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Full-Text Articles in Education
Assessing The Supports And Variables Needed For Graduation Of Students Receiving Special Education Service: A Longitudinal Study, Jennifer Dewaard
Graduation from high school is an important measure of success for both schools and individuals. While requirements for graduation change, the rate at which students receive a diploma within four years is on the rise. But students who receive special education services continue to have a lower graduation rate than the general population. It is imperative for both schools and individual students to increase this rate and close the gap for those receiving a diploma.
The purpose of this study is to examine that gap between graduation rates for the total population of a high school in West Michigan compared ...
Experiences Of Suburban And Rural High School Principals Who Have Attained Longevity In The Position: A Qualitative Study, Peggy A. Mathis
Today’s school leaders face many challenges. There is a renewed need to look at principal’s job satisfaction and longevity given recent trends in burnout, increased accountability, and a shortage of qualified candidates. There are conflicting demands on high school principals’ time and capacity. These leaders still have the traditional responsibilities of ensuring a safe environment, managing a budget, and maintaining discipline. Higher expectations for student success have brought with them an increase in school program expectations (DiPaola & Tschannen-Moran, 2003).
The job of the principal has changed throughout the years (DiPaola & Tschannen-Moran, 2003; White-Smith & White, 2009). The shift from manager to instructional leader, along with an increase in responsibilities has made the job more ...
Characterizing And Supporting Change In Algebra Students' Representational Fluency In A Cas/Paper-And-Pencil Environment, Nicole L. Fonger
Representational fluency (RF) includes an ability to interpret, create, move within and among, and connect tool-based representations of mathematical objects. Taken as an indicator of conceptual understanding, there is a need to better support school algebra students’ RF in learning environments that utilize both computer algebra systems (CAS) and paper-and-pencil. The purpose of this research was to: (a) characterize change in ninth-grade algebra students’ RF in solving problems involving linear equations, and (b) determine conditions of a CAS and paper-and-pencil learning environment in which those students changed their RF.
Change in RF was measured by comparing results from initial to ...