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Foreign Language Teaching Methods, 2007.
This paper examines methods of teaching Slavic at the college introductory level.
2,628 words (approx. 10.5 pages), 5 sources, MLA, $ 79.95
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Abstract
The paper discusses how integrating different language teaching methods will have the benefit of catering to a wide variety of student needs; something that a single approach will probably not accomplish. The paper explores the methods of teaching the Slavic language to students where the proficiency level is basically non-existent. The paper selects nine different language teaching methods and determines which are most appropriate for such a language teaching course and also how they can be integrated to achieve optimal results. The paper's information for all the teaching approaches is derived from Dr. Jill Kerper Mora.
Outline:
Total Physical Response
The Grammar Translation Method
The Audio Lingual Method
The Communicative Approach
The Functional Notional Method
The Direct Approach
The Reading Approach
The Silent Way
The Community Language Learning Method
Conclusion
From the Paper
"Globalization and the concept of the "global village", has brought about interesting developments in language teaching. It is currently recognized, for example, that contact with one or more natives from foreign countries during an average lifetime is more likely than not. Furthermore, the information age entails that knowledge from across the globe is integrated in the academic world. This implies that not all academic texts will be in English, and that some foreign language skills are necessary to access texts in certain fields. Finally, businesses generally offer expanded opportunities to those who are willing to relocate to foreign countries. The success of such ventures often depends upon an ability to communicate with the target country's native population. The question is therefore not so much whether foreign languages in a curriculum are important, but rather how they should be taught."
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Zuni Education, 2007.
This paper discusses education among the Zuni nation.
2,500 words (approx. 10.0 pages), 10 sources, MLA, $ 75.95
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Abstract
In this article, the writer discusses how Native-American children, in every state of the United States were expected to become American citizens through a system of education that isolated them from culture and family and demanded that they learn white ways, including but not limited to language. The writer looks at how the return of people, to their Zuni roots is what will make it possible for multicultural education to succeed in the Zuni nation. The writer notes that the Zuni still receive only limited offers of higher education and they are almost devoid in the insular community. Nevertheless, teaching requirements dependent upon state regulations will likely continue to be the norm. For this reason it is essential that the strength of the Zuni multicultural education be retained and strengthened even further to support early emphasis on Zuni culture and self value and to help those who must seek higher education away from home to be able to return to teach future generations of Zuni children seek excellence and help their community to grow.
From the Paper
"Wyaco's own experience in education, could serve as an introduction to the established importance of institutions, such as the one he was fighting for, and additionally the institutions for primary, intermediate and secondary education for Indians. As a Native American seeking higher education he had to isolate himself, in the white world to achieve it. Once he had done so attempting to return to his Zuni roots, by actually obtaining employment in Zuni was difficult, as much of his cultural identity had been lost as a result of the separation required for education."
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Evaluation of Technology Plan, 2007.
This paper discusses change management within schools as it relates to the integration of technology.
3,017 words (approx. 12.1 pages), 20 sources, MLA, $ 88.95
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Abstract
In this article, the writer maintains that a fundamental re-definition of the role of the teacher is the most critical aspect for the integration of technology into a classroom environment for the purposes of better educating students and equipping them with needed insights for their academic and professional careers. This essay provides an overview of the change management approaches that schools need to consider before introducing technology. The writer notes that bringing lasting change to any school or learning institution must start with the processes by which teachers attempt to deliver insights and interesting content and foster a highly productive learning experience. The writer concludes that above all is the need to embrace change management strategies, several models of which are included in this article, showing the impact of a teachers' true commitment to change at the pedagogical level.
Outline:
Literature Review
Evaluating Models of Change Management in Academic Environments
1. Develop the teaching vision and process objectives first
2. Identify the teaching processes to be redesigned
3. Understand and measure the existing processes and post results publicly
4. Design and build a prototype of the new course that integrates technology
5. Measure, Monitor and Modify
Exploring Lewin's Model
Exploring the Speed of Change Model
The Only Constant Is Change: How Technology is changing Schools
Best Practices in Implementing Technologies In Schools
Conclusion
From the Paper
"From the context of change management, this is critical. Measurements of progress as defined by process improvements in teaching need to be posted in a teacher's lounge or other area for other faculty to see progress. The public posting of performance metrics also creates awareness of which process areas are working the best, and which need to be more streamlined, perhaps more trimmed of excess steps. This is a critical step in change management within the context of bringing technology into a school. Teachers and administrators alike need to see progress relative to plan, and if the data is publicly shown, the processes changed leads to more lasting change."
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Alex Molnar, 2007.
This paper looks at Alex Molnar's approach to changing behavior and argues that even though Molnar's approach is an old idea, it is still one of the best.
5,157 words (approx. 20.6 pages), 20 sources, MLA, $ 129.95
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Abstract
In this article, the writer discusses that throughout the country, at-risk adolescents regularly experience many varied behavioral problems in school, including low grades or proficiency scores, a high number of school absences, disciplinary infractions, grade retention and dropping out. In many cases, the writer notes that the continual experiences of economic pressure, unstable family relationships, and a negative environment, in conjunction with the stress and uncertainty of daily life responsibilities and expectations may be too overwhelming to handle. The writer maintains that an approach by Alex Molnar for changing behavior, that dates back to the 1980s, is a reversal of this negative paradigm - thinking that a student has a positive reason for his/her behavior. The writer claims that this is an old way of looking at an old problem in a new way. The writer concludes that what Molnar suggests for educators to do unfortunately goes contrary to standard human behavior--thinking the worst before the best. However, as shown many times, if these teachers are able to transpose their own thoughts and behaviors, they can greatly enhance the entire classroom ecosystem.
Outline:
Introduction
Conclusion
From the Paper
"Although problematic behavior by adolescents has long been a given at public schools in the United States, it was not until the end of the 19th century that cities began to face the issue and only early in the 20th century that an emphasis was placed on the emotional health needs of these troubled youths. Since then, this issue has received increasing prominence with the dissemination of numerous studies, models, and authoritative reports on how to work with children and adolescents with emotional and behavioral needs by educators and government."
"Studies began to research information about the causations of problem behavior, which was then incorporated into specific prevention and intervention programs. As they began to analyze similar problem areas, researchers recognized the common antecedents."
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Henry Mintzberg's "MBAs but not Managers", 2007.
This paper reviews Henry Mintzberg's "MBAs but not Managers", which asserts that most of new MBAs have the credentials but not the experience necessary to succeed in their new positions.
1,180 words (approx. 4.7 pages), 1 source, APA, $ 40.95
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Abstract
This paper explains that Professor Henry Mintzberg recommends in his book ,"MBAs but not Managers", that management education should only be for those individuals who already have some experience overseeing personnel. The author points out that Mintzberg believes that there are opportunities where people can get management training once they are with a company through on-the-job training , feedback from others and in-house corporate universities. The paper states that Mintzberg recommends what he calls the "International Masters in Practicing Management", which would include skills in managing self, organizations, context, relationships and change.
From the Paper
"This is not surprising, given how professional degrees are increasing in importance. Where undergraduate degrees in education, library science, social sciences, and the like used to mean something, they are becoming equivalent to high school degrees. More and more elitist businesses, nonprofits and educational organizations want that Master's Degree. The problem is the same as with the MBA, these students may have the piece of paper, but not the experience. Nor do they really know what they want to do. Earlier generations immediately went to work right out of school and stayed ..."
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NPO: AIESEC, 2007.
This paper is an analysis of the not-for-profit organization (NPO), Association Internationale des Etudiants en Sciences Economiques et Commerciales (AIESEC).
2,685 words (approx. 10.7 pages), 6 sources, APA, $ 80.95
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Abstract
This paper explains that AIESEC is a non-political, independent organization run by students and recent graduates to provide young people from all over the world with the opportunity to discover their own potential and to use their leadership globally for the benefit of society. The author relates that the organization's principles include the individual's capacity of assuming responsibility, the creation of a global network and a holistic view of the world, which enables students to more easily incorporate new perspectives, see inter-dependencies and identify ways to positively impact any given situation. The paper relates that AIESEC's partners provide financial support for the organization of conferences and promote the organization through advertising and public relations.
From the Paper
"AIESEC also receives support from various collaboration partners. These are represented by both nongovernmental and intergovernmental associations. Some of them offer information, while others provide the opportunity of program interaction. Many of the collaborators of AIESEC provide internship opportunities for its members. AIESEC has a consultative status with the United Nations, and is on the Special list on nongovernmental organizations at the ILO and UNESCO . Transparency International is among the cooperation partners and so is Career Innovation, ..."
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Learned Helplessness Research Proposal, 2007.
A research proposal focused on identifying methods and techniques that are effective in severing the 'learned' helplessness of students and present to these students other rationale to base the failure upon.
5,193 words (approx. 20.8 pages), 15 sources, MLA, $ 129.95
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Abstract
This paper aims to identify, develop and provide a simple and effective learning strategy which teachers can use to help students, who have a tendency to give up or rely on external sources such as teachers, solve problems on their own. According to the paper, students, in order to be productive in all aspects of their lives, need help in overcoming a conditioned and disabling tendency to give up or rely on external sources for solutions. The paper reports that in order to help these students, teachers need proven classroom strategies that are effective in overcoming learned helplessness.
Table of Contents:
Chapter One
Introduction
Statement of the Problem
Purpose of the Study
Hypothesis
Importance of the Study
Methodology
Participants
Chapter Two
Introduction
Literature Review
Chapter Three
Introduction
Research Design
Limitations
Validity
Triangulation
Documentation Process
Data Collection/Analysis
Summary
From the Paper
"Triangulation will be accomplished through different methods of information for example; data collection will be accomplished through collection of data from multiple sources in the study, or specifically from the researcher and teachers/co-researchers. Furthermore this data will be dialectic as it will come from multiple sources within each cycle of the study. Action research allows the vast amount of data acquired in qualitative research to be sifted through during each cycle. Triangulation will be accomplished through the combination of the data of the researcher and the teachers in this study as well as survey/questionnaires of participants in this study."
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Teaching Defiant Students, 2007.
This paper discusses classroom strategies for teaching defiant students, looking at rules, consequences and rewards.
4,383 words (approx. 17.5 pages), 8 sources, MLA, $ 115.95
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Abstract
In this article, the writer examines successful working scenarios that keep defiant students in the classroom and cause them to be a positive element in the classroom. The writer notes that classroom discipline is reported to be the number one concern of Americans regarding the public school system. The opinions are wide and varied. This paper examines how to create and maintain student discipline with emphasis on the defiant student. The writer concludes that reinforcement of positive behavior is critical while ignoring negative behavior is best practice. Further, the writer maintains that the student who is disruptive is many times attention-seeking therefore ignoring the 'bad' behavior while commending 'good' behavior is effective in making behavioral changes possible for the defiant child in the classroom.
Outline:
Chapter One
Research Question
Purpose of Study
Background
Statement of Problem
Significance of Study
Research Question
Definitions
Chapter Two
Historical Overview
Figure 1
Figure 2
Current Findings
Rules
Consequences and Rewards
Summary of Literature Review
Chapter Three
Classroom Application
Methodology
Bibliography
From the Paper
"It is shown in Figure 1 that the manifestation of the behaviors is different with different ages. Generally children will lessen in deviancy of behavior, reach a plateau or reverse to a level that is less serious in nature. In order that the child effectively counter development of behavior that is disruptive the child must acquire several different pro-social developmental tasks. The first of these the child must learn is to solve interpersonal problems without aggression either verbally or physically. Secondly the child must master the developmental task of being honest and learning to respect the property of others."
"A model for the developmental pathways in disruptive and delinquent behavior was developed by Loeber and Scaling (1985) in their meta-analysis of 28 studies of disruptive child behaviors which were rated by parents and teachers. Three ratings of disruptive behavior exist in this model with overt behavior on one pole and covert behavior on the other and disobedience placed precisely in the middle of the scale."
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Developmental Disabilities, 2007.
An analysis of effective transition practices for students with developmental disabilities.
3,105 words (approx. 12.4 pages), 20 sources, MLA, $ 90.95
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Abstract
This paper discusses how the challenges experienced by individuals who have developmental disabilities necessitate accessibility to transition practices and services. It looks at how these services aid individuals through the fostering of skills and provision of support, which may improve the likelihood that developmental disabilities will not hold individuals back from living up to potential and achieving goals. It contends that providing the skills, resources and support to ensure successful transition to adult life for students with developmental disabilities should be a priority for educators, clinicians and parents. The process should be approached from a longitudinal perspective, beginning in elementary school and extending through high school, into working life, and should continually be monitored and attended to throughout adult life.
From the Paper
"It is important to evaluate what types of educational and transitional experiences are most conducive to optimal functioning by individuals with developmental disabilities in integrated, post-school settings (Neubert, Moon, Grigal, 2002). Key features of successful transition practices have been identified, such as age-appropriate social interactions with same-age peers, attending classes and social functions on college campuses, working in the community, as well as participation in community-based instruction during the last few years of school (Neubert et al., 2002). Research has indicated a specific need for specialized transition services for individuals with developmental disorders who are between the ages of 18 and 21, which must include choices in regards to education, career, and support services (Neubert et al., 2002). "
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Leadership, 2007.
This paper discusses what a potential educational leader may see as his or her vision and the importance of such a vision to the organization.
1,122 words (approx. 4.5 pages), 2 sources, MLA, $ 38.95
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Abstract
In this article, the writer relates that, according to Warren Bennis and Joan Goldsmith in their general text on organizational leadership entitled, 'Learning to Lead: A Workbook on Becoming a Leader', the key to good leadership is setting a goal. The writer notes that this first, foundational step is the most important part of the leadership process. A leader must have a vision for his or her organization that is clearly defined, measurable, and realistic. The writer points out that the authors believe that there has been a high a turnover of leaders in major organizations because of an inability to set goals that revitalize the attitudes of the lower ranks of workers. Instead there is too much of a stress upon management, or the day-to-day minutiae of the organization. The writer concludes that if people do not feel inspired to give a hundred percent to the more mundane aspects of working life, managerial tinkering will ultimately prove ineffective.
Outline:
Developing a Vision
Articulating a Vision
Implementing a vision
Stewarding a vision
Involving the community with the vision
From the Paper
"The vision should also be attractive and attainable in the eyes of all of the involved parties in the organization. It is not enough that the leader comprehends the organization's vision. The persons involved in realizing that vision should understand that vision as well. For example, teachers must also understand why the goals are so important to the overall mission of the school, so they feel motivated to incorporate this vision of inclusiveness into their own approach to learning. This is another reason why setting clearly defined goals that are measurable is so important, because adjectives not substantiated by facts, statistics, or concrete terms may have different meanings and values to different people and players within the organization. Different organizational players should feel personally motivated to act in service of the vision rather than feel forced to do so by an outside authority."
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Paying College Athletes, 2007.
This paper deals with the issues of paying college athletes.
1,007 words (approx. 4.0 pages), 4 sources, MLA, $ 35.95
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Abstract
In this essay, the writer notes that as the January college football bowl season begins, talk will inevitably resurface about the millions of dollars in appearance fees that universities are paid to play in these games, and how none of that money makes its way to the players. The writer points out that the issue of paying Division I college athletes has been discussed for years, and seems to come to the forefront of national sports and higher education dialogue when big-money games like football bowls are played, or when players are sanctioned for illegally taking money from boosters. The writer maintains that as long as college sports continue to bring in big money, the notion of paying college athletes will persist. The writer concludes that the goal of college athletics should not be to provide modest compensation to athletes for four years - it should be to allow young people to pursue their degrees while playing sports.
Outline:
Athletics are not Cash Cows
Making Scholarships More Meaningful
Conclusion
From the Paper
"One of the problems with the argument for paying student athletes is that a key tenet of the argument -- that universities make millions off of their athletics programs -- is not universally true. In fact, many schools have growing deficits. Big-time sports schools such as the University of Michigan or Ohio State may make millions from their football teams and basketball teams, but for every Michigan there is a Middle Tennessee State or a Florida International, whose football team posted a record of 0-12 this year. There are many football and basketball teams that do not sell out their arenas or receive lucrative television or radio contracts, and paying their athletes would be a significant burden. Even a small stipend for all athletes would add to these growing financial deficits."
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Literacy in Latino Students, 2007.
This paper examines literacy problems in Latino high school students in Los Angeles, California.
1,909 words (approx. 7.6 pages), 9 sources, MLA, $ 60.95
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Abstract
The paper presents literature that examines how a large percentage of Latino students in California perform below national standards in literacy skills. The paper explains that literacy is important as it relates to the ability to do college coursework and to perform well in the workforce. The paper shows how the earlier intervention in these matters takes place, the more successful it will be.
Outline:
Statement of Problem
Literature Review
Conclusion
From the Paper
"According to Fischer (2001) Literacy attainment for adolescents and young adults has become a serious concern. The author explains that many adults enter the workforce or college unprepared for the literacy-related responsibilities that they will have. Although fewer resources are directed towards literacy and there has been a reduction in the amount of funding for adolescent literacy research, there are still serious literacy deficiencies, particularly as it relates to the Latino population in general and high school aged Latino children in particular (Fischer 2001)."
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Leadership in Education, 2007.
The paper discusses specific standards necessary for educational leadership.
1,422 words (approx. 5.7 pages), 6 sources, MLA, $ 47.95
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Abstract
The paper explains that the most important aspect of leadership in the educational area involves the depth of teaching and learning demonstrated by the vision and mission of the school district leader. The paper shows how the school district leader must show knowledge of managing the school organization, operations and resources and must be able to effectively collaborate with families and the community. The paper relates that the school leader has to be prepared to demonstrate integrity and fairness and to resolve ethical issues while being flexible and adapting to an educational curriculum that addresses the needs of the diverse classrooms of today. The paper also discusses how every school should have an internship program for students that demonstrate strong educational leadership qualities.
Outline:
Introduction
School District Leader Demonstration of a Teaching and Learning Vision and Culture
School District Leader Demonstrates Management of Operations and Resources
School District Leader Demonstrates Collaboration with Families and Community
School District Leader Demonstrates Integrity, Fairness and Ethics
School District Leader Influence on Political, Social, Economic, Legal and Cultural Levels
School District Internship Provides Opportunities and Conclusion
From the Paper
"In the past few years, the philosophy of leadership has emerged as an important topic for teachers, educational institutions and students alike. The leadership qualities and responsibilities of school district leaders have undergone dramatic changes in the last decade, reflecting the changes in our culture today. As contemporary society becomes increasingly diverse and complex, so does the process of preparing young people for life as independent thinkers, productive citizens, and future leaders. The changing nature of students, the collegiate experience, learning, teaching, and outcome assessment all have substantive implications for those holding the position of school district leader."
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Adolescent Sleep Needs, 2007.
A research study exploring school starting times at the secondary level and their impact.
5,792 words (approx. 23.2 pages), 58 sources, MLA, $ 139.95
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Abstract
The paper explains that the circadian rhythms undergo changes and transitions during adolescence that cause the adolescent individual to require more sleep than previously. The paper shows how insufficient sleep is dangerous for the adolescent and others around them. The paper's research illustrates the difference an extra hour of sleep makes in the morning, making later starting times for schools of primary importance. The paper concludes that ample evidence exists to show that the problems associated with delaying school starting times will be well worth the effort in terms of outcomes for adolescent students.
Outline:
Literature Review
Summary of Literature Reviewed
From the Paper
"In the work entitled: "Sleepiness and the Health and Performance on Adolescent Students" it is stated that there is evidence that sleep deprivation in the adolescent individual is very common and that this is important because sleep deprivation has a great negative effect on the cognition, memory, learning and behavior of the adolescent. (Canadian Institute of Health Research Report, 2002) According to Dr. Daniel S. Lewin, pediatric psychologists and pediatric sleep specialist for the Children's National Medical Center in Washington D.C. the normal day for an individual is 24 hours however the adolescents normal day is 25 to 26 hours which means that adolescents are not ready to go to sleep until later than the average individual. (Lesinski, 2002)"
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Lifelong Learning, 2007.
An overview of the definition and principles of lifelong learning.
3,109 words (approx. 12.4 pages), 13 sources, MLA, $ 90.95
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Abstract
This paper looks at how lifelong learning is a term that refers to a variety of programs to keep the modern worker up to speed on changes in his or her field and to make education an ongoing process. It discusses how lifelong learning is a reality for many and a goal for many more, while even more people may have no idea what it means even if they participate in it to some degree. The paper also examines how lifelong learning has a clear economic benefit when applied to job situations and to the needs of companies and how it benefits the individual in many ways, some economic, some social, and some in terms of personal self-actualization.
Outline:
Introduction
What is Lifelong Learning
Lifelong Learning--Context and Frameworks
Organizational Learning and Learning Cultures
Work Based Learning
Lifelong Learning and Community Development
Lifelong Learning and Civic Participation
Learning Society: Myth or Reality?
Conclusion
From the Paper
"Collaborative learning involves interpersonal processes by which a small group of students work together to complete an academic problem-solving task meant to promote learning. Under the collaborative learning approach, collaborative activities lead to emergent knowledge, which is the result (not summation) of interaction of the understandings of those who contribute to its formation (Whipple, 1987, p. 5). Collaborative activities enhance learning by allowing individuals to exercise, verify, solidify, and improve their mental models through discussions and information sharing during the problem-solving process. "
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