Abstract
This paper examines academic problems in terms of the individual communication of the teachers and professionals with their students by de-stressing standardized measures and emphasizing the role that technology plays in helping problematic students learn. The author points out a key challenge associated with this problem is that by the time these problem students reach the process of assimilating into the college environment, some students have already been left behind because they have not had equal opportunities for real academic
achievement. The paper relates that grading is basically a pattern of feedback that can motivate or de-motivate students; the formative type communicates what the student is learning and plans more
instruction.

From the Paper
"In measuring the academic achievement of students at both high-school and college levels, standardized tests are becoming more and more important with new programs and initiatives, so it is disturbing that the performance of students who are under-motivated and are struggling academically is still showing low scores on these tests. The issue must be addressed. In many cases poor performance on these tests and poor academic achievement is labeled as being a cause of socio-economic conditions of certain areas in which the student has grown up. They may face a shift of expectations as they go from this environment to the collegiate one. This perspective seeks to categorize
the problem without solving it or reaching a resolution, and a real solution to the problem must be sought."

Tags:grading, formative, communication, technology, assimilating

Abstract
This paper examines personality types and their relation to academic performance. The author looks at Jung's theory of personality, and the Myers-Briggs Type Indicator test research. The paper also discusses student assessment tests, how different personality types excel at different subjects, and methods used to improve student performance.

From the Paper
"All academic achievements are related to the personality characteristic of the students. Yet, schools usually take into account only the academic achievement on basis of exam scores such as GRE, MCAT and SAT. Why do some students achieve success while others drop out? Some subjects are a piece of cake while others are difficult to tackle. All these questions are dependent upon the personality type and the motivation for the academic subject that the student has. There is a voluminous amount of research into how personality type affects learning and teaching styles in general. Most of the research in this area used the Myers-Briggs Type Indicator, MBTI, to evaluate a person's personality preferences. In fact, the MBTI is used in the majority of studies that evaluate the effect of personality type on educational outcomes. It also has the advantage of being a measure that indicates personality type based on a person's preferences rather than on a clinical diagnosis and so is easy to administer."

Tags:jung, briggs, sat, classroom, mbti, myers, epimethean, promethean, trait, mcat, gre

Abstract
This paper discusses the limited educational research done to-date that is relevant to the role high school athletic programs plays in motivating Latino students to achieve academically, if any. The paper then goes on to confirm, deny or ascertain that there is a lack of a sufficient body of sound statistical evidence to support the conventional wisdom in the educational field that three is little if any correlation between playing sports and getting good grades in general, and in relation to particular ethnic groups.

Tags:latino, athletics, academics

Abstract
This paper details the link between type A personalities and their attainment and achievement within an academically rigorous setting. The article entitled "Type A Behavior, Academic Aspirations, and Academic Success" by Christine A. Ovcharchyn et al, characterizes a Type A personality as coronary-prone and driven by competitiveness, aggressiveness, hostility, impatience and time urgency evoked by a variety of challenges from the social and physical environment.

From the Paper
Article Summary: Type A Behavior, Academic Aspirations, and Academic Success. "Type A Behavior, Academic aspirations and academic success," an article by Christine A. Ovcharchyn, Homer H. Johnson and Thomas P. Petzel, tried to find a link between a type A personality type and their attainment and achievement within an academically rigorous setting. The article characterizes a Type a personality as coronary-prone behavior characterized commonly by "competitiveness, aggressiveness, hostility, impatience and time urgency evoked by a variety of challenges from the social and physical environment (Johnson & Ovcharchyn & Petzel 1980)."

Tags:psychology, academia, case study

Abstract
The paper researches the correlation between primary language and academic results. The paper performs the research on groups of students, using interviews, as well as other methods. This study examines whether students perform better academically when involved in activities in the cultural setting of both the primary and the secondary language; and if the use of both languages on a consistent basis increases the academic performance of the students.

Outline:
Chapter I:
Objective
Hypothesis
Research Questions
Methodology
Importance of the Study
Organization of the Remaining Chapters
Chapter II:
Literature Review
Students Experience Loss Of L1 In The Learning Of L2
Overview Of Second Language Acquisition Theory - Five Stages Of Development
Chapter III:
Review Of Literature Reviewed In This Study
Chapter IV:
Findings
Recommendations
Bibliography

From the Paper
"Hakuta, Ferman, and Diaz (1986) argued that the research on bilingualism that was conducted earlier had "failed to distinguish between the different levels of bilingualism." (Garcia-Vazquez, 1997) Current research has as its' focus the cognitive development of languages among all children." (Garcia-Vazquez, 1997) Recent research has found evidence for positive relation between bilingualism and reasoning abilities among children. Such reasoning abilities are inclusive of "nonverbal problem solving skills, divergent thinking skills, and field independence." (Cummings, 1976; as cited by Garcia-Vazquez, 1997) The research of Bialystock, 1986a and 1986b indicates that additive-bilingual children out-perform monolingual counterparts on tasks requiring high levels of cognitive control." (Garcia-Vazquez, 1997)"

Tags:extracurricular, activities, integration, cultural, identity, nonverbal, problem, solving, skills

Abstract
Each year two million children experience the turmoil and emotional intensity of their parents' divorce and struggle to make sense of complex events. They will be forced to adapt to new environments and to less nurturing and attention from their parents. The number of children affected by divorce has more than tripled since 1960. Rates of divorce and remarriage (and in half of remarriages, another divorce) have soared in the United States, and the odds in the U.S. are about 50% now that a divorce will occur in a household before the children have grown up. How children function academically after the divorce is the focus of this essay.

From the Paper
"Nearly always, the parents who are getting the divorce have less time and emotional capacity for parenting their children. They are involved in their own emotional crisis. For some children this becomes permanent. They have to grow up fast and help hold things together at home. They lose their childhood. As Sun and Li (2002) point out, "divorce had serious negative consequences on the psychological well being of children both before and after the divorce and... these negative effects could not be attributed to the pre-divorce conditions within the family" (cited in Children of Divorce web site)."

Tags:school, parents, poverty, broken, home

Abstract
Schools claim that children are protected from abuse. Studies of stress symptoms resulting from corporal punishment in schools evidence short and long term psychological damage. Academically, corporal punishment has the distinct effect of reducing the self-esteem of a child. Socially, the child victim of corporal punishment experiences a multiplicity of effects. Spanking and other forms of corporal punishment of children may paradoxically cause an increase in antisocial behavior. The behavior problems associated with corporal are not confined to aggression and other anti-social behaviors by children.

Tags:corporal, punishment, schools

Abstract
According to the National Council on Disability (1999), educational outcome indicators for students with disabilities, when compared to students without disabilities, show that special needs students are lagging behind the general progress that schools have made in the last several years. With this in mind, the question can be asked: What can be done at Brunson Elementary School (located in Chicago) to help the parents of special needs students? This study proposes to answer the question in three ways. First, a comprehensive search of the literature on the needs of parents of special education students is conducted to determine the general across-the-board needs of these parents in relation to their children attending elementary school. Second, based on the findings of the review and on considerations attendant to the specific practices and policies of Brunson Elementary, a questionnaire was developed and used to assess the perceived needs of the schools' parents of special needs students. Third, the data collected via the literature review and the needs assessment served as the foundation for formulating recommendations and related information for teachers to use in helping the parents of special needs students. The paper proposes that the information and recommendations be written up in the form of a guide or handbook.

From the Paper
"There is a good deal of research evidence indicating that, in general, parents of special needs elementary school children need some sort of guide or handbook that assists them in dealing with the educational system and making sure their child receives all that he or she is entitled to. For example, in a guide developed by the New York State Department of Education (1992), it was noted that parents need a good deal of information if they are to make sure the system works for their children. In particular, the Department states that parents need information about: (1) students' rights; (2) the history of special education itself; (3) each particular step in the process from referral to triennial evaluation; (4) due process procedures; (5) preparation for future education and employment opportunities; (6) ways to keep needed records; (7) how to form a school-parent partnership; and (8) existing supportive services."

Tags:Low-income, IEP, IDEA, Placement, Placement

Abstract
This paper discusses the "notorious" case of academic fraud by Sir Cyril Lodowic Burt as presented by H. Beloff. The research focuses on the ethical problem presented, the ethical principles breached according to the Australian codes of ethics, the motives and justifications of a commitment of this breach, justification for such actions and solutions for dealing with instances of academic fraud. The paper states that while a brief discourse on the case of Sir Cyril is provided, the primary purpose of the case is to prevent fraud from occurring in the future.

Outline:
Academic Fraud
Cyril Burt
Ethical Issues and Disputes
Code of Ethical Conduct
Proposed Solutions and Actions

From the Paper
"The cardinal principles of the Australian Code of Ethics as dictated by the Australian Ethical Society (2003) suggest the following principles must be applied in psychology and in evaluation of academic fraud: (1) professionals have a duty to act using well-informed conscious decision-making, (2) professionals engaged in academic investigation have a duty to act in the interests of the community they serve, (3) professionals and academics have a duty to accept responsibility for the health, safety and welfare of their community before the welfare of their private or personal interests and (4) professionals have an obligation to act with honesty and in good faith to the community, and apply their skill and knowledge in the interests of the community."

Tags:ethics, psychology, academic, fraud

Abstract
This paper discusses how to improve academics, specifically learning how to juggle classes, social life and other roles that can be difficult as a college student. The paper recommends ways to obtain academic goals, including looking attributional patterns and changing these as needed, time management, learning to take notes, obtaining better study tips, learning ways to relieve stress, and setting academic goals that can be tested.

From the Paper
"Freshman college students find the transition of becoming a college student quite different than high school. Many college students are challenged by time management because they have put on different masks such as being a parent, a worker, and a student. Academic stress often leads to lower grades and depression. "Academic stress pervades the life of students, and tends to impact their mental and physical health, and their ability to perform schoolwork effectively" (Akgun & Ciarrochi, 2003, p. 287). Learning how to juggle classes, social life, and other roles can be difficult as a college student. The academic goal is to become a better student and obtain higher academic grades. Obtaining this academic goal will include looking at attributional patterns and changing these as needed, time management, learning to take notes, obtaining better study tips, learning ways to relieve stress, and setting academic goals that can be tested."

Tags:academics, study, improvement