Findings indicate that the sample of teachers felt significantly less influential, confident, and obligated when teaching their gang-involved students as opposed to their non-gang-involved students. These data also indicate that participants felt significantly less prepared by their preservice education to address the needs of their gang-involved students. Moving forward, teachers expressed a strong desire for more information and strategies on teaching, supporting, and disciplining gang-involved students.
Hopefully, this study acts as an impetus for change to improve the existing and inadequate curricula of preservice teacher education programs. This study examined the retention rate of teachers within elementary schools. The teaching profession is known for its difficult nature and low retention rate.
The burdens that teachers experience within the classroom commonly cause individuals to burn out and leave the field of education. In order to solve the problem of teacher retention, it is essential to understand the ways in which veteran teachers have been able to overcome the burdens of teaching.
The purpose of this research was to determine the reasons why specific teachers have continued teaching for multiple decades. The data collected by interviews with veteran teachers in Northern Indiana revealed the favorable aspects of teaching. Upon analysis of these data, several positive elements of the teaching profession emerged. Across the board, teachers reported to value their ability to make a difference in the lives of their students.
Teachers also revealed that personal relationships with their family, friends, students, and fellow colleagues have been the greatest source of support for them during difficult teaching periods. Additionally, principals were found to influence the retention of teachers by their ability to maintain healthy work environments within their schools.
The participants of this study distinguished these characteristics of their profession to be the main reasons why they return to the classroom each year.
The results of this study support previous research regarding the retention of teachers in elementary schools. The implications of this study are significant because they emphasize the elements of teaching that ought to be fostered within school communities. Most of the research and resources related to English as a New Language ENL instruction apply only to bilingual, Spanish-English classrooms, but there are many classrooms full of students who come from different linguistic backgrounds and also demonstrate the need to learn English.
The distinct characteristics of these multilingual classrooms have yet to be studied in depth. Because critical language learning occurs in early childhood, preschool is the ideal time to investigate this issue.
The purpose of this case study is to illuminate some of the unique challenges that multilingual ENL preschool classrooms can present as well as potential strategies teachers can use to overcome them, with the ultimate goal of providing directions for future empirical research on this topic. A background interview and three classroom observations were conducted in order to obtain these insights.
The findings indicate that there are many ways in which teachers can overcome the multiple-language barrier and help all of their students to improve their English, including creating a low-anxiety environment and encouraging parental participation in the learning experience. This study also found that interactions between adults and preschool-aged children of different linguistic backgrounds is in many ways similar to the ways in which parents and pre-verbal infants communicate, suggesting the need for empirical research on whether these strategies are effective for older children and how they can be applied in classrooms.
Using a Q-sort method, this study determined whether elementary, middle, or high school students had a preference about working with a male or female partner on a science project. This study also used the Q-sort method to examine if participants were more likely to rank male or female students higher on a science test. Finally, this study asked participants to predict their own science test scores to infer whether participants were internalizing a gender stereotype.
The results of this study found that high school students were significantly more likely to select a male partner for a science project rather than a female partner, but elementary and middle school students were not. This study also found that women were more likely to predict high scores for themselves on a science test than men.
Future research should examine the effectiveness of measures to counter the emergence of gender stereotypes and should study more thoroughly when and why students begin to exhibit gender bias. Social entrepreneurship adds a weapon to the arsenal in our fight against the various social and environmental issues that plague us today, many of which have plagued us for many years. While there is a lot of promise with this field, it is important that we fully leverage its potential.
How do we best do this? We know that people are more easily influenced and open-minded at younger ages Ruder, To answer my questions, I led five afterschool sessions in which two groups of four elementary school students each competed to create hypothetical businesses that made and sold friendship bracelets.
Students were told that the friendship bracelets that they created and sold to other students represented a pact to not bully when worn.
What I found was that there were no significant differences in interest in social entrepreneurship nor business. The other major conclusion I have made is that competition is not appropriate in the classroom, at least not in elementary schools. This study examined the relationship between student engagement and instructional strategies within a kindergarten Spanish-immersion Religion class. Instead of focusing on proficiency, this study seeks to combat the means by which proficiency is affected: In order for instruction within an immersion classroom to be fruitful, language must be understandable, the content should be taught without translation in L2 , and literacy is developed and transferred smoothly.
Specifically, this study focused on the questions: How do methods of teacher instruction affect student engagement in a Spanish-immersion kindergarten classroom? Which methods promote the greatest engagement in this specific style of classroom? To begin answering these questions, observations were taken during three class periods of one teacher and kindergarten students.
From these observations, the methods of instruction and the specific tasks chosen for each lesson plan emerged as important factors of engagement. These factors echo previous research on second-language acquisition instruction and provide further a confirmation on the unrecognized levels of engagement differing between each activity.
This study seeks to serve teachers by providing evidence from one classroom in order to gain insight about effectively engaging kindergarteners within the context of an immersion classroom.
While the practice of tracking is associated with promoting appropriately paced instruction and concentrated curriculum, it is also attributed with creating disadvantages for those in need of exposure to high standards and rigorous course material. It also examined what the implications of these perceptions would have on their achievement throughout their high school and college careers.
To explore these questions, students amongst different academic tracks at a Midwestern public high school were observed in their English courses and administered a survey measuring four variables. The classroom environments between students of the same grade but different tracks demonstrated variances in difficulty of the material, instructor autonomy, and student effort.
The oldest and most advanced students exhibited capacity to participate and perform at a high competence amid demanding coursework and discussion. Their survey results did not exhibit large differences between the tracks on perceptions regarding the four variables tested. While the lowest track student perceived themselves the most intrinsically motivation, those in the highest track were confident of their achievements in high school and future educational aspirations.
This study may serve as a model to and influence longitudinal studies that examine whether academic tracking shapes academic perceptions of students in low and high tracks both positively or negatively. The purpose of this project was to analyze the importance of principal leadership in public schooling, and provide more research into what constitutes successful leadership in this position.
Through the topic of budgetary issues and handling school finances, I interviewed several principals from different types of schools within a local public district in order to determine how each individual profiled exhibited leadership in a time of financial stress. I also sought to bring forth to public knowledge the sheer difficulty of the job that these individuals are tasked with.
Overall, my findings concluded that each principal, through the way they handled their budgetary situation, exhibited trademark qualities of strong principal leadership. They were willing to resort to creative methods to fund programs throughout their schools, were actively involved in the lives of their students as well as on good terms with their support staff, and did not show signs of major morale loss from the stress of their jobs.
My findings conclude that the role of a principal, while typically overlooked in the grand scheme of public education, is extremely important in 21st century public education and requires highly capable individuals in order to succeed.
The rapidly changing U. Previous research shows that complete heritage language proficiency contributes to the development of second language proficiency.
For heritage Spanish speakers in the U. Current research suggests that heritage language classes are most effective in promoting heritage language proficiency. This study seeks to investigate which of two heritage language class designs [isolated language teaching or content-based instruction CBI ] is more effective in developing heritage language reading skills.
A comparative analysis of scores from the Spanish reading comprehension exams of heritage Spanish speakers enrolled in either a CBI or isolated language teaching course reveal CBI to be more effective in developing Spanish reading skills within Spanish heritage speakers.
However, limitations within this study suggest that further research is still needed in order to assess effective heritage language class design and the true impact of CBI. This paper investigates the extent to which interpersonal relationships of under-represented minority students URMs graduate students differ from those of non-URM students and whether these relationships and experiences differ by program.
It further investigates the affect do these factors have on knowledge production within their programs.
Academic approaches to the problem of increasing diversity in graduate education has largely been focused on simply increasing the number of URM students. However, these students often suffer once they are in graduate school, completing their programs at lower rates than non-URM students.
Some research has pointed to a lack of financial support as well as deficiencies in URM students' relationships with faculty advisors, mentors, and peers.
By examining the deficiencies of interpersonal relationships, this research contributes to helping improve graduate school experiences for URM students. The research also helps to consider whether such problems may vary as a function of academic fields. To investigate the problem, a survey was distributed through a snowball sampling to URM students at an elite Midwest research institution.
The survey measured perceptions of the quality of the school community, the support of other students their departmental program, and the relationship between faculty advisor and student.
These include the issue of racial classification for ethnic Hispanics and Latinos and the inclusion of gender categories as URMs. It is also important to consider aspects of the campus environment, such as campus diversity officers, which may be improving the URM perceptions of their interpersonal relationships. As the school-aged population in the United States becomes more racially diverse, the teaching force remains primarily white, often resulting in students having teachers whose racial identity is different than their own.
This study examines how teachers perceive these differences in racial identity to affect the classroom dynamic. Through semi-structured interviews with five white K-5 teachers, this study looks at both challenges associated with these differences and strategies that teachers use to address these challenges.
Results indicate that difference and lack of familiarity can be challenging for both teachers and students. In addition, behavior is a primary challenge for teachers of different racial backgrounds.
Partly as a result of this, they are much less likely to be physically active. Physical activity has been shown to be beneficial for ASD symptomatic behavior, but not much research has been done on how it can improve their social skills.
This steady aimed to find out what therapies exist for social skills in children with ASD, how physical activity is incorporated into these therapies, and how these improvements in social skills can affect other areas of their lives e.
In order to assess the ways physical activity is used and how it can be beneficial, I observed a social skills class and conducted an interview with a behavioral analyst and a psychologist who specializes in the area.
A parent survey was also administered to assess a broader scope of the effects of these therapies. The results showed that, although physical activity can be very beneficial, it is not used explicitly to help social skills, nor is it often perceived by the parents to have specific effect.
Considering the complex challenges that accompany the transition from high school, it is important to identify means of effectively managing academic responsibilities, social challenges, and new sources of stress. Research shows the positive impact of exercise on the academic performance of school children Trost and van der Mars, and a reduction of anxiety and depression in physically active individuals De Moor, ; however, research specifically relating to college freshmen is very limited and there is no existing research that examines the impact of exercise on social life.
This study collected survey responses from Notre Dame students in their sophomore, junior, and senior year.
Participants were asked a combination of multiple choice, ranking, and free response questions regarding their experience freshman year.
First, the data was divided using a median split of the four possible exercise levels. Then the questions that used identical scales were aggregated for each section of the survey. These results were used to develop scores for academic, social, and mental adjustment.
Independent t-tests were used to compare low versus high exercise levels and perceptions of academic performance, social adjustment, and mental health.
Finally, the qualitative data collected through the free response questions was coded and compared to the quantitative results. When you enter your first year at high school, you feel like a dream come true. You get rid of those school days and consecutive classes, taking so many subjects unnecessarily. You feel like a burden has been lifted when you enter your high school years. You get overwhelmed by all the extra-curricular and sports opportunities you get. However, there is the other side of the story as well.
The complicated research paper writing process starts at high school level. When you take up only a few subjects, you need to study them in detail. By reducing the number of subjects, the efforts do not minimize. You now have to give same hours to study or even more than you previously did. It is just that your efforts are directed. Writing a research paper is one of the most difficult tasks in high school.
These students did not write a research paper in their life so far. They must have written loads of essays, comprehension passages, summaries, and stories but not a research paper.
Whether you are writing a college paper or high school essay you need to start with a good topic. Come up with great research paper topics with this guide. accessible foundation – an excellent topic. This is important for both high school and college students. Research paper topics don’t just fall from the sky, and finding something.
Compiled from a variety of sources by Evynn Blaher, C.D. Hylton High School, Woodbridge, VA. POSSIBLE RESEARCH TOPICS Your research paper, and the resulting thesis statement, must be an ARGUABLE issue.
High School Research Paper Topics You Shouldn’t Pass By Posted on November 7, by EssayShark Writing research papers is a wearying process, and even more so when you don’t have a specified topic. Writing a research paper is among the most challenging aspects of student life. During the latter part of high school and throughout college, you will be required to write several of these types of papers.
Research Paper Topics for Science Students in High School. This is not a big deal that science students also assigned with the Research Paper Writing work by the teachers in school. As a consequence of which many of them are not well prepared with the experience of writing a good research paper. 10 Good Research Paper Topics for High School. Coming up with a research topic for a high school paper can be a difficult first step in your writing process.