| Papers [226-240] of 5225 :: [Page 16 of 349] | | Go to page : <— 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 —> | |
|
|
Assessment and Evaluation of Standardized Tests, 2007.
A review of the assessment and evaluation of the standardized Woodcock-Johnson III test.
2,214 words (approx. 8.9 pages), 7 sources, APA, $ 68.95
»
Click here to show/hide summary
Abstract
This paper discusses standardized tests and evaluation tests used at Smithback Middle School, in terms of relevant publication information, stated purpose, participants and scoring and interpretation of results. The paper then focuses on the historical origins of the Woodcock-Johnson III test, looking at its purpose and development, as well as the advantages of its use.
Table of Contents:
Part I. Summary of Interview and Tests
Part II. Three Tests Used in this Setting
Part III. Further Exploration of the Woodcock-Johnson III Test
Conclusion
From the Paper
"At the time of its creation, the Woodcock-Johnson III test was much better suited towards identifying and describing the intellectual performance of younger persons than the standard IQ test. Cultivation of the methodologies over time suggest that it has been improved; while the IQ test has also been revised and retooled over the decades, it is necessary to identify these two tests as having distinctive outcomes."
"The Woodcock-Johnson III test seems to be useful to parents, teachers, and students. The limitation of the steep initial fee may be cost-prohibitive for some communities, but it is useful and can be reused. It is not fully known what the test can achieve in respect to allowing students with learning disabilities and special needs to participate in the traditional classroom setting."
| |
|
Reading Assessment, 2007.
This paper explores the use of the "Bottom Up" method of informal assessment of reading for grade VI students.
1,335 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
»
Click here to show/hide summary
Abstract
The paper discusses the "Bottom Up" theory that places an emphasis on phonics in order to make children independent readers. The paper examines the advantages of this method that include the building of confidence, the enjoyable experience it presents to children and the relief it provides for those who react poorly to standardized, 'mass' assessment exams.
Outline:
Introduction
Examining Ability
Conclusion - Building Confidence
From the Paper
"Various methods have been devised to assess reading by North American specialists. Perhaps ironically, early 1970s methods combining reading comprehension, letter and word recognition, and a foundation of phonics, can seem the most promising. (Gough 1972, p.350f) So-called Bottom Up theory focuses on reading as a perceptual process, the location of meaning in a given text, and processing that lets the child learn simpler terms and constructions first, towards an ability to advance to more difficult recognitions, plus the ability to often 'sound out' unfamiliar words by way of a basic knowledge of phonics. Gough's theory originated in comparisons of early computer pattern and graphics applied to models of human perception and learning. (1972, pp. 332-333) He recognized more than one set of skills, at hand, in the advancing reader which often developed at different rates."
| |
|
Teaching Canadian History, 2007.
The paper looks at the Jack Granatstein's "Who Killed Canadian History?", which discusses how Canadian history should be taught in Canadian schools.
1,216 words (approx. 4.9 pages), 6 sources, MLA, $ 41.95
»
Click here to show/hide summary
Abstract
The paper looks at Jack Granatstein's "Who Killed Canadian History?" where he claims that the history of Canada has been seriously damaged by the practice of studying differences rather than commonalities. The paper asserts that Granatstein fails to appreciate that there is ample room for group and particularist histories that do not fit easily within an over-arching historical narrative. The paper maintains that Granatstein fails to recognize that Canadians, living in an evermore diverse society, need to have an ever-expanding and ever-diversifying view of history too.
From the Paper
"In fairness to Jack Granatstein, there are various problems afflicting public memory in Canada - or at least there were in 1998 when his tome was released. For instance, one online source notes that a 1997 Angus Reid poll found only one-third of Canadians knew that Remembrance Day commemorates the end of World War One whereas a scant five percent knew that the Upper and Lower Canada rebellions took place in 1837. More unsettling, given its political relevance today, only 10 percent of Canadians between the ages of 18 and 24 who were contacted by pollsters knew what the Quiet Revolution was all about and 17 percent of respondents - nearly one out of every five - inexplicably claimed Tennessee Williams and Andy Warhol were Canadian. To this melange of error and misunderstanding could be added numerous other instances drawn from the same survey. The end result of all of this, in the view of Dr. Granatstein, will be - may already be fast becoming - disaster."
| |
|
Business Management and Cultural Influences, 2007.
This paper researches the impact of culture on international business management, with a focus on the university industry.
1,864 words (approx. 7.5 pages), 9 sources, APA, $ 59.95
»
Click here to show/hide summary
Abstract
The paper discusses the need for business management to address culture's impact on the economic environment. The paper details some basic cultural concerns that require further attention in international university management research, in order to improve the business operations of colleges and universities around the world. The paper considers the application of such concerns in the particular cases of China and Canada.
Outline:
Culture's Influence and Business Management
The Case of China and Canada
Conclusions
From the Paper
"In an era of global economic development, with people and industries moving across national boundaries frequently, the need for business management to address the concerns of culture's impact on the economic environment are greater than ever. Culture's impacts on the political economy are felt everywhere. Recent examples include everything from Muslim protests in the Middle East (including sanctions against international businesses) over editorial cartoons published in Denmark, to political rhetoric (again coupled with sanctions) between the U.S. and North Korea over the development of nuclear weapons. On a smaller scale, business managers of multinational corporations must deal with their colleagues, competitors, and customers on a daily basis with everything from internet contact and telecommunication conferences to international travel for face-to-face meetings. It is critical that these economic agents understand their own culture and the culture of the countries they deal with, in order to effectively manage and influence people, build relationships, and grow economies."
| |
|
School Violence, 2007.
This paper discusses school violence and the often missed factor of crack cocaine.
3,466 words (approx. 13.9 pages), 35 sources, APA, $ 97.95
»
Click here to show/hide summary
Abstract
In this article, the writer notes that school violence is addressed in various areas of research, often associated with impoverished urban American areas. The writer maintains that models pursued by researchers in different countries offer no conclusive explanation for school violence and they generally fail to comment on crack cocaine's various contributions to youth violence since the mid-1980s. This paper refers to studies of school violence that often omit a prism of crack cocaine-related issues that all educators now need to understand. The writer claims that insight is needed into what is different about the crack cocaine 'epidemic' and affiliated youth gang activity to promote several kinds of school violence, to which zero tolerance policies can be the only helpful recourse. This paper also includes reflection and presentation points.
Outline:
Introduction
American Studies, Forever
A Western Epidemic
Crack Cocaine in the Canadian Context
Zero Tolerance and the School as Refuge
The Emotionology of School Violence
Concluding Remarks - the Challenge for Teachers
From the Paper
"If one listens casually to North American adults discussing school violence, one gains a sense of how it is denounced in terms of bullying, under-disciplined or over-indulged children, or for that matter, under-privileged youths who are induced by the mass media to produce weapons in school settings. For example, Toronto's youth shootings of the last years have been discussed in terms of poverty, anti-Black racism or Black disadvantage, low opportunities, gangs and accessible handguns but without explaining in full to the public the drug around which youth gangs revolve and as crack cocaine has devastated several affected neighbourhoods in Toronto. When this factor is understood, a great many North Americans still fail to see how crack cocaine affects the individual, its links to serious mental disturbance and, as a prime symptom, frequent and uncontrollable violence in ordinary settings."
| |
|
"Who Killed Canadian History?", 2007.
An analysis of the concepts of teaching Canadian history and Jack Granatstein's book "Who Killed Canadian History?".
1,267 words (approx. 5.1 pages), 6 sources, APA, $ 42.95
»
Click here to show/hide summary
Abstract
This paper looks at whether or not the fragmentation of Canadian history over the course of time has been bad for Canada, as historian, Jack Granatstein suggests in his book "Who Killed Canadian History?" Ultimately, the author of the paper takes the view that Granatstein's book raises some worthwhile points, but fails to consider all the ways in which a new approach to teaching history has engaged minority students and compelled those in the majority to take a more thoughtful look at their own past.
From the Paper
"Additionally, critics of Granatstein's work argue that he fails to appreciate that the proper role of education is not simply to give students dry "facts" but to teach them the skills they need to critically assess those facts and to arrive at their own conclusions after systematically amassing and analyzing the available evidence. Suffice it to say, proper teaching (at least in the social sciences) is about having students critically engage the "big" questions which will eventually confront them as voting adults; it is not about giving them questions which have already been answered."
| |
|
Girl Gangs, 2007.
A look into a school intervention program for high school girls involved girl gangs.
5,176 words (approx. 20.7 pages), 36 sources, APA, $ 129.95
»
Click here to show/hide summary
Abstract
This paper discusses research into North American youth gangs and suggests a basic intervention for senior public school girls involved in girl gangs. The paper focuses on explaining the vulnerabilities of girls when they're involved in gangs or associating with gang members and paper discusses urban youth gangs according to a systems approach borrowed from the study of North American families. In particular, the paper examines how the school has proven to be a place where parents or other adults can commence volunteer service towards protecting girls and their communities from gang influences. The paper also looks at how school-based interventions for young people tend to attract concerned adults who can make strong everyday contributions to 'reclaiming' their areas while aiding youths involved in gangs.
Outline:
Introduction
The Problem
Significance
Review of Literature
A School or Community Centre Intervention
Presenting Materials
Responding to Questions on Girl Gangs
Including Adults
Discussion
Concluding Remarks
From the Paper
"Alarm at the crack cocaine culture of often violent youth gangs began in the mid-1980s, at first, failing to address the reality of girls as opposed to gang-involved boys, but by the time of the 1990s national assessment of the Gang Resistance Education and Training (G.R.E.A.T.) program, it was known that girls should be addressed as a distinct entity, that one could not refer to generic young people. (Ramsey Et Al: 2003, Williams Et Al: 2002, Esbensen & Osgood: 1999) Girls are threatened by gang membership because their experiences of gang life differ from those of most boys in the presence of a very sexist subculture. "
| |
|
Vocabulary and Reading Comprehension, 2007.
An action research study on reading comprehension at the third grade level.
3,331 words (approx. 13.3 pages), 17 sources, APA, $ 95.95
»
Click here to show/hide summary
Abstract
In this paper, the writer researches the subject of reading comprehension at the third grade level. The particular issue of vocabulary has been selected to further focus this study. The writer notes that students at the third grade level appear to lag in their acquisition of vocabulary, which affects their reading comprehension at this level. The writer points out that due to the varied perspectives on teaching vocabulary, it would appear that a varied approach is needed in teaching vocabulary in terms of reading comprehension. The writer maintains that context, symbols and media all have a place in teaching vocabulary, although none of these things should take precedence over the others. The paper also includes appendix, definitions and additional sources.
Outline:
Problem Statement
Proof of the Problem
Chart #1a Vocabulary
Chart#1b Word Use
Chart #1c
Word Use
Chart #1d
Reading Comprehension
Goals and Objectives
Setting
School Community
Role of the Writer
Problem Rationale
From the Paper
"Although this drop in proficiency is not as dramatic as noted across the state of Georgia, this drop should be taken as a suggestion that a problem may exist with student comprehension of the material being taught. It is interesting to note, however, that while the percentage of students meeting or exceeding the AYP requirements dropped, the percentage of students showing advanced proficiency actually increased. However, the total of 81.1% of students meeting or exceeding the AYP requirements is one that suggests that our students do not receive adequate Reading instruction. A goal of 100% reading proficiency does not seem unreasonable, if Magnolia Elementary School is going to prepare students to be competent individuals entering the business world."
| |
|
School Violence, 2007.
This paper provides an analysis of the causes and responses to the issue of school violence.
2,041 words (approx. 8.2 pages), 5 sources, APA, $ 64.95
»
Click here to show/hide summary
Abstract
In this article, the writer notes that tragically, school violence has been a chronic problem in America for many years. Many Americans have mistakenly believed that school violence is mainly confined to large school districts in major cities, but the writer points out that this is not the case, for many of the most recent incidents have occurred in schools in small towns and rural areas. The writer discusses that trends are confirming that incidents of school violence are not only spreading, they are becoming more frequent, despite the potential of relatively recent programs such as school uniform codes and improved security measures. The writer concludes that a much greater emphasis on counseling and therapy in every American school is necessary, for the strategic problem of endemic school violence requires a strategic, nationwide response. Some of the sources used in the paper are attached.
From the Paper
"Those who argue that aggression is caused by genetic factors point out that since genes have been proven to affect aggression in mice, the same may be applied to humans as a genetic explanation of aggression. These views of genetic or material essentialism claim that not only are the physical characteristics of an individual determined by genetic information, but one's social roles, behaviors, and relationships also have a biological-genetic base."
"Those who argue that aggression is caused by environment have a strong argument, for countless psychologists and sociologists are convinced that aggression is principally a result of the frustration of basic needs. When one considers the fact that the most violent schools are generally those in areas suffering from the most poverty, it becomes apparent that aggression is exhibited because the aggressor, usually a young male, needs things his environment cannot provide him. When they are out of reach, he lashes out."
| |
|
Classroom Safety, 2007.
An analysis of the importance of safety standards and procedures for elementary school science classes.
2,143 words (approx. 8.6 pages), 9 sources, APA, $ 67.95
»
Click here to show/hide summary
Abstract
This paper discusses what procedures and plans should be known to every elementary science school teacher. In particular, the paper looks at how teachers should "pre-plan" activities and why it is vital that the guidelines for classroom deportment be set down from the very beginning and rigorously maintained. The paper then discusses what safety protocols teachers should have in place when dealing with potentially hazardous chemicals, flammable elements and animals. The paper also briefly examines why it is essential that science teachers understand the limitations of the facilities within which they work.
Table of Contents:
Abstract
What Every Elementary Science Teacher Should Know
From the Paper
"The matters of shoddy ventilation or over-crowding lead into a discussion of emergency procedures. Understandably, these should be brought to the attention of students prior to any science activity being performed. Beyond that, some emergency procedures appear to be more important - or more likely - than others. For instance, the Committee on Chemical Safety of the American Chemical Society (2001) reveals that emergency procedures should be put in place for emergency first aid, for poisoning, for burns, for evacuations, for chemical spills, and for animal bites. The same body also takes the position that experiments should be evaluated before-hand so that possible plans for potential contingencies can be arranged. Likewise, teachers who expect to be using Bunsen burners or chemicals which could be dangerous (especially if ingested by students) must have in place procedures for expeditiously contacting authorities in the event of an emergency (Committee on Chemical Safety of the American Chemical Society, 2001). All in all, it is hard to escape the conclusion that classroom safety begins with provisional plans being drawn up long before the first experiment is drawn up on a chalkboard or in a lesson plan."
| |
|
Pre-adolescent Academic Development, 2007.
An analysis of the influence of parental educational attainment on pre-adolescent academic performance and development.
1,369 words (approx. 5.5 pages), 6 sources, APA, $ 45.95
»
Click here to show/hide summary
Abstract
This paper discusses the influence of parents' educational attainment on pre-adolescent academic performance and development. It analyzes how a parent can be the primary factor that determines whether their child develops certain behaviors which are often a mix of both expected and desirable, and unexpected and undesirable. The paper also discusses the effects of parental demographic factors, occupation and financial status on a child's academic performance.
Table of Contents:
Review of Literature
Conclusion
From the Paper
"Pre-adolescents are at a crossroads of biological and psychosocial change. One of the specific "barometers" of this change is academic performance as determined by parental educational attainment. Parental educational attainment, as a component of socioeconomic status, although independently demonstrated to have profound effects on a child's cognitive development and academic performance can be difficult to isolate from the effects of other components such as parental demographic factors, occupation and financial status. In spite of this, not only does a higher educational attainment of parents influence academic performance both directly and indirectly regardless of income, but is also directly influenced by learning opportunities available to the child from birth."
| |
|
Cheating in Universities, 2007.
This paper explores student cheating in universities.
918 words (approx. 3.7 pages), 6 sources, MLA, $ 32.95
»
Click here to show/hide summary
Abstract
The paper examines what methods students use to cheat, what types of students are cheating and how universities are dealing with the problem. The paper discusses how student cheating is fast becoming a serious problem and contends that strict enforcement should be at the top of any school's agenda.
From the Paper
"The first topic of discussion is how students cheat. For one thing, many students in American and Canadian schools plagiarize from online or text sources - such a practice is obviously common enough. More than that, a paper released by the University of Wollongong in Australia reports that students will also employ methods like using electronic devices to "source" information during an exam, using false identification so that another party can write an exam in their place, and/or working with a "colleague" whereby one party allows the other party to scan his or her paper for proper responses to difficult questions (4). Returning momentarily to the troubling issue of plagiarism, there is some evidence that a pervasive sub-culture of "cut-and-paste" cheats are emerging who simply view the internet as an easy means of accessing information they would presumably have difficulty finding elsewhere (Nilsson, Eklof & Ottosson, n.d.)."
| |
|
Information Technology in the Classroom, 2007.
An analysis of the positive effects for the teachers and students, of the introduction of computers into the classroom.
2,547 words (approx. 10.2 pages), 10 sources, MLA, $ 77.95
»
Click here to show/hide summary
Abstract
This paper discusses the ways that information technology is being used to enhance and influence learning in the classroom. The paper discusses the positive influence computers are having on teacher productivity. It also examines the productive pedagogy model, the theory of constructivism and the various approaches to computer assisted language learning that have become relevant with the introduction of computers into the classroom.
From the Paper
"Education on all levels, from grade schools through college, has been greatly enhanced by computer technology and the increasing presence of personal computers in the classroom. Because of Information Technology, teachers have an unprecedented opportunity to vastly improve the process of teaching and learning. They also have the theories of futurists such as Toffler, Goodman, and Ellul; their studies of human society, history, and culture; and their predictions as to how civilization is changing because of technology, to use to guide them in educating our children. With these tools they can adapt to the relentless advances of technology, and through fully computerized classrooms, help build a new and better global home for all of us."
| |
|
Action Research, 2007.
This paper discusses the research method known as action research and its relevance to schools.
2,058 words (approx. 8.2 pages), 13 sources, APA, $ 64.95
»
Click here to show/hide summary
Abstract
The paper examines various ideas about the concept of action research. The paper looks at action research in a school setting that allows for inquiry and discussion as elements of research. The paper discusses how action research is also a collaborative activity among colleagues as they search for solutions.
From the Paper
"The concept of action research was developed in business. Organizational Development was shaped by theorist Kurt Lewin, founder of the movement, who described organizations as existing in a state of "quasi stationary equilibrium," meaning a tendency to be stable and resist change. The plan, however, was to institute change, and for Lewin this was to be accomplished by the a specialist whose tasks included (1) unfreeze the organization, (2) change it, and then (3) refreeze it in the new configuration. The method he suggested is called "action research," which is much like scientific research, except that adjustments are made in the research strategy as feedback is obtained."
| |
|
Informational Literacy: Article Comparison, 2007.
This paper compares and contrasts four articles addressing the issue of leadership and how it relates to the promotion of information literacy at the post-secondary school level.
955 words (approx. 3.8 pages), 4 sources, MLA, $ 33.95
»
Click here to show/hide summary
Abstract
The paper examines four articles and assesses their key arguments as well as their unique features. The paper shows how two of the articles appear to be more discursive than the others, insofar as they offer far fewer practical suggestions or ideas which can be employed by those interested in advancing the cause of information literacy.
From the Paper
"The first of the two "discursive" papers is also the first article we will discuss. In her treatment of the subject, Diane Zabel (2004) writes that it is folly to think that academic libraries should take it wholly upon themselves to produce more information-literate students. Rather, she maintains that instructors must also play a role and that two sides should unite in a collaborative partnership with the goal of implementing curricular initiatives in the classroom that encourage active learning, information literacy, and critical thinking. More than that, Ms. Zabel writes that librarians should work together with faculty - not against them - and that there is no need for "stand-alone" instruction in library usage or information retrieval when it can be comfortably incorporated into the curriculum. In the end, she seems to be saying that true leadership involves both parties working together."
|
|
|
