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Articles 1 - 5 of 5
Full-Text Articles in Education
Fear, Anxiety, And The 2016 Presidential Election: What Are The Effects On Student Achievement?, Kayla Mette, Katherine Bertolini
Fear, Anxiety, And The 2016 Presidential Election: What Are The Effects On Student Achievement?, Kayla Mette, Katherine Bertolini
Empowering Research for Educators
The student fear and anxiety exhibited in the aftermath of the recent election are unlike anything most teachers have seen. The long-term ramifications of persistent fear and anxiety are too serious to ignore. The academic consequences of living in a perpetual state of fear are dire and affect the most vulnerable students. Current literature relating to the impact fear and anxiety have on achievement is examined with suggestions for teachers and administrators wanting to better inoculate their students against the deleterious effects of stress, fear and anxiety. This article issues an urgent call for increased examination of this phenomenon.
Shifting The Paradigm From Deficit Oriented Schools To Asset Based Models: Why Leaders Need To Promote An Asset Orientation In Our Schools, Shannon Renkly, Katherine Bertolini
Shifting The Paradigm From Deficit Oriented Schools To Asset Based Models: Why Leaders Need To Promote An Asset Orientation In Our Schools, Shannon Renkly, Katherine Bertolini
Empowering Research for Educators
Schools often focus solely on risky behaviors exhibited by students, causing the school to act reactively rather than proactively. Student learning and growth must be the top priority of a school, and this can only be done by deliberately identifying and building up student assets. This asset model becomes even more important during the middle years of education. Introducing supportive adults into students’ lives is an effective method of building assets, while creating the potential for community involvement at the same time. School leaders must take charge of promoting asset-building in their school while also modelling asset development with their …
A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini
A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini
Empowering Research for Educators
Even though many novice teachers are prepared academically to deal with subject matter, many of them enter the teaching field unprepared for many of the other aspects of teaching such as dealing with grading programs, insurance claims, inventory and various other matters that differ from school-to-school. Often these new teachers feel isolated and unsupported and possibly do not realize what they do not know or the proper questions to ask. This results in nearly 29% of them leaving the field within their first three years and around 39% leaving within their first five years. This project proposes creating a teacher …
The Purpose Of Education: What Should An American 21st Century Education Value?, Krista Shilvock
The Purpose Of Education: What Should An American 21st Century Education Value?, Krista Shilvock
Empowering Research for Educators
A survey taken by 511 respondents dealt with such issues as past and current educational practice preparation, educational purposes in America, core class subjects, and soft skill teachings. Its results revealed a public opinion believing the primary goal of education as teaching students to adapt to any situation they find themselves in. Other results include a lack of preparation in current practices for life beyond education, although workforce preparation is adequate. Also, soft skills ought to see a curriculum of their own and taught explicitly to students in education instead of implicitly enforced, hoping parents alone taught these skills previously. …
Development Of One’S Teaching Philosophy: The Three “R’S” Of Relationships, Relevancy, And Rigor, Mary Bowne
Development Of One’S Teaching Philosophy: The Three “R’S” Of Relationships, Relevancy, And Rigor, Mary Bowne
Empowering Research for Educators
A common practice for educators is to develop a teaching philosophy which helps them become reflective practitioners on various teaching and learning strategies. This narrative will address how one faculty member identified common themes within her online and face-to-face classes that held students accountable, yet eager to come to class and learn the important content and develop the unique traits mentioned. Through the use of various data methods and current literature and research available, the author identified three common themes within her teaching and classroom environment. Those themes are identified as the 3 “R’s”: Relationships, Relevancy, and Rigor.