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Articles 1 - 9 of 9
Full-Text Articles in Education
A Trauma Responsive Approach To Fostering Resilience, Addressing Equity Issues And Improving Student Wellness And Academic Success, Mark Harrington, Joe Thompson, Kimberly Witeck
A Trauma Responsive Approach To Fostering Resilience, Addressing Equity Issues And Improving Student Wellness And Academic Success, Mark Harrington, Joe Thompson, Kimberly Witeck
National Youth Advocacy and Resilience Conference
We’ll start with our school’s motto, “Family, Love, Respect,” which is posted in nearly every hallway, office and gathering place in our school. We attempt to provide each student with a strong sense of each. Although ours is an alternative high school, filled with stories of trauma, neglect and despair, our students are resilient! With that in mind we have created a number of programs to encourage resilience, provide a healthy path forward, decrease student discipline, and foster student success. All of these programs, and the stories we share detailing what our students have overcome show just how resilient young …
Who Is Anointed? The Psychological And Social Justice Implications Of Gifted And Talented Programs In The United States, Emma Caroline Gossett
Who Is Anointed? The Psychological And Social Justice Implications Of Gifted And Talented Programs In The United States, Emma Caroline Gossett
Senior Projects Spring 2022
This paper explores the repercussions of gifted and talented programs in the United States, looking specifically at resulting psychological effects and social justice implications. This analysis is positioned within the discussion of global power struggles for technological advancement. After the success of the Russian Sputnik satellite in 1957, the United States bolstered initiatives in education to ensure they were producing students who could contribute to the prowess of the nation. Gifted programs allowed for a more in-depth focus on those children deemed useful to the labor market. This resulted in additional pressures placed on certain students to excel. The anointment …
Impact Of Brain Breaks On Student Engagement, Motivation, And Achievement In A Third-Grade Classroom, Adrianna Gernes
Impact Of Brain Breaks On Student Engagement, Motivation, And Achievement In A Third-Grade Classroom, Adrianna Gernes
Education Masters Papers
In a third-grade classroom in a highly populated city, a researcher was concerned about her students’ focus level in the afternoon. Students have a long day at school, their brains get exposed to so much information on a typical day, and it is hard to retain the knowledge as well as being able to stay focused and motivated throughout each and every day. This study investigated how brain breaks affect student engagement, achievement, and motivation. For the entirety of a math unit, math instruction was taught incorporating planned brain breaks throughout each lesson. Data was collected from pre-and post- assessment …
Experience And Philosophy In Urban Public Schools, Austin Wade
Experience And Philosophy In Urban Public Schools, Austin Wade
Williams Honors College, Honors Research Projects
This paper examines the educational philosophy and experience in urban public schools. Combined with relevant educational research and personal reflection, this review presents an educational philosophy, specifically regarding aspects of discipline, classroom management, testing, curriculum, motivation, and achievement. The paper heavily relies upon my own personal experiences as a 10th grade student teacher at Canton McKinley High School, in Canton, Ohio.
Post-Secondary Academic Self-Limitation Of Rural High School Students In Northeast Georgia, Jeffrey Lambert
Post-Secondary Academic Self-Limitation Of Rural High School Students In Northeast Georgia, Jeffrey Lambert
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the phenomenon of academic post-secondary self-limitation of rural high school students in northeast Georgia. The theory guiding this study was based upon self-determination theory, as described by Deci and Ryan (2008). Most high school students must make a decision as to whether or not they continue their education into the post-secondary years. This transcendental phenomenological study examined post-secondary academic self-limitation of high school students in rural, northeast Georgia. This type of phenomenology suggests that the whole of human experience is descriptive and leads to absolute knowledge (Moustakas, 1994). This approach was …
Recognizing Culture In Experiential Education: An Analysis And Framework For Practitioners, Valerie J. Kurka
Recognizing Culture In Experiential Education: An Analysis And Framework For Practitioners, Valerie J. Kurka
Master's Capstone Projects
Experiential education is an intentional educational process that relies on experiential learning theory. This paper categorizes common features of experiential education and analyzes them with a cultural framework. Common features of experiential education include individual development, student-centered teaching, individual challenge and learning, challenge-by-choice, “emotional safety”, and reflection/processing activities. The features of experiential education that I have analyzed have basic cultural assumptions of high individuality, low power distance, low uncertainty avoidance, high achievement, emphasis on internal control, and possible interaction with ascriptive dispositions and masculine characteristics. These assumptions may have implications for practitioners practicing cross-culturally. In an increasingly global world and …
Comparative Study Of Reading First Schools Reading Achievement To Non-Reading First Schools., Wandaleen Adams
Comparative Study Of Reading First Schools Reading Achievement To Non-Reading First Schools., Wandaleen Adams
Electronic Theses and Dissertations
The purpose of this study was to determine if there was any significant increase in the reading achievement of Reading First third grade students compared to the reading achievement of the third grade reading students in Non-Reading First schools located in southwest Virginia for 2004-2009. The Standards of Learning (SOLs) reading test scores were compiled from the Virginia Standards of Learning test scores that are available to the public from the Virginia Department of Education website. The elementary schools chosen for this study have a similar number of disadvantaged students and similar demographics. The reading achievement was being examined after …
Middle School Students' Perceptions Of The Gender And Ethnic Gap In Achievement, Marian Elizabeth Hendrickson
Middle School Students' Perceptions Of The Gender And Ethnic Gap In Achievement, Marian Elizabeth Hendrickson
Graduate Theses and Dissertations
This study used a mix-method approach to determine achievement gap in gender and ethnicity. Quantitative data was collected from the 2008-2009 Arkansas state Benchmark exam to investigate the extent of the gap in the school. Qualitative data was gathered through semi-structured interviews with 13 students. The students were asked to explain their perceptions of the gender and ethnicity gap in the school. The use of two methods for this study enabled the researcher to better understand the actual achievement gap that appeared at the school and compare this information to the information provided by the participants. The Quantitative data gathered …
The Impact Of Curriculum-Based External Examinations On School Priorities And Student Learning, John H. Bishop
The Impact Of Curriculum-Based External Examinations On School Priorities And Student Learning, John H. Bishop
John H Bishop
[Excerpt] The first major prediction of the theory is that an increase in the extrinsic rewards for learning will cause student effort and achievement to increase. The primary extrinsic reward for achievement in high school is a higher probability of completing college. Thus the extrinsic rewards for learning in high school depend on the size of the payoff to college and on how contingent college admissions decisions are on achievement in high school. Time series data suggests that changes in college selectivity and payoff may have contributed to the ups and downs of student achievement during the postwar period. The …