dr. Carolyn McCreight

Qualitative article review: Students with ADHD

Homeschooling is one of the controversial approaches to educate children with 'special needs'. Students with Attention Deficit Hyperactivity Disorder are preferred to be taught at home by their parents. Instructors for homeschooling are also arranged for this purpose. However, there has been widespread criticism on this method of teaching attention-deficit students. The main purpose of this paper is to review a qualitative study conducted on the topic of providing homeschooling to attention-deficit students. Duvall, Delquadri and Ward (2004) conducted a study to investigate the appropriateness of homeschooling environment for instructing basic skills to children with special needs. The main purpose of this qualitative study was to ascertain whether or not parents of children having attention-deficit as well as hyperactivity disorder could provide their children with instructional environmental that was conducive for facilitating acquisition of…

References

Duvall, S.F., Delquadri, J.C., & Ward, D.L. (2004). A Preliminary Investigation of the Effectiveness of Home-school Instructional Environments for Students with Attention Deficit Hyperactivity Disorder. School Psychology Review, 33(1), 140-158.

Students' Perceptions of Intercultural Contact
Words: 1874 Length: 6 Pages Document Type: Thesis Paper #: 88436616
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545). By allowing students to speak in the classroom, rather than lecturing students about how intercultural interactions should take place, students from other cultures can bring their own cultural understandings and conceptions to the forefront, rather than passively receive teaching from a professor, or accept a university party line that their university is diverse. "The discourse of multiculturalism is not the voice of ethnic and racial minorities speaking for themselves. It is, rather, the voice of white middle-class education professionals speaking about 'problem' groups," one academic alleges, but through more open-ended discussion and generating student feedback that allows them to infuse their personal cultural and intercultural experiences into the classroom, a more positive conception of intercultural communication can occur (Olneck, 1990, p. 163).

A university setting can be uniquely beneficial to establishing intercultural dialogue simply because it is designed to have structured listening experiences that are then reinforced by outside…

Works Cited

Banks, James a. (1993, June-July). The canon debate, knowledge construction, and multicultural education. Educational Researcher. 22. 5: 4-14.

Flower, Linda. (2003, September). Talking across difference: Intercultural rhetoric and the search for situated knowledge. College Composition and Communication. 55. 1: 38-68

Hoffman, Diane M. (1996, Autumn). Culture and self in multicultural education: Reflections on discourse, text, and practice American Educational Research Journal. 33 (3): 545-569.

Moreman, Robin (1997, April). Multicultural framework: Transforming curriculum, transforming students. Teaching Sociology. 25(2): 107-119.

Students and Learning
Words: 925 Length: 3 Pages Document Type: Essay Paper #: 91054153
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Students and Learning

The learner-based outcome that I've chosen for this paper involves all students being able to successfully complete a physical education curriculum designed to enhance overall physical strength, improve dexterity and increase stamina. For this learner-based outcome, it is important to create a rubric so that students understand the criteria involved for measuring success. Toward this endeavor, it is important to include concrete, attainable and measurable goals for all students.

Such a physical education curriculum involving learner based outcomes is justified given the importance of physical activity for children. Childhood obesity is a serious social problem in America. The effects of obesity in childhood are well documented in both the social science literature and medical journals. During the last 30 years, the percentage of obese children between the ages of 6 and 11 has risen 200% while the percentage of obese children between 12 and 19 has tripled…

References:

Golder, G. (2003). Inclusive education: Making the most of what's available. The British Journal of Teaching Physical Education, 34(2), 2327.

McCaughtry, N., & Rovegno, I. (2003). Development of pedagogical content knowledge: Moving from blaming students to predicting skilfulness, recognizing motor development, and understanding emotion. Journal of Teaching in Physical Education, 22(4), 355-368.

Rink, J.E. (2001). Investigating the assumptions of pedagogy. Journal of Teaching in Physical Education, 20(2), 112-128.

U.S. Department of Health and Human Services Centers for Disease Control and Prevention (2010). The Role of Schools in Preventing Childhood Obesity. Retrieved from:  http://www.cdc.gov/healthyyouth/physicalactivity/pdf/roleofschools_obesity.pdf

Improve Student Motivation This Is
Words: 3181 Length: 11 Pages Document Type: Literature Review Paper #: 35011813
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For example, let's say that a student has tremendous amounts of respect for their history teacher. While at the same time, they do not like their math teacher. These two contrasting views will have a negative impact on how they will deal with a host of situation. As, the student is more willing to listen to ideas of teachers they like and respect. Whereas those educators, that are often looked down upon will be ineffective in reaching out to their student. This is significant, because it is showing how inside the classroom the teacher must be able to relate to each person. As a result, the way that this idea can be used in the classroom is to establish an initial foundation of support for the educator and the views that are being presented. The way that this is accomplished is through effectively reaching out to the student by ensuring…

McFerrin, K. (2008). Proceedings of Society for Information Technology & Teacher Education International Conference. Chesapeake, VA: AACE.

McGlyn, A. (2009). Millennials in College. Education Digest, 73 (6), 19 -- 22.

Shindler, J. (2010). Transformative Classroom Management. San Francisco, CA: Josey Bass.

Education Student Accountability After Reviewing
Words: 728 Length: 2 Pages Document Type: Case Study Paper #: 39622395
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Demonstrations might comprise doing model problems or offering a model finished at the stage of performance anticipated. The structures supplied may be in the shape of grading criterion, rubrics, or exhibited assignment actions. Cognitive modeling is supportive in supplying learning and problem solving strategies to students. It comprises the teacher going through the processes while carrying out a task. Providing a model showing what to do and how to do it has been successful. This is predominantly useful for assignments that have multiple parts or for coursework that involve new content or a new intensity of complexity. A model may be one done by the teacher or one done by another student. It is important to include both affirmative, what to do and pessimistic, what not to do illustrations, so that both ends of the spectrum can be seen. In this case the teacher walks through many of the segments…

References

Evertson, Carolyn. (n.d.). Fostering Student Accountability for Classroom Work. Retrieved February 24, 2011, from  http://iris.peabody.vanderbilt.edu/case_studies/ICS-004.pdf

Motivating Students to Learn One of Challenging
Words: 919 Length: 3 Pages Document Type: Essay Paper #: 55737185
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Motivating Students to Learn:

One of challenging and difficult tasks for teachers and parents is motivating students to complete their classes with a sense of pride, achievement and graduate with their peers. This task is particularly challenging for students who are have been unenthusiastic over time and those who are struggling. As a result of the lack of motivation and prevailing struggles, such students start to demonstrate learned helplessness. Learned helplessness is where students regard themselves as failures and don't see the reason for attempting to improve and better themselves. While such students also feel that they are lost and have no thought of achievement, teachers and parents can make a difference in motivating these students (Belcher, 2011).

Best Ways of Motivating Students:

As previously mentioned, motivating students is a daunting task for many teachers and parents alike. Teachers face huge difficulties in motivating students because each classroom is made…

References:

Belcher, E. (2011, July 3). How to Motivate High School Students. Retrieved December 28,

2011, from http://www.ehow.com/how_2181850_motivate-high-school-students.html

Durand, M. (n.d.). Motivating Students: Teaching Strategies for Student Learning. Retrieved December 28, 2011, from  http://www.howtodothings.com/education/a1892-how-to-motivate-students.html 

Harris, R. (2010, October 14). Some Ideas for Motivating Students. Retrieved December 28,

Attitudes and Values of High School Students
Words: 9798 Length: 30 Pages Document Type: Term Paper Paper #: 70089566
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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…

References

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.

A thorough and Detailed Review of Student Perceptions
Words: 6761 Length: 20 Pages Document Type: Research Paper Paper #: 34353889
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Expectations of Advisory Program

Validity threats

Foundation supporting this study design

Explain How Statement Meets the Criteria

Greenlee, B. J. (2010). School advisory council demography: Birds of a feather. Planning and changing, 41(1/2), 3-17

Adolescence is believed to be a stage in which people form their identity as well as develop the skills required for one to be academically successful. Benson &Poliner (2013) state that the failure of schools in involving most students due to their failure to meet 4 fundamental students needs: to love and belong, to enjoy themselves, have freedom and gain power. Thus, advisory programs are important for ensuring every student has a close relationship with a trustworthy adult that they can run to when they are having personal and academic issues (Knowles & Brown, 2000). This research is about advisory programs, how they enhance and analyze the association with academic improvement as well as the positive…

References

Arnold, J. (1991). The revolution in middle school organization.Momentum, 22(2), 20-25.

Barker, H. B., Basile, C. G., & Olson, F. J. (2005). Teachers as advisors: Fostering active citizens in schools. Kappa Delta Pi Record, 41(4), 167-171.

Beane, J., &Lipka, R. (1987).When kids come first: Enhancing self-esteem. Columbus, OH: National Middle School Association.

Benson, J., &Poliner, R. E. (2013).Designing advisories.Educational Leardership, 50-55. Retrieved from http://www.educationalleadership

Strategies to Help Nurse Practitioner Students
Words: 1214 Length: 2 Pages Document Type: Research Proposal Paper #: 59490966
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Nurse Practitioners and Strategies the Students Can Adopt to Succeed in School

Nursing students worldwide face quite a number of challenges in the course of undertaking their highly engaging and mind-intensive nursing practitioner programs. Non-completion of the practitioner program means that the student is not adequately prepared to practice as a nurse. This paper looks into the various challenges nursing practitioners undergo, and the ways or strategies to overcome them (Curtis, 2013).

Nursing Practitioner Challenges

Financial Burden

One of the main challenges identified by nursing students is lack of sufficient money; many of the students reveal that they have to work part time to make ends meet, apart from studying. For some of them, the work means that they cannot attend class, and thus have to extend their programs (Loftin, Newman, Dumas, Gilden, & Bond, 2012).

Lack of Moral and Emotional Support

Lack of moral and emotional support has also…

References

Curtis, K. (2013). 21st Century challenges faced by nursing faculty in educating for compassionate practice: Embodied interpretation of phenomenological data, Nurse Education Today, Volume 33, Issue 7, Pages 746-750, ISSN 0260-6917,  http://dx.doi.org/10.1016/j.nedt.2013.05.007 .

Aiken, L. H., Cheung, R. B., & Olds, D. M. (2009). Education policy initiatives to address the nurse shortage in the United States. Health Affairs, 28(4), w646-w656.

Bellfield, S. (2010). Factors influencing the Advancement of Professional Education of Nurses at a Magnet Hospital (Doctoral dissertation, Georgetown University).

Clarin, O. A. (2007). Strategies to overcome barriers to effective nurse practitioner and physician collaboration. The Journal for Nurse Practitioners, 3(8), 538-548.

Value of Feedback to Teachers and Students
Words: 1324 Length: 4 Pages Document Type: Essay Paper #: 12072431
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Teacher Feedback in the Learning Process

Teacher feedback has traditionally been a normal part of the teacher-students relationship in the learning process. This is primarily because feedback is widely acknowledged as a significant part of the learning cycle. Despite the significance of teacher feedback in the learning process, few studies have focused on examining whether university teachers and students value feedback differently. Actually, teachers and students have often expressed their frustrations and dissatisfaction on how the feedback process is carried out. The frustrations and disappointment has in turn acted as a sign of the differences in how university teachers and students value feedback in different ways. In light of this fact as well as findings on student-centered research, it is quite evident that university teachers and students value feedback in different ways.

Importance of Teacher Feedback

As previously mentioned, teacher feedback has long been an important and usual component of…

References

Christenson, S.L., Reschly, A.L. & Wylie, C. (2012). Handbook of research on student engagement. New York, NY: Springer.

Rowe, A. (2010, July). The Personal Dimension in Teaching: Why Students Value Feedback. International Journal of Educational Management, 25(4), 343-360.

Spiller, D. (2009, February). Assessment: Feedback to Promote Student Learning. Retrieved from The University of Waikato website:  http://www.waikato.ac.nz/tdu/pdf/booklets/6_AssessmentFeedback.pdf 

Stenger, M. (2014, August 6). 5 Research-Based Tips for Providing Students with Meaningful Feedback. Retrieved July 31, 2015, from  http://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger

Preventing Dropouts Among Minority Middle School Students
Words: 4402 Length: 15 Pages Document Type: Term Paper Paper #: 40851999
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Preventing Dropouts Among Minority Middle School Students

The dropout rate of minority middle school students is rising. This can be contributed to a number of factors that cultivate frustration and develop low self-esteem among minority adolescent students. Middle school students already struggle with self-image issues, but when the added pressure of factors such as low literacy skills, poverty within the home, early pregnancy and low regard for education are also introduced, these students become lost in the system and develop the desire to give up or dropout thus eliminating their opportunity to break the cycle of poverty by becoming educated and obtaining higher level paying employment.

Statement of Significance

The educational sector is under pressure to meet the new federally mandated guidelines of the "No Child Left Behind" legislation. Early childhood education has previously been the focus of the national goal that every child will read by the time they…

References

Adam, M. (2003). Fighting the latino dropout rate. Education Digest, 6, 23-28.

Banfield, K., Johnson, P, Thomas, P., Thieroff, A. (2002). Defying latino statistics. New York

Amsterdam News, 10, 18.

Benz, M.R., Lindstrom, L., & Yovanoff, P. (2000). "Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66(4), 509-529.

Application of a Pedagogic Model to the Teaching of Technology to Special Education Students
Words: 60754 Length: 230 Pages Document Type: Dissertation Paper #: 60817292
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Pedagogic Model for Teaching of Technology to Special Education Students

Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to those with special educational needs. During the last presidential term, the "No Child Left Behind" Act attempted to assure that individuals with disabilities were increasingly mainstreamed and assured of high educational results. All of these legislative mandates were aimed at insuring that children with disabilities were not defrauded of the public education which has become the birthright of all American children. The latest reforms to IDEA, for example, provided sweeping reforms which not only expanded the classification of special…

Teacher Has in Helping Students Develop Their
Words: 7276 Length: 23 Pages Document Type: Term Paper Paper #: 81986428
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teacher has in helping students develop their writing. Traditional methods of grading and scoring children's writing are being replaced in the modern educational system with feedback and constructive criticism of the work, rather than a trophy grade or labeling score. This study reviews literature previously compiled on the subject of feedback in the development of children's writing, as well as conducting original research with a small group of students and teachers that helps evaluate the role of feedback in writing, as well as determining what types of feedback are the most effective.

Overview & Evaluation of the Project

According to a seasoned author of the ritish Educational Research Journal, "Education without educational research can be governed by dogma, superstition, tradition and other forms of prejudice about what will work well and be 'good for' those involved in the educational process." (Murphy 1996) Education is an ongoing process, and even the…

BIBLIOGRAPHY

Brindley, S. (1995) Teaching English. New York: Routledge.

Bush, L.L. & Santi, S. (2004, August) Designing & Assessing Effective Writing Assignments. Center for Learning and Teaching Excellence. http://clte.asu.edu/writing/

Donaldson, M. (1989) Children's Minds. London: Fontana Press.

ERIC. (2001) Grading Students' Classroom Writing: Issues and Strategies. Counseling and Student Services Clearinghouse. U.S. Department of Education. CAPS Publication.

Engaging Students Online
Words: 509 Length: 2 Pages Document Type: Essay Paper #: 12884488
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ability for a teacher to communicate to its students is extremely important in creating a learning environment that fosters a curious attitude and a quest for knowing more. The use of technology has made new tools available, for better or for worse that has attempted to create a classroom that is both engaging and effective. Dixson (2010) expressed her research that suggested that online environments present their own unique challenges and the need for teacher engagement is very important.

The research was premised by suggesting that online courses appear to be here to stay and "the second reason is that one of the primary components of effective online teaching (or any other teaching, for that matter) is student engagement. Therefore, it is imperative that we learn what engages students in order to offer effective online learning environments." The point is well taken as student engagement is the key to unlocking…

References

Dixson, M.D. (2012). Creating effective student engagement in online courses: What do students find engaging?. Journal of the Scholarship of Teaching and Learning, 10(2), 1- 13.

Wang, T.H. (2014). Developing an assessment-centered e-Learning system for improving student learning effectiveness. Computers & Education, 73, 189-203.

Factors Affecting the Retention of Students in Community Colleges
Words: 3592 Length: 11 Pages Document Type: Paper #: 2622452
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Education - Theory

Addressing etention Issues in Community CollegesUsing Transition and Ecological/Environment Theory

Many community colleges face serious retention issues that affect student performance, persistence, and learning. The rationale employed in identifying alternative assessments involves overriding standardized test validities and predictive reliability issues. However, there are concerns regarding the derived holistic understanding among student outcomes. The goal of providing college educators through alternative supplemental approaches facilitate standardized testing of various evaluative measures as introduced. The issues of student self-assessment and social and value-added assessments, evaluations, and personal growth portfolios within community colleges had increased. The design suggests an institution of the writing and implementation of parallel outcomes in the studies are linked to different fundamental questions serving as subjects of confirm relevance to campus dynamics and student success.

The levels involved in making the students leave or stay are informative points on student engagement. This includes social and academic connection…

References

Braxton, J.M., & Doyle, W.R. (2013). Rethinking College Student Retention. New York: John Wiley & Sons,

Bronfenbrenner, U. (1994). Ecological Models of Human Development. International Encyclopedia of Education, vol. 3, 2nd ed., 131-214.

Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (2010). Student Development in College: Theory, Research, and Practice. Jossey-Bass Higher and Adult Education Series.

Forney, E., & DiBrito, G. (1998).Student Development in College: Theory, Research, and Practice. pp. 111-114.

Students Becoming More Eager to Learn With
Words: 1054 Length: 3 Pages Document Type: Research Proposal Paper #: 96755834
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students becoming more eager to learn with technology?

What affect does the use of technology in the classroom have on the students or interest in the curriculum?

Does the engagement in computer activities improve the concentration span of the students?

The reason why I chose these questions:

The reason I would find this topic exciting is because, my son is on an IEP with a learning disability in reading. I must say he has gotten a lot better with using the computer and the opportunity to learn on various sites as well as other different programs. This has motivated him to learn and he has gained confidence from it, so I felt it would become great to find out why is it easier for children to learn from technology than an actual teacher. Is technology taking the place of an educator?

Processes

The processes in coming up with these three…

References

Carpenter, S. (2000). In the digital age, experts pause to examine effects on kids. American Psychological Association, 1.

CIO. (2003). Technology's impact on child's growth and development. Retrieved June 27, 2011, from CIO:  http://www.cio.com/article/29797/David_Elkind_Technology_s_Impact_on_Child_Growth_and_Development .

The Real Truth. (2009). Does technology stunt children's social development? Retrieved June 27, 2011, from The Real Truth:  http://www.realtruth.org/news/090303-008-society.html .

Students' Civil and Social Rights
Words: 2890 Length: 8 Pages Document Type: Research Paper Paper #: 1184489
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The teacher is then given this goal oriented time specific goal development document to aide in supplementing or altering instruction to meet the needs of the specialized student in inclusion and seclusion. (Filler & Xu, 2006, p. 92) This document and its development are created whenever and individual child is observed and then designated to need such assistance based on his or her inability to meet age appropriate developmental goals, in large part based on standardized developmental scales that designate age appropriate ranges for physical and cognitive skill development and though they have been around almost since the inception of IDEA and the LE they were not always developed or used to their fullest extent for any given child. (Filler & Xu, 2006, p. 92) Filler & Xu also stress that inclusion is not successful if a child with special needs is simply placed in a classroom with average learning…

References

Filler, J., & Xu, Y. (2006). Including Children with Disabilities in Early Childhood Education Programs: Individualizing Developmentally Appropriate Practices. Childhood Education, 83 (2), 93-102.

Kavale, K., & Forness, S. (2000). History, Rhetoric and Reality. Remedial Special Education, 21 (5), 279-291.

National Collaberative on Workforce and Disability. (2004, December). Special Education Law Enacted. Retrieved March 12, 2010, from ERIC:  http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/ac/d8.pdf 

Odom, S. (2000). Preschool Inclusion: What We Know and Where We Go from Here. Topics in Early Childhood Special Education, 20 (1), 20-25.

Students With ADHD
Words: 3380 Length: 12 Pages Document Type: Essay Paper #: 24285863
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ADHD (what it is this disease) and what are the symptoms and result of this disease. The paper also discusses the affects of ADHD on patients. In this paper the treatment of ADHD is also discussed and explained.

All the details relating to this condition and its symptoms and treatments are explained and supported by the use of literature review.

ADHD in Children

ADHD (attention deficit hyperactivity syndrome) is a chronic condition that affects the children and continues till their adulthood in many cases. This disease results in the combination of a number of problems such as difficulty in focusing on something and paying attention, 'hyperactivity and impulsive behavior'. (Mayo Clinic, 2013)

In the children, the children suffering from ADHD also experience lack of confidence and self-esteem, trouble in relationships and bad performance in school. The disease is usually preceded by behavioral and learning problems and lack of attention in…

References

Australian Psychological Society (APS). (2013). Attention deficit hyperactivity disorder (ADHD) in children. APS Webpage. Retrieved from  http://www.psychology.org.au/community/adhd/ 

DuPaul, G.J., Jitendra, A.K., Volpe, R.J., Tresco, K.E., Lutz, J.G., Junod, R.E., Cleary, K.S., Flammer, L.M., & Mannella, M.C. (2006). Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement. J Abnorm Child Psychol. 34 (2006), 635-648.

Duvall, S.F., Delquadri, J.C., & Ward, D.L. (2004). A Preliminary Investigation of the Effectiveness of Homeschool Instructional Environments for Students with Attention Deficit Hyperactivity Disorder. School Psychology Review. 33(1). 140-158

Frazier, T.W., Youngstrom, E.A., Glutting, J.J., & Watkins, M.W. (2007). ADHD and Achievement: Meta-Analysis of the Child, Adolescent, and Adult Literature and a Concomitant Study with College Students. Journal of Learning Disabilities. 40(1), 49-65.

Student Reflection on Learning
Words: 1727 Length: 5 Pages Document Type: Term Paper Paper #: 48519501
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Education eview

The author of this report has been asked to offer a review of the graduate program that is in the process of being completed by the author. The author is to reflect on the "nature and extent of their professional growth and development." This is to include development when it comes to philosophies about education. There was also some observations to be made about the practicum that was undertaken. There was skill-building and strengthening of teaching skills as well as work with children. As part of this analysis the author will consult at least five scholarly journals and use them as a reference point that new teachers might face in the current culture, society and overall teaching paradigm. In particular, there will be a focus on data-supported instruction with children. While some people may think it is easy, learning to become a teacher and then actually starting to…

References

Admiraal, W., Janssen, T., Huizenga, J., Kranenburg, F., Taconis, R., & Corda, A.

(2014). E-Assessment of Student-Teachers' Competence as New

Teachers. Turkish Online Journal Of Educational Technology - TOJET, 13(4), 21-

29.

PBS Against Bullying Students With
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Pretraining: Before implementing the actual intervention method, the classroom teacher will conduct two 20 minute group instruction sessions designed how to teach the students to report their peers prosocial behaviors as well as general positive variables that have been observed on the part of their peers. Emphasis will be placed on the fact that all students of the class have to be involved. The teacher will allow the students to select their desired reward as long as this were feasible and practical and will ensure that unanimous approval and interest is evidenced in desired reward. A cumulative goal (e.g. 120 tootles) too will be unanimously decided on. The teacher will ascertain that all students understand the elements and conditions of 'tootling', that all agree to be involved, and that questions, if any, are satisfactorily addressed and answered. Students will be encouraged to provide examples of instances that can be mentioned…

References

Anderson, C.M., & Kincaid, D. (2005). Applying behavior analysis to school violence and discipline problems: School wide positive behavior support. The Behavior Analyst, 28(1), 49 -- 63.

Cashwell, T.H., Skinner, C.H., & Smith, E.S. (2001). Increasing second-grade students' reports of peers prosocial behaviors via direct instruction, group reinforcement, and progress feedback: A replication and extension. Education and Treatment of Children, 24, 161 -- 175.

Cihak, D., Kirk, E., & Boon, R. (2009) Effects of Classwide Positive Peer "Tootling" to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities J. Behav Educ 18:267 -- 278

Fairbanks, S., Sugai, G., Guadino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288 -- 310.

Inclusion of Students Diagnosed With
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The academic and behavioral challenges presented by students with EBD affect the nature of their interactions with their teachers. Aggressive behavior patterns increase the likelihood that children will develop negative relationships with their teachers. Indeed, problematic relationships in kindergarten between students with behavior problems and teachers are associated with academic and behavioral problems through eighth grade. Henricsson and ydell (2004) report that poor teacher -- student relationships tend to be stable over time and have a negative effect on school adjustment. These problematic relationships with teachers may contribute to the documented low rates of positive teacher attention, such as academic interactions and teacher praise in classrooms for students with EBD. Teacher -- student interactions in classrooms for students with EBD have been described both in terms of negative reinforcement and as reflecting the transactional nature of social interchanges.

Students with and at risk for developing EBD are uniquely influenced by…

References

Cooley, E, L., Triemer & D.M. (2002, December) Classroom behavior and the ability to decode nonverbal cues in boys with severe emotional disturbance. Journal of social psychology. Vol. 142, Issue 6, 741-751. Retrieved November 19, 2011 from  http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&hid=24&sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14 

Henricsson, L. & Rydell, A. (2004, April) Elementary scholl children with behavior problems: Teacher-child relationns and elf-perception. A prospective study. Merrill-Palmer Quarterly. Vol. 50, Issue 2, 111-138. Retrieved November 19, 2011 from  http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&hid=24&sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14 

Lewis, T.J., Jones, S.E.L., Horner, R.H. & Sugai, G. (2010, April - June) School-wide positive behavior support and students with emotional/behavioral disorders: Implications for prevention, identification, and intervention. Exceptionality. Vol. 18, Issue 2, 82-93. Retrieved November 19, 2011, from  http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=24&sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14 

Solar, E. (2011, September/October). Prove them wrong. Teaching exceptional children. Vol. 44, Issue 1, 40-45. Retrieved November 19, 2011, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14&vid=5&hid=24

Teaching College Students
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students properly prepare for difficult examinations and long papers like theses and dissertations?

Students will encounter levels of difficulty in their studies that they may be not used to or unprepared for during their first several years of university. Therefore, it is important to properly prepare for the rigors of university academics. How the student prepares depends largely on his or her course load and the subject matter, as well as the student's comfort level with that subject matter. Preparing for exams and long-term papers requires the student to have a great deal of self-discipline and a good sense of timing. Avoiding procrastination is essential. The student needs to identify weak areas in his or her learning as soon as possible, and devote extra time to strengthening those areas. Maintaining a daily academic discipline, such as daily course readings or laboratory time, will help keep the student mentally prepared to…

References

Grohol, J.M. (n.d.). 2 important strategies for effective studying. Retrieved online:  http://psychcentral.com/blog/archives/2013/02/08/2-important-strategies-for-effective-studying/ 

Stolley, K. Brizee, A. & Paiz, J.M. (2014). Overview and contradictions. Retrieved online:  https://owl.english.purdue.edu/owl/resource/589/01/ 

"Time Management," (n.d.). Study Guides and Strategies. Retrieved online: http://www.studygs.net/timman.htm

Solutions to Help Students With Disability
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JAMES' CASE STUDY

Case Study on James in IDEA

Case Study on James in IDEA

James is a six years old boy living with his parents in first grade. With his intellectual disability, he has been placed under special education classroom having 15 other students. James has some challenges related to learning due to the poor memory and delays in language development. One of the strengths that James has is that he is confident in school and is not easily frustrated. He can communicate effectively with adults but socializing with his peers is a challenge. One of the major challenges that he faces is the fact that he has low achievement in most of the academic areas. These include reading comprehension, mathematics, and written expressions. His interests are in sports, games although he is challenged by isolation from his peers. He has faced delays in cognitive, social and adaptive behavior…

Teaching to Student Strengths the
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Instructors should fully explain the "purpose" behind the assignment, and should ask themselves before assigning it: a) am I offering "any autonomy over how and when to do this work?"; b) does doing this assignment promote mastery by being "an engaging task?" And c) is the purpose of this assignment clear to the students?

Teachers, students and others in the classroom community are inspired when there is a larger cause for everyone to focus on. For example, by teaching to students' strengths (their interest in wildlife), have the students write and illustrate reports on the loss of wildlife habitat in their county -- by going out into the natural world with a biologist who can point out the ways urban sprawl, pollution, and over-grazing has done damage to the ecosystems and hence taken away habitat for birds, coyotes, deer and rabbits. Students use the concepts of autonomy, mastery, and purpose…

Works Cited

Life Long Learners. (2003). Dan Pink Recommends a 'FedEx day' for Students and Teachers.

Retrieved June 12, 2012, from  http://life-long-learners.com .

Pink, Dan. (2009). Drive: The Surprising Truth About What Motivates Us. New York:

Riverhead Books.

Disordered Eating in College Students
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Relationships provide the key experience that connects children's personal and social worlds. It is within the dynamic interplay between these two worlds that minds form and personalities grow, behavior evolves and social competence begins." (1999) Howe relates that it is being acknowledged increasingly that "...psychologically, the individual cannot be understood independently of his or her social and cultural context. The infant dos not enter the world as a priori discrete psychological being. Rather, the self and personality form as the developing mind engages with the world in which it finds itself." (Howe, 1999) Therefore, Howe relates that there is: "...no 'hard boundary' between the mental condition of individuals and the social environments in which they find themselves. The interaction between individuals and their experiences creates personalities. This is the domain of the psychosocial." (Howe, 1999) the work of Howe additionally states that attachment behavior "...brings infants into close proximity to…

Bibliography

Ainsworth, M.D.S. (1989). Attachments beyond infancy. American Psychologist, 44, 709-716.

Allen, Jon G. (2001) a Model for Brief Assessment of Attachment and Its Application to Women in Inpatient Treatment for Trauma Related Psychiatric Disorders Journal of Personality Assessment 2001 Vol. 76. Abstract Online available at  http://www.leaonline.com/doi/abs/10.1207/S15327752JPA7603_05?cookieSet=1&journalCode=jpa 

Armsden, G.C., & Greenberg, M.T. (1987). The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence. Journal of Youth and Adolescence, 16, 427-454.

Barrocas, Andrea L. (2006) Adolescent Attachment to Parents and Peers. The Emory Center for Myth and Ritual in American Life. Working Paper No. 50 Online available at  http://www.marial.emory.edu/pdfs/barrocas%20thesisfinal.doc

Clinical Educators Who Prepare the Students for
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Clinical educators who prepare the students for enhancing knowledge and skills. They typically build the competent and provide quality clinical education. Many universities are offering these types of programmes to help students and prepare them for professional development of clinical educators. The educators develop themselves and their company for prospect healthcare challenges, this primarily help them in achieving their targets, and fulfill organization's need. It broad the horizon of student and give them inspiration to move ahead. We will also discuss the self-assessment criteria and other components of clinical education.

Goals of each workshop

In general the goal of each workshop was to learn, explore, and develop the phenomena of self-awareness. In the first module we have learned about the basic techniques of manipulating an optimal learning environment. The second module has demonstrated the abilities of learners to corroborate multiple skills throughout the framework to maximize value for patient care…

Bibliography

Benner, P, Sutphen, M., Leonard, V., & Day, L. (2010).Educating nurses. A call for tramsformation. San Francisco: Jossey-Bass.

Benner, P. (1984). From novice to expert: Excellent and power in clinical nursing practice. Menlo Park, Calif: Addison-Wesley

Bransford, J. (2000). How people learn: Brain, Mind, Experience, and School. Washington, DC: National Research Council

Chabel, MM. (2001). A model to facilitate reflective thinking in clinical nursing education.

Enhancing Teacher-Student Connectedness an Increasing
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Persistence: Students that received long-term contact with teachers were more likely to foster feelings of belonging. The persistent contact acted as encouragement which promoted student motivation (Edgar & Johnson, 1995). Teachers that continually worked with students were sending nonverbal messages affirming their belief in the students. Edgar & Johnson (1995) found counselors were more successful when students perceived them as trusting and helpful. Actions that earned counselors the respect of the students were: demonstrating continual interest in the students, doing favors to show care, and by being respectful and courteous in return to the students (Edgar & Johnson, 1995). According to Wheatley (2002), teacher persistence was especially beneficial for students who had low self-expectations and whom others viewed with lower expectations. Teacher persistence has been noted to promote higher expectations among their students (Wheatley, 2002).

Fairness: Edgar & Johnson (1995) cited findings that encouraged schools to review their school rules…

Literature Review- Scholarly examination on the subject of student-teacher relationships shows only marginal and very sporadic accounts within the educational field prior to 1980. Edgar & Johnson (1995) suggested using relationship building strategies that have been approved by three federally financed prevention programs for middle school and high school youth for promoting teacher-student connectedness. Strategies presented were: maintaining persistence, establishing fairness procedures, and increasing student affiliation (Edgar & Johnson, 1995).

Persistence: Students that received long-term contact with teachers were more likely to foster feelings of belonging. The persistent contact acted as encouragement which promoted student motivation (Edgar & Johnson, 1995). Teachers that continually worked with students were sending nonverbal messages affirming their belief in the students. Edgar & Johnson (1995) found counselors were more successful when students perceived them as trusting and helpful. Actions that earned counselors the respect of the students were: demonstrating continual interest in the students, doing favors to show care, and by being respectful and courteous in return to the students (Edgar & Johnson, 1995). According to Wheatley (2002), teacher persistence was especially beneficial for students who had low self-expectations and whom others viewed with lower expectations. Teacher persistence has been noted to promote higher expectations among their students (Wheatley, 2002).

Fairness: Edgar & Johnson (1995) cited findings that encouraged schools to review their school rules to ensure that the discipline procedures supported equal treatment for all students. By treating all students the same, in regards to discipline matters, demonstrated a sense of caring across all individual students' backgrounds (Edgar & Johnson, 1995). Regardless of ethnic or socioeconomic background, all students appreciated the core value that fairness be practiced by all school staff. Students quickly observed and perceived adult responses and made judgments as to whether or not they were

Perception of Ld Students the
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One trend that needs to be altered is the development of perceptions that stress the ways in which the environment of the classroom and school can be improved to better accommodate and support LD students, which will likely in turn assist all students with self-efficacy and self-perception. This should be done to alter the historical challenges that LD students face with regard to the perception that all LD students are alike or that they are all in need of self-development in order to fit into the mold of general education, rather than the reverse. Educator understanding of the individual and specific LD diagnosis will likely help a great deal as will advanced training for general educators with regard to these specific abilities and needs.

eferences

Bear, G.G., Kortering, L.J., & Braziel, P. (2006). School Completers and Noncompleters with Learning Disabilities: Similarities in Academic Achievement and Perceptions of Self and Teachers.…

References

Bear, G.G., Kortering, L.J., & Braziel, P. (2006). School Completers and Noncompleters with Learning Disabilities: Similarities in Academic Achievement and Perceptions of Self and Teachers. Remedial and Special Education, 27(5), 293.

Busch, T.W., Pederson, K., Espin, C.A., & Weissenburger, J.W. (2001). Teaching Students with Learning Disabilities: Perceptions of a First-Year Teacher. Journal of Special Education, 35(2), 92.

Gerber, P.J. (1992). Being Learning Disabled and a Beginning Teacher and Teaching a Class of Students with Learning Disabilities. Exceptionality, 3(4), 213-231.

Houston-Wilson, C., & Lieberman, L.J. (1999). The Individualized Education Program in Physical Education: A Guide for Regular Physical Educators. JOPERD -- the Journal of Physical Education, Recreation & Dance, 70(3), 60.

Best Practices for Students Diagnosed
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(Thompson, Morse, Sharpe and Hall, 2005, p.40)

The work of Vaughn, Levy, Coleman and os (2002) entitled: "Reading Instruction for Students with LD and ED" published in the Journal of Special Education repots a synthesis of "previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (ED)." (p.1) a systematic process of review of research conducted between 1975 and 2000 is stated to have "yielded a total of 16 studies 11 independent samples) that met all preestablished criteria." (Vaughn, Levy, Coleman and os, 2002, p. 1) Finding from the study include: (1) There was substantial time allocated for reading instruction, though the time varied based on whether students were in special education or general education or both; (2) students were provided more individual and group instruction in special education; (3) the quality of reading instruction was low, overall, with excessive time allocated to waiting and…

Bibliography

Fletcher, Jack M. (2002) Researchers support early intervention for all children

Drummond, Kathryn (2005) About Reading Disabilities, Learning Disabilities, and Reading Difficulties. Reading Rockets. 2005. Online available at  http://www.readingrockets.org/article/639 

Mastropieri, Margo and Graetz, Janet (2003) Implementing Research-Based Reading Interventions to Improve Access to the General Education Curriculum

Lazarus, Belinda Davis and Callahan, Thomas (2000) Attitudes Toward Reading Expressed by Elementary School Students Diagnosed with Learning Disabilities. Reading Psychology 21: 281-282. Copyright 2002 Taylor & Francis. Online available at  http://www.usm.maine.edu/~amoroso/edu621/4050957.pdf

Factors Affecting Student's Adaptation to Learning Environments
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Transitioning and Student Wellbeing

Integration, Wellbeing, and Success of Transitioning of Students Background

Migration is a common phenomenon for many families around the globe. When a family moves, children often face the challenges of adapting to the behavior, culture, and requirements of the new school (Heinlein & Shinn, 2000). Significant evidence shows that the effects of moving affect students and teachers moving to a new school more than it does for the receiving students and teachers. However, those affected by changes in the learning environment are more resilient and can adapt easily to the new environment than their parents and teachers. The influence of mobility on the performance of the students has been an area of focus with a history that dates back to the beginning of World War II.

Significant evidence shows conflicting results on the effect mobility have on the performance of students, with some postulating it reduces…

References

Franke, T.M., & Hartman, C. (2003). Student mobility: how some children get left behind. The Journal of Negro Education, 72(1), 1-5.

Gruman, DH, Harachi, T.W., Abbott, R.D., Catalano, R.F., & Fleming, C.B. (2008). Longitudinal effects of student mobility on three dimensions of elementary school engagement. Child Development, 79(6), 1833-1852

Hattie, J. (2009) Making learning visible: A Synthesis of Over 800 Meta-analyses Relating to Achievement. London: Routledge

Heinlein, L.M., & Shinn, M. (2000). School mobility and student achievement in an urban setting. Psychology in the Schools, 37(4), 349-357.

Individual instructional needs of'students
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Educators are faced with the challenge of dealing with each student's needs. Everyone needs a chance to grow, learn and face the challenges that are necessary for attaining excellence. There are always special needs children in each learning environment. Each of these students needs special attention because of their uniqueness in the learning process. Such learners may possess special gifts including learning potential and other talents. If such learners are attended to with an aim to nurture their special gifts, they are likely to make significant and special contribution to the communities that they come from and the world in general (Davis & Rimm, 2004).

Recommendation for Mike Grost

In the case of Mike Grost, he has been found to possess special gifts including perfect emotional and physical health, remarkable intelligence, and eidetic memory, artistic and creative abilities. He demonstrates great ability in a wide range of areas of learning.…

Nontraditional Students Reasons Professionals in
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Just as stress increases as life-change events accumulate the motivation to cope with change through engagement in a learning experience increases" for the individual (Zemke & Zemke 1984).

Money or enhancing one's salary is a fairly obvious, but nonetheless important reason workers commonly cite for going back to school. Obtaining a higher-level degree often results in better pay, better promotion prospects, and less of a likelihood of being let go during tough economic times. This is one reason workers with managerial aspirations often get their MBA after several years in the working world. A small business owner wishing to expand his or her business may also go back to school to get an MBA, to ensure that he or she has the skills to fully capitalize upon the potential of the enterprise he or she created.

A interrelated reason to the desire for more money is that, quite simply, many…

Works Cited

Back to school considerations for adult learners." (2008). Cliffnotes. Retrieved 30 Aug 2008 at  http://www.cliffsnotes.com/WileyCDA/Section/Back-to-School-Considerations-for-Adult-Learners.id-305416,articleId-55301.html 

Should you return to college?" (2006). Penn State York: Lancaster Center. Retrieved 30 Aug 2008 at  http://www.lancastercenter.psu.edu/studentservices/generalinfo.shtml 

Zemke, Ron & Susan Zemke. (9 Mar 1984). "30 Things we know about adult learners."

Innovation Abstracts. 4(8) Retrieved 30 Aug 2008 at  http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htm

Motivating Middle School Students to Read
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Working with young people in an educational setting can be an enlightening experience, and one can quickly discover that most young students will do almost anything possible to please their teacher. This can be especially true in the elementary grades, but oftentimes the enthusiasm shown by these youngsters begins to wane by the time they reach the middle school groups.

Teachers of middle school students are therefore faced with instructing students who may or may not be motivated to be instructed, and this can be a very difficult situation, specifically when regarding a basic skill such as reading. Experts agree that "reading is a fundamental and necessary skill in order to successfully participate in society, yet employers lament that high school graduates lack the necessary literacy skills to be productive employees" (Kelley, Decker, 2009, p. 467). Many times the lack of reading skills can be traced directly to the lack…

References

Aarnoutse, C. And Schellings, G.; (2003) 'Learning reading strategies by triggering reading motivation, Educational Studies, Vol. 29, Issue 4, pp. 387-409

Fawson, P.C. & Moore, S.A.; (1999) Reading incentive programs: Beliefs and practices, Reading Psychology, Vol. 20, Issue 4, pp. 325-340

Gambrell, L.B.; Palmer, B.M.; Codling, R.M.; Mazzoni, S.A.; (1996) Assessing motivation to read, the Reading Teacher, Vol. 49, No. 7, pp. 518 -- 533

Guthrie, J.T.; Mcrae, a.; Klauda, S.L.; (2007) Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading, Educational Psychologist, Vol. 42, Issue 4, pp. 237 -- 250

Community Engagement-Related Activity The Growth Program Journal
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Community engagement-Related activity: The GROWTH program

Journal entry: Teacher

This has been my first week participating in the See All Academy GROWTH program

(Gaining Reflective Outcomes With Total Harmony). One of my students (Tom) was accused of bullying a younger student on the playground and required to a GROWTH CENTER REFLECTION SHEET that consisted of answering various essay questions. Then, he had to write an apology letter to the bullied student. As part of my role in GROWTH and the ongoing monitoring of program efficacy, when Tom was one of the randomly-selected GROWTH students to receive a weekly progress sheet, I had to give him a letter grade for a list of specific behaviors and classwork and tabulate the number of points he accumulated at the end of the week: because he did not receive any N's or U's I was able to make a 'good' phone call home to…

Classrooms Are Diverse Environments Characterized by Students
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Classrooms are diverse environments, characterized by students from varying backgrounds, and with varying needs and skill levels. It is from this diversity and the recognition of how it contributes to the richness of a learning environment that the concept of differentiated instruction arises. Through differentiated education, students representing diversity have the opportunity to learn in environments that promote inclusion, unity, and understanding. An investigation into the effects of differentiated instructional curriculum for a fifth-grade science class demonstrated that both teachers and students reported a significantly higher degree of satisfaction with methods and materials used in differentiated instruction as opposed to typical instruction (McCrea et al., 2009). Similar results were found in a study that investigated the effectiveness of differentiated instruction in the realm of physical education curriculum (Kriakides & Tsangaridou, 2008).

Developing and putting into practice differentiated instruction curricula involves shifts in planning, execution, and assessments that require flexibility and…

References

Hall, T., Strangman, N., Meyer, A. (2011). Differentiated instruction and implications for UDL implementation: effective classroom practices report. National Center on Accessing the General Curriculum, retrieved 19 October, 2011 from  http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl .

Holloway, J.H. (2000). Preparing teachers for differentiated instruction, Educational Leadership, September, 82-3.

Kyriakides, L. & Tsangaridou, N. (2008). Towards the development of generic and differentiated models of educational effectiveness: a study on school and teacher effectiveness in physical education. British Educational Research Journal, 34(6), 807-38.

Lawrence-Brown, D. (2004). Differentiated instruction: inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34-64.

Visible and Hidden Dimensions of Student Diversity
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Visible and Hidden Dimensions of Student Diversity

The use of Multimedia in educational contexts is producing a growing opportunity to improve the accommodation of diversity. So demonstrates the MyPlace project, identified as "The Place for Diversity Multimedia Analysis." In the course of such analysis, we find that there are several distinct values to embracing this type of identity-driven diversity in an educational community.

The visible dimensions of diversity are typically characterized as relating to race, religion, ethnicity, gender or sexual orientation. Here, it is expected that an educational institution will make use of the literature, technology and cultural resources at its disposal to ensure that all groups are equally represented and, at the very least, ensure that no groups are actively or passively excluded. Legal terms relating to Affirmative Action are perhaps the most visible regulatory considerations relating to diversity in American education. To the point, a recent Supreme Court…

Works Cited:

Boyer, E. (1990). Campus Life: In Search of Community. Jossey-Bass.

Brunner, B. (2004). Timeline of Affirmative Action Milestones. Black History

Month.

Farstrup, A.E. (2002). The Value of Diversity. Reading Today, 19.

Academic Argument on Faculty Perceptions of Student Disengagement in Online Learning
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Academic Argument on Faculty Perceptions of Student Disengagement in Online Learning

The emergence of technology has meant that today people are challenged every single day to accept something new in their lives on a regular basis. This is not to say that this is a bad thing, but the argument that can here is that are we really ready as a society to incorporate these new technological advancements in their day-to-day life? And it is exactly at this juncture that we face a critical issue.

hile there is no doubt that the mark of technology has been felt on every segment of our lives, no matter how trivial it may seem, the fact of the matter remains that there is currently a majority of people who are not equipped to handle this new intrusion in their lives. The reason for this can vary from the lack of acceptability to the…

Works Cited

A History of Online Learning. (n.d.). Retrieved from Online Education: http://seacstudentweb.org/a-history-of-online-learning.php

Kurubacak, G. (2002). Book Review: E-tivities; The Key to Achieve Online Learning by Gilly Salmon. Turkish Online Journal of Distance Education,, 4 (1).

Liyan Song, E.S. (2004). Improving Online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7, 59-70.

Michael W. Ward, G.P. (2010). Student and Faculty Perceptions of the Quality of Online Learning Experiences. The International Review of Research in Open and Distance Learning, 11 (3).

ESL'students and How to Help them
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Meeting Community Needs

Language and Speech skills are vital to academic learning and success. Language is the foundation of communication. Reading, writing, gesturing, listening, and speaking is all methods of language. Learning takes place through the process of communication. The aptitude to communicate with peers and grown-ups in the educational setting is vital for a student to prosper in school. However, the problem of communication at this 2nd-grade level is the ESL. Comment by rammarly: Deleted:l Comment by rammarly: Deleted:are

Who are the people most affected by this problem?

The students are the ones hardest hit by this issue, especially in the classroom. A lot of times, students will routinely look to the teacher for correct answers rather than trying to find out what is going on for themselves. Sometimes this can be a problem among the student and the teacher. However, if the teacher assists them with the answer…

Garcia-Lascurain, M., Kicklighter, J. R., Jonnalagadda, S. S., Erin, A. B., & Duchon, D. (2006). Effect of a nutrition education program on NutritionRelated knowledge of English-as-second-language elementary school students: A pilot study. Journal of Immigrant and Minority Health, 8(1), 57-65. doi: http://dx.doi.org.ezproxy.uvu.edu/10.1007/s10903-006-6342-9  Comment by Grammarly: Deleted:e

Wagner, R. M., & Huang, J. C. (2011). Relative performance of English second language students in university accounting courses. American Journal of Business Education, 4(5), 31-38. Comment by Grammarly: Deleted:e

Warren, E., Harris, K., & Miller, J. (2014). Supporting young ESL students from disadvantaged contexts in their engagement with mathematics: Teachers' pedagogical challenges. International Journal of Pedagogies & Learning, 9(1), 10-25.

Faculty & Student Development Partnerships
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On a more general note, I believe that this article presents to us what partnership is about: i.e. The synergy of collaboration, where actions can be consolidated by pooling similar partners and have similar views. Coalitions can in fact execute multi-pronged interventions that coordinate different reinforcing services, strategies, and programs (Lasker, Weiss, and Miller, 2001).

eferences

Brower, a.M., Golde, C.M. & Allen, C. (2003). esidential Learning Communities Positively Affect College Binge Drinking. NASPA Journal, 40(3), 132-149.

Brower, a.M (2008). More Like a Home Than a Hotel: The Impact of living-Learning Programs on College High-isk Drinking. Journal of College and University Student Housing, 35(1), 32-49.

Esteban, M.A. & Schafer, W. (2005). Confronting College Student Drinking: A Campus Case Study. Californian Journal of Health Promotion, 3(1), 1-55.

Garrett, M.D. & Zabriskie, M.S. (2003). The Influence of Living-Learning Program Participation on Student-Faculty Interaction. Journal of College and University Student Housing, 33(2), 38-44.

Henslin,…

References

Brower, a.M., Golde, C.M. & Allen, C. (2003). Residential Learning Communities Positively Affect College Binge Drinking. NASPA Journal, 40(3), 132-149.

Brower, a.M (2008). More Like a Home Than a Hotel: The Impact of living-Learning Programs on College High-Risk Drinking. Journal of College and University Student Housing, 35(1), 32-49.

Esteban, M.A. & Schafer, W. (2005). Confronting College Student Drinking: A Campus Case Study. Californian Journal of Health Promotion, 3(1), 1-55.

Garrett, M.D. & Zabriskie, M.S. (2003). The Influence of Living-Learning Program Participation on Student-Faculty Interaction. Journal of College and University Student Housing, 33(2), 38-44.

Increasing Number of Students in Special Education
Words: 10876 Length: 40 Pages Document Type: Term Paper Paper #: 30150873
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Special Education

Since the introduction of PL-142 the Special education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers' decrease. The growth in the number of special education students is the topic of conversation among educators all across the country.

The purpose of this investigation is to discuss the increase in the American special education population. We will discuss the factors that have contributed to the increase including; the effect of PL-142 on the growth of the special education population early identification of special needs, the additional conditions that qualify students for special education, the placement of low achieving students in special education programs, accountability reforms, pressure from parents, the disproportionate amount of minorities that…

References

Digest of Education Statistics. (2001) U.S. Department of Education.

A www.questia.com/PM.qst?action=openPageViewer&docId=5001314786

Educators Should Require Evidence. (1999). Phi Delta Kappan, 81(2), 132. Retrieved May 30, 2003, from Questia database,  http://www.questia.com .

Presidents Commision on Revitalizing Special Education. 2002. United States Department of Education. Retrieved May 28, 2003, from.  http://www.ldonline.org/ld_indepth/assessment/Pres_Rep.pdf

The need for'student parental involvement
Words: 2066 Length: 7 Pages Document Type: Research Paper Paper #: 41073899
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Parent Involvement

When it comes to children and how well they do (or do not do) in schools, a lot of the invective and scrutiny is directed towards the teachers at the school and the administrators that govern the same. Whether it be parents showing disdain for how well the students are not doing or whether it be national laws such as No Child Left Behind, the teachers seem to shoulder a lot of the blame when students do not perform as expected or desired. However, to just blame the teachers would be unwise because they are only part of equation and some would argue that teachers are not even the biggest part of the equation. While having adept teachers imparting knowledge to students is important, having parents or guardians of those children that are involved and engaged is even more important.

esearch

One of the linchpins of student success…

References

Harji, M. B., Balakrishnan, K., & Letchumanan, K. (2016). SPIRE Project: Parental Involvement

in Young Children's ESL Reading Development. English Language Teaching, 9(12), 1-

15.

Hemmerechts, K., Agirdag, O., & Kavadias, D. (2017). The relationship between parental

Parent Involvement and Student Academic Performance
Words: 788 Length: 2 Pages Document Type: Essay Paper #: 97056120
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Parent Involvement and Student Academic Performance: A Multiple Mediational Analysis

David R. Topor, Susan P. Keane, Terri L. Shelton, and Susan D. Calkins

Numerous studies have shown a clear positive relationship between the involvement of a parent in a child's education, and the academic performance of the child. This particular study seeks to explore the mechanisms of the said association. On that front, only two potential mechanisms are taken into consideration. These, according to the authors, include; 1) the quality of the relationship between the teacher and the student, and 2) the child's perception of cognitive competence. A total of one hundred and fifty eight 7-year-olds participated in this study. The sample also included their teachers and mothers. It is important to note that data was in this case sourced from three key centers; the child, their mothers, and teachers -- with the gathering of data from the first two…

Professional Career Action Plan I Am Student
Words: 1777 Length: 5 Pages Document Type: Essay Paper #: 4584965
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Professional Career Action Plan

I am student majoring in science at the University of Phoenix. Upon my graduation I would like to use my skills to make a different in the communities that I serve and also in my home community. These are the main factors that I will consider during the period of advancing my career. My career development will be guided by several goals each of them will take varying periods to achieve.

However the most important of all is for be to make an impact for humanity over the period that I will be working in the health sector. I have made several consideration and also put in mind that I will first have to start at a particular point and slowly progress through my career to become a highly qualified and successful person in the health care sector will I believe will also be essential for…

References

Rothwell, W.J. (2005). Career planning and succession management: Developing your organization's talent -- for today and tomorrow. Westport, Ct: Praeger Publishers.

Lock, R.D. (1991). Job search. Pacific Grove, Calif: Brooks/Cole Pub. Co.

Lock, R.D. (1992). Taking charge of your career direction. Pacific Grove, Calif: Brooks/Cole Pub. Co.

Powers, P. (2005). Winning job interviews: Reduce interview anxiety, outprepare the other candidates, land the job you love. Franklin Lakes: Career Press.

Arranging the Classroom for Young Students
Words: 1323 Length: 4 Pages Document Type: Essay Paper #: 18700972
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Educational Studies

The purpose of the study guide is to help you outline the readings for the unit and to give you a place to note the key points of each section. Each study guide outlines the chapter/reading for you and gives you a space to fill in key points under each heading. You should write a brief paragraph (4-6 sentences) under each sub-heading for the paper (see the "write summary here" area).

When you complete the study guide, submit it through the unit's study guide Dropbox. Remember to write in complete sentences and use your own words. Plagiarism is unacceptable and will result in a zero grade and be reported to the Provost's Plagiarism Database. Each study guide is worth 10 points.

Chapter 5 Emergent Literacy Strategies

Print-Rich Classroom Environments

Designing a Print-Rich Classroom Environment

The Classroom Library Center

The Writing Center

Literacy-Enriched Play Centers

Environmental and Functional Print…

Motivating Students
Words: 554 Length: 2 Pages Document Type: Research Paper Paper #: 89975203
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Self-Regulation Practice

Self-regulation is a consistent process of organizing and managing thoughts, emotions, behaviors, and environment (Ramdass, 2011). It involves setting goals, selecting appropriate learning strategies, maintaining motivation, and monitoring and evaluating academic progress. The self-regulation processes and self-beliefs also include time management, managing the environment (distractions), maintaining attention, and self-efficacy.

Students who use self-regulatory practices are higher achievers. Evidence shows that self-regulation skills and motivational beliefs correlate positively with homework activities (Ramdass, 2011). Homework assignments help at risk and struggling students develop motivation and self-regulation skills.

Self-regulation operates in the cognitive (learning strategies), motivational (self-efficacy, task value), and metacognitive (self-monitoring, self-reflection) areas of psychological functioning. Self-regulation motivation enables students to believe in their own individual capabilities. Cognitive self-regulation relates to the learning strategies and is different with each homework task. Metacognition enables goal setting and the monitoring of the learning progress.

Mastery of self-regulation depends on the belief in…

Bibliography

Pintrich, P. & . (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Education Psychology, 82(1), 33-40.

Ramdass, P. & . (2011). Developing Self-Regulation Skills: The Important Role of Homework. Journal of Advanced Acedemics, 22(2), 194-218.

Helping Students in Transition
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penny w: Your framework consists as I see it of 1) elements that contribute to well-being 2) the interrelationship between well-being and self-esteem 3) the importance of collaboration for academic achievement. There is another important interrelationship suggested too: that of reciprocal associations between all three frameworks. A further framework would underpin these: that of why transitioning problematizes all three (school belongingness might fit in here).However, the definition and unpacking of these four frameworks needs to be placed in a literature review, rather than the introduction to the method section. You have a great start for a lit review here, so separate out the background material. You can then briefly reiterate the central ideas in a couple of sentences to preface your method section.n the whole you have set out really gritty points which indicate how aspects of your frameworks matter…but I would like to see a really strong, clear pattern…

Only 3% of the New Zealand secondary school roll was Of the 12,503 students invited to participate in the most recent Youth2000 series of surveys (2012), only 68% (8,500) were available for participation surveyingin the most recent New Zealand government's Youth 2000 series of surveys. This number represents 3% of the New Zealand secondary school roll. The Youth '12 survey found that, According to the New Zealand government's study ("Youth'12"), "The most common reasons why students did not participate were not being at school on the day of the survey, not wanting to take part, and being unavailable during the time the survey was conducted" ("Youth'12," para. 2). The issues addressed by the youth survey addressed: (a) ethnic identity and culture, (b) family relationships, (c) school, injuries and violence, (d) health and healthcare, (e) emotional health, (f) food and eating, (g) leisure activities, (h) sexual health, alcohol, (i) smoking and other drugs, and (j) community involvement. This resource represents a valuable addition to the study's mixed methodological approach. In addition, other research (e.g., Ma, 2003; Newell & Van Ryzin, 2009; Osterman, 2000) that has investigated the concept of belongingness in schools will be reviewed for evidence that can support these ideas and other perspectives. Comment by Gigi Devault: I'm not sure if I captured the gist of Penny W's comment here. So I left the review marks in for you to evaluate. Comment by penny w: Doesn't this punch to the point better? I can see you are a detail person (I share this trait), but you need to "murder your babies"…let go of the pixels and go for the clear point. Prune to the core.

Self-Esteem of Students and Social Adjustment

The research provides mixed findings concerning the extent of self-esteem problems that young people may experience following school transitions. Some research has shown diminished self-esteem when young people change school systems while other studies have identified no discernible effect or identified slight increases in self-esteem (Hattie, 1992). Self-esteem has been shown to be lowest immediately after a transition but also shown to have recovered during the grade following the transition (Hattie, 1992). Research by Harter (1999) indicates that young people who have higher self-esteem levels are more likely to forego instances of negative behaviour in those areas that are central to their sense of self-concept. All young people are unique and have different capacity for resilience. It is impossible to pigeonhole any particular student as being most at risk of experiencing problems as a result of transitioning. So, too, is it reasonable to suggest

Text Comprehension for Deaf and Hard of Hearing Students
Words: 978 Length: 3 Pages Document Type: Literature Review Paper #: 28201882
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Comprehension and Deafness

Language and vocabulary development and therefore reading comprehension, among deaf and hard of hearing children is challenged due to several factors. These factors relate to inherent differences between children with normal hearing and those with hearing difficulties. However, efforts and innovation have been put into practice to facilitate language and reading development among deaf and hard of hearing students in order to achieve successful comprehension despite their inabilities to learn through conventional methods. It is important that reading development is maintained at a high level to ensure hard of hearing students are able to maintain comprehension and age appropriate and grade appropriate levels. The following discussion outlines some issues and challenges faced by children with hearing difficulties and how these problems can be overcome in order to achieve effective levels of language, vocabulary, and text comprehension.

Vocabulary comprehension is encouraged and promoted through the activity of reading…

References

Cannon, J.E., Fredrick, L.D., Easterbrooks, S.R. (2010). Vocabulary instruction through books read in American sign language for English-language learners with hearing loss. Communication Disorders Quarterly, 31(2), 98-112.

Kelly, L.P. (2003). Considerations for designing practice for deaf readers. Journal of Deaf Studies and Deaf Education, 8(2), 171-86.

Luetke-Stahlman, B., Nielsen, D.C. (2003). The contribution of phonological awareness and receptive and expressive English to the reading ability of deaf students with varying degrees of exposure to accurate English. Journal of Deaf Studies and Deaf Education, 8(4), 464-84.

Mayer, C., Akamatsu, C.T. (2000). Deaf children creating written texts: contributions of American sign language and signed forms of English. American Annals of the Deaf, 145(5), 394-403.

Motivation Motivating the Seemingly Unmotivated
Words: 5064 Length: 15 Pages Document Type: Thesis Paper #: 76526481
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Extrinsic rewards should only be used when other efforts to actively engage students in learning has failed; (3) In the event extrinsic rewards must be utilized, they should be "just powerful enough to control behavior" and should be eliminated in phases before all intrinsic motivation is lost.

Jones, Vermette, and Jones posit in their article, "An Integration of "Backwards Planning' Unit Design with the "Two Step" Lesson Planning Framework," planning and engaging students in effective lessons is a fundamental component of successful teaching and therefore, motivating students (Skowron, 2001). The authors created the concept of backwards planning which requires educators to start with a nominal list of essential questions all students must answer by the end of the lesson plan. With the end goal in mind, teachers then design assessments based on those understandings and strategically crafted lessons to achieve the desired objectives. Once the goals and assessments have been…

References

Alvermann, L. (1999). Classroom goal orientation, school belonging, and social goals as predictors of students' positive and negative affect following the transition to middle school. Journal of Research and Development in Education, 32(2), 89-103.

Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.

Assor, A., Kaplan, H., & Roth, g. (2002). Choice is good, but relevance is excellent: Autonomy enhancing and suppressing teaching behaviors predicting students' engagement in schoolwork. British Journal of Educational Psychology, 27, 261-278.

Assor, A., Roth, G., & Deci, E. (2004). The emotional costs of parents' conditional regard: A self-determination theory analysis. Journal of Personality, 72, 47-88.

Newschool the Usage of Smartphone
Words: 1552 Length: 5 Pages Document Type: Essay Paper #: 18120926
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Through our application, Melissa has been able to get rid of her books and has derived high benefits from the transaction. Apart from Melissa, our Smartphone application has also assisted other new students in the college to sell, buy and trade their items without incurring costs and time. More importantly, our group has been able to derive satisfaction from our innovative project because we are the first group in the college to introduce this kind of innovative project to assist new students to address their problems.

Now the number of students using our Smartphone application is growing, we are envisaging that we should be able to derive some financial gain from our project. Since the trading through our application is free, we are envisaging integrating credit card payment into our Smartphone application where students will be able to finalize their transactions using credit card payments. We are envisaging charging 1%…

Bibliography

Groux, C. Higher Education Students Take Advantage of Smartphone Apps. U.S. University News. 2011. Retrieved 15 December, 2012 From  http://www.usnewsuniversitydirectory.com/articles/higher-education-students-take-advantage-of-smartp_11802.aspx 

Woodcock, B. Middleton, a. And Nortcliffe, a. Case Study Considering the Smartphone Learner: an investigation into student interest in the use of personal technology to enhance their learning. Student Engagement and Experience Journal.1(1).2012. Retrieved 15 December, 2012 From  http://research.shu.ac.uk/SEEJ/index.php/seej/article/view/38

Gifted Learners and Technology
Words: 1100 Length: 4 Pages Document Type: Research Paper Paper #: 17696886
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Technology and Gifted Learners

Assistive technology is a huge help for gifted students because it presents more abstract concepts in a more challenging manner. It provides tools for memorization, and evaluation in multidimensional forms so that students are more actively engaged in the learning process. According to the research, "assistive technology for learning (ATL) is defined as the devices, media and services used by students with physical, sensory, cognitive, speech, learning or behavioral disabilities to actively engage in learning and to achieve their individual learning goals" (Alberta Education, 2006). Today, tools have become much more diverse because of advances in technology. This then creates a very diverse and tailored learning environment that teachers can create for the unique needs of gifted students. Thus, "these tools allow students greater independence in learning by customizing applications to maximize learning strengths and to minimize or circumvent specific learning weaknesses" (Bisagno & Haven, 2002).…

References

Alberta Education. (2006). Infusing Assistive Technology for Learning into the IPP Process. Alberta Education Cataloguing in Publication Data. Web.  https://education.alberta.ca/media/525549/ipp9.pdf 

Bisagno, Joan M. & Haven, Rachael. (2002). Customizing technology solutions for college students with learning disabilities. Learning Disabilities Online. Web.  http://www.ldonline.org/article/6257/ 

Brennan, Liz & Still, Stacy. (2009). Applying Technologies for Effective Instruction. Pearson Higher Education. Web.  http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0137073984.pdf 

McFarlane, Camille. (2011). Gifted students and educational technology. Technology-Enhanced Learning Environments. Web.  http://etec.ctlt.ubc.ca/510wiki/Gifted_Students_and_Educational_Technology

Progression Are Noted by Braund 2008 to
Words: 1159 Length: 4 Pages Document Type: Essay Paper #: 60312581
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progression are noted by Braund (2008) to be important cornerstones of our education system since they are essential in the understanding of the construction of the concept of schooling in many countries. Progression is a concept that describes the students' journey through the education system and the ways in which the student acquire, sharpen, apply as well as develop their knowledge and skills in the understanding of increasingly challenging scenarios. Continuity on the other hand is concerned with the various ways in which our educational system effectively structures and presents enough challenges as well as progress for the students in a landscape of a recognizable curriculum. The introduction of the National Curriculum of the United Kingdom into the Bahraini education system provided an opportunity for a spiral structure of highly agerelated programmes of study that provides an assumed degree of continuity and progression via a consistent and yet recognized areas…

References

Bennetts T (2002). Continuity and progression. In: Smith M (ed.). Teaching Geography in Secondary Schools: A reader. London: Routledge/Falmer.

Braund, M (2008).Starting Science...Again?: Making Progress in Science Learning. SAGE

Galton et al., 2003 Galton, M., Edwards, J., Hargreaves, L. & Pell, T. (2003). Transfer and transitions in the middle years of schooling (7 -- 14): Continuities and discontinuities in learning. Research Report 443 (pp.43 -- 74). DfES

Owen D & Ryan A (2001). Teaching Geography 3 -- 11: The essential guide. London: Continuum.

Co-Curricular Activities High School Can
Words: 4210 Length: 15 Pages Document Type: Dissertation Paper #: 5312215
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2007)." The authors also explain that there is a great deal of interest in the concept of school engagement because it is believed to be influenced by environmental changes (Fredricks et al., 2004; Dotterer et al. 2007). As a result of racial and ethnic achievement gaps, the study of school engagement amongst students of color is essential to closing these gaps. Previous research uncovered a pattern of underachievement in African-American students who have lower grades and receive less education than non-Hispanic White students (Dotterer et al. 2007).

According to Jimerson et al. (2003) there are three dimensions of school engagement: affective, behavioral, and cognitive. The affective dimension is associated with an emotional connection to school and the sense of belonging that students have with their school. Additionally this dimension of school engagement is often referred to as school attachment (Johnson et al., 2001). The affective dimension of school engagement "reflects…

References

Dotterer a.M. Susan M. McHale Ann C. Crouter. (2007) Implications of Out-of-School Activities for School Engagement in African-American Adolescents. J Youth Adolescence (2007) 36:391 -- 401

Dworkin, J.B., Larson, R., & Hansen, D. (2003). Adolescents' accounts of growth experiences in youth activities. Journal of Youth and Adolescence, 32, 17-26.

Feldman, Amy F.; Matjasko, Jennifer L. (2005) the Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions Review of Educational Research v. 75 no. 2 p. 159-210

Fredricks J, Blumenfeld P, Paris a (2004) School engagement: Potential of the concept, state of the evidence. Rev Educ Res 74:59 -- 109

Classroom Management
Words: 3341 Length: 9 Pages Document Type: Research Paper Paper #: 23914005
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Classroom Management: Hands on or Hands off?
Introduction
The issue of classroom management is a complex one in today’s world, especially as the issue of how to educate has taken on so many different dimensions over the previous decades. There are so many different schools of thought on the best way to educate that managing the classroom and instilling discipline is also impacted by these myriad voices and perspectives. This paper will focus on the issue of classroom management at the high school level and address the problem by examining whether character education, praise and relationship building can be facilitative types of classroom management approaches that can serve as effective strategies to classroom management.
Problem
The problem of classroom management and whether or not teachers should adopt a hands on or hands off approach to discipline has largely been impacted by the philosophical underpinnings of the modern era, which have…

Adolescent Literacy Levels Reading and
Words: 1977 Length: 5 Pages Document Type: Research Paper Paper #: 99128126
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Increased vocabulary levels leads to increases in reading comprehension. Students with higher levels of vocabulary can also express themselves in more unique and complex formats, essentially increasing their ability to comment on the reading material in a way that better correlates with their exact emotions or experiences associated with that reading material.

Writing summaries for reading material is another method of using writing exercises to increase literacy levels. Teachers should implement lessons were students write hierarchal summaries that help organize the structure of reading material in a shape that is more familiar and understandable to students (Meltzer, Cook, & Clark, 2011). Writing summaries force students to internalize the material and reassert it in a different way. This further engages them with the texts, as they are forced to put the material in their own words.

Thirdly, using student-generated content to expose weaknesses in understanding can play a key role. Having…

References

Guthrie, John T. (2001). Contexts for engagement and motivation in reading. Reading Online. 4(8). Retrieved September 21, 2012 from  http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/guthrie/index.html 

Guthrie, John T. (2012). Adolescent literacy: Issues, knowledge base, design principles, and challenges. Center on Instruction. Web. Retrieved September 21, 2012 from  http://centeroninstruction.org/ 

Melzter, Julie, Cook, Nancy, & Clark, Holly. (2011). Adolescent Literary Resources: Linking Research and Practice. Center for Resource Management. Brown University. Web. Retrieved September 20, 2012 from www.alliance.brown.edu/pubs/adlit/alr_lrp.pdf

Vocational Courses in High School
Words: 7142 Length: 20 Pages Document Type: Term Paper Paper #: 6405426
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(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:  http://www.questia.com /PM.qst?a=o&d=5020969480' target='_blank' REL='NOFOLLOW'>