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Homesickness and Residential Patterns in International Students, 2008.
An examination of how homesickness affects international students in a higher education setting.
2,886 words (approx. 11.5 pages), 11 sources, APA, $ 85.95
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Abstract
This paper examines international student homesickness in relation to 25 students boarding on campus and 25 living off the campus of Bryant University in Rhode Island. The paper explains that both groups of international students reported the same phenomenon of homesickness as countered by social interaction, as a positive adjustment, as is encouraged by the institution. The paper discusses how questionnaires and informal interviews substantiated research addressing homesickness as a usual aspect of adjusting to higher education away from home.
The paper then looks at what residential circumstances best aid the newly arrived international student towards satisfactory adjustment and school performance. In conclusion, the paper shows that rather than viewing homesickness as a mere problem to be somehow eradicated, homesickness came into view as a normal, predictable aspect of joining a college away from one's home and the greater challenges of completing a degree as it involves far more than simply completing academic or other formal requirements.
Outline:
Abstract
Introduction
Review of Literature
Method
Results
Discussion
Concluding Remarks
From the Paper
"When these recurring, what seemed principal student experiences were raised again in 10 informal interviews after the questionnaire responses had been examined, subjects elaborated on having made more or less positive adjustments to their first-year in a foreign university. However, they also found homesickness was a troublesome as it was unexpected, in terms of its intensity at different times. All interviewees said they had very much looked forward to the adventure of studying abroad, as compared to having come abroad to study in response to the expectations or orders of parents or other family members. It seemed significant that all interviewees reported how they had tried to keep busy and to be engaging with other students, and that they had many distractions from their homesickness in their academic work and other activities. Nevertheless, a degree of homesickness could seem always or usually present."
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Constructivism in the Classroom, 2008.
This paper discusses constructivism in the classroom, a teaching method by which students learn how to learn by doing.
770 words (approx. 3.1 pages), 4 sources, APA, $ 27.95
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Abstract
This paper explains that constructivism, as a teaching method, is an evolving and inquiry-based system, based on utilizing knowledge that students already have to formulate new concepts. The author points out that constructivism appears to have a greater appeal for both students and teachers because learning gained under this method may be retained longer. The paper indicates that the use of constructivism in the classroom changes the role of the teacher from someone who delivers knowledge to students to someone who guides students to opportunities to test the adequacy of their current understandings. The author concludes that, while constructivism has its flaws, it appears to be an excellent teaching method that is appropriate for use in today's modern classroom.
Table of Contents:
What is Constructivism?
The "Pros" of Constructivism
Implications for Classroom Practice
Response to Criticism of Constructivism
Conclusion
From the Paper
"According to Jones and Brader-Araje, application of social constructivist theory is making the classroom a more positive place in which to be. Students are able to collaborate and "challenge each other's perspectives," while being organized in "small group reading areas, mathematics centers, and science stations." The assertion that "middle schools and high schools have moved away from unmovable desks" to flexible seating in the classroom vaguely echoes the arrangements made in Montessori classrooms."
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The Cyberculture Revolution, 2008.
This paper discusses the influences and problems created by the cyberculture revolution.
1,865 words (approx. 7.5 pages), 7 sources, MLA, $ 59.95
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Abstract
This paper explains that a salient feature of cyberculture as a cultural revolution is its sharp turn away from the concrete and tangible to the abstract and intangible. The author points out that, with the cyberculture revolution, the physical environment is no longer a dominant factor in people's livelihoods. Rather, emphasis is now placed on the power of information. The paper further relates that, in education, students are more dependent than ever on computers to accomplish their educational goals; however, educational institutions ironically seem to be lagging behind the Information Age. In addition, the author points out that businesses not only use the information superhighway to make transactions with other businesses and consumers and to exchange information and ideas in such a way that geographic location is no longer a factor, but have also encountered gray areas and contentious issues regarding the security of individuals as well as the integrity of industries.
Table of Contents:
Introduction
Education
Businesses
Society and Future Implications
From the Paper
"While some blame western cultural imperialism as a potential threat to the new ground cyberculture is covering, others are not so concerned. The First Amendment became the haven for most propagators of pornography and hate websites especially threats towards targeted groups. The Communications Decency Act (CDA) of 1996 attempted to thwart "indecent transmissions" and "patently offensive display," using the community as the standard. The problem lied in the variable relativity between communities regarding what was and was not "indecent" or "patently offensive"."
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Reading Pedagogues, 2008.
This paper reviews ten articles that address how pedagogues can best foster strong reading fluency, decoding, holistic, and inferential reading skills in young people.
2,480 words (approx. 9.9 pages), 10 sources, APA, $ 75.95
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Abstract
Through a review of ten articles, this paper looks at the importance of building up "domain knowledge" and prominently features the findings of a National Reading Panel study conducted some years ago that argues (among other things) that vocabulary building, phonemic awareness exercises, systematic phonics instruction, and in-service upgrades for teachers all positively correlate to student achievement.
Table of Contents:
Abstract
Article Summaries
Article Summary One: Teaching children to read
Article Summary Two: The Nature of Effective First-Grade Literacy Instruction
Article Summary Three: The Utility of Phonic Generalizations in the Primary Grades
Article Summary Four: Reading Comprehension Requires Knowledge - of Words and the World
Article Summary Five: What Reading Does for the Mind
Summary Six: The Case for Bringing Content into the Language Arts Block and for a Knowledge-Rich Curriculum Core for all Children
Summary Seven: Teaching Decoding
Summary Eight: One Down and 80,000 to Go
Summary Nine: Teaching Vocabulary: Early, Direct, and Sequential
Summary Ten: Findings and Determinations of the National Reading Panel by Topic Areas
From the Paper
"Theodore Clymer (1963) reports that five types of generalizations have historically been utilized (at least if teacher's manuals are any indication) in teaching children to pronounce words: vowels, consonants, endings, syllabication, and miscellaneous relationships. Eventually, Clymer came up with a list of 45 generalizations or rules for study. These were arrived at by asking whether or not a candidate generalization was sufficiently specific that it could be said to actually assist (or hinder) in the pronunciation of a particular word. Clymer then made up a composite word list of all the words introduced in the four basic series from which the generalizations were drawn - plus words from the Gates Reading Vocabulary for the Primary Grades. On pages 186 and 187 of the study, Clymer outlines the basic approach undertaken to assess the efficacy of the 45 phonic generalizations; this step-by-step approach is rather complicated and cannot be easily described in the space we are allotted. Nonetheless, the study found that many commonplace phonics generalizations are of limited worth; in particular, vowel generalizations are especially unreliable while consonant generalizations are a little better. One thing that complicates Clymer's study is that his success rate for an effective phonics generalization (75 percent or above) is quite high - as he himself acknowledges.
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Job Mobility Trends, 2008.
This paper explains how job mobility has been affected by technological change, education and structural unemployment.
784 words (approx. 3.1 pages), 3 sources, MLA, $ 27.95
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Abstract
The paper shows how job mobility has been significantly affected by technological change, by changes in education patterns, and by structural unemployment. The paper points out that those who plan their careers well in advance and who determine to upgrade their education at every opportunity, stand a better chance of success than others.
From the Paper
"There can be little doubt that technological change has impacted job mobility. On one hand, those who possess the technological skills the marketplace is looking for can expect to be given a bevy of employment opportunities that other workers can only imagine having. At the same time, rapid technological change causes undeniable hardship for men and women who may not possess the technological literacy and skill-sets needed in a workplace that is profoundly more sophisticated (and diversified) than it was even a couple of generations ago."
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The English Second Language (ESL) Classroom, 2008.
This paper discusses common traits of adult English Second Language (ESL) students, which impede their learning, and gives examples of how understanding American culture can increase the student's ability to learn the English language.
1,230 words (approx. 4.9 pages), 12 sources, APA, $ 41.95
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Abstract
This paper explains that culture is embraced and at times rejected by people trying to assimilate into another culture and to learn a new language. The author points out that a student's diverse attitude towards culture does not have to be seen as negative; however, in education, it often is. The paper lists eight common traits of people, who try to assimilate into a culture, which must be taken into consideration in the ESL classroom. The author stresses that language is the key to successful adjustment and identification into a dominant society. The paper underscores that the easiest way to teach a language is to have the student identify with the culture they are moving into. The paper stresses that the teacher has a responsibility to not only teach the English language to the bi-cultural student but also to assimilate the student into the culture with minimal conflict.
Table of Contents:
Introduction
Common Traits of an ESL Student
Examples of Incorporating Culture into the Teaching of Language in the ESL Classroom
Conclusion
From the Paper
"There are a variety of ways to incorporate culture into the ESL classroom like including music, stories, teaching gender roles, differences in food and the proper behavior in public. These are all things that must be done to flow freely and easily in American society, but could be filled with conflict for a person who does not speak English and who needs to fulfill the basic requirements of assimilating into American culture. The incorporation of these simple yet basic elements in American culture will enhance the teaching of an ESL classroom and provide a fundamental understanding of the language they are learning."
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Accountability for Education, 2008.
This paper discusses the No Child Left Behind program, arguing its ineffectiveness.
1,253 words (approx. 5.0 pages), 7 sources, MLA, $ 42.95
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Abstract
In this article, the writer discusses that the so-called No Child Left Behind program has been a key educational initiative promoted by the Bush Administration, which claims that the program means accountability, that children are helped by the program, and that the program should in fact be expanded so as to assure that children receive the education they deserve. On the other hand, the writer notes that critics find that the law is ineffective, that the program does not serve the needs of children at all, that what happens is that teaching is changed so everyone teaches to the test so children can pass, that children are not really being educated at all and that the program might work if redesigned. The writer maintains that the evidence does show that the program does more to make schools look good to parents without actually improving education. The writer concludes that teaching to make certain students pass a standardized test does little to educate those children in how to think, and the test only gives political leaders a false belief that they are improving education and accountability when they are only adding a new layer of uncertainty and confusion.
From the Paper
"Critics of the legislation see it as a broad attack on public education in favor of federal control. The irony is that this approach comes from the Republican Party, which has long fought against any federal role in education at all, and in truth, even under the No Child Left Behind Act the party only sees value in federal control if the federal government is controlled by Republicans.
"Criticisms of the No Child Left Behind program come from several different perspectives. One group sees the program as another unfounded federal mandate, and more than 20 states and school districts across the country have objected to the regulations and with the way the program is funded. A survey in 2005 showed that almost half the stets then had testing programs in place for reading and math, but the report also showed that the number of schools cited as needing improvement had doubled over the last year."
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"Learning to Read and Write", 2008.
A review of Frederick Douglass' book, "Learning to Read and Write" and the reasons why knowledge among slaves was feared by slave-owners.
1,020 words (approx. 4.1 pages), 1 source, MLA, $ 36.95
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Abstract
This paper reviews Frederick Douglass' book, "Learning to Read and Write." It specifically discusses his contention that education and slavery were incompatible with one another and argues that knowledge among slaves was feared by slave-owners. In particular, the paper argues that Douglass' contention was correct and that knowledge among slaves was feared by slave-owners almost as much as if a number of loaded weapons had found their way into the possession of slaves.
From the Paper
"Additionally, a historian of the period might immediately apprehend that one of the common arguments raised against educating African-Americans to read and white was that they were "brutes" who lacked the mental capacity to perform anything other than the most menial tasks. With the proliferation of literate African-Americans, however, this argument would become obsolete - if not outright fatuous - and call into question the rigid social and economic structure that bound African Americans to tedious back-breaking labor while someone else sat at a desk in a comfortable professional office and collected a handsome wage."
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Personal Liability from IDEA, 2008.
This article looks at the implications of IDEA with regards to the personal liability of the school administrators involved.
1,189 words (approx. 4.8 pages), 5 sources, MLA, $ 40.95
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Abstract
In this article, the writer notes that the 'Individuals with Disabilities Education Action' (IDEA) was originally enacted as the Education for All Handicapped Children Act. The writer explains that the intent of the law was to support all states and local governments, departments of educations and school boards to meet the individual educational requirements of children with disabilities that before the enactment of this legislation had been either barred from education, or relegated to secondary status in separate facilities that did not attempt to educate these children. The writer points out that there has been significant progress in the educational outcome of these children, as well as significant litigation. The writer concludes that it is unfortunate that the motivating factor for some school administrators is a direct threat to their personal financial well being, however the true beneficiary of these prospective legal actions is the individual student and society at large.
From the Paper
"In Goleta, a student with special needs, Andrew Ordway, was placed in a school, and School District filed suit against the student and the custodial parent, Cynthia Ordway after a California Department of Education Hearing found that the student was denied his rights to a FAPE as provided by IDEA. The hearing found that the student was placed without proper review of the educational options available, and in compliance with IDEA. The custodial parent counter sued and filed against the director of Special Education, Diana Rigby, for persona liability for the costs associated with the proper placement of Andrew. In general, actions by school officials fall under immunity from personally liability due to indemnity of employees by the state in the course and actions of their official duties. The important ramifications of Section 504, conferring constitutionally protected rights of education that enable the placement of personal liability upon state employees if they abuse their authority "under the color of law"."
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Communication in Autistic Students, 2008.
This paper discusses the development of an autistic child's communication skills in the classroom.
1,159 words (approx. 4.6 pages), 8 sources, MLA, $ 39.95
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Abstract
The paper describes several activities that encourage communication in the classroom setting. The paper discusses the do-watch-listen-say model of socialization that is a means by which children plan and solve problems by imitation. The paper then discusses when standardized assessments of children with severe language and communication delays are initiated. Finally, the paper identifies naturalistic and structured teaching approaches that offer few opportunities for an autistic child to have time on his own and subject him to an environment where he is given little choice but to communicate.
Outline:
Opportunities for Communication
The Do-Watch-Listen-Say Model of Socialization for Children
Standardized Assessments
Communication Interventions
From the Paper
"Three different opportunities for Shelly to communicate can be seen in scenarios involving musical instruments, during lunch and outdoor play activities. For the musical instrument activity, the environment can be modified in such a way that Shelly and the other students face each other without desks (such as in a circle). The play space must be adequate to prevent crowding and conflicts, yet facilitate interaction. The activity would involve the children listening to different musical instruments. Each one would pick one favorite musical instrument sound that drew their attention. They would be prompted to gradually communicate as the sound kept their attention. The end result would be learning common social communications skills such as greeting and saying good bye, asking permission, introducing one' self, etc."
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The Construction of Disability, 2008.
An analysis of the history of the construction of the normative with regards to disability.
1,217 words (approx. 4.9 pages), 5 sources, MLA, $ 41.95
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Abstract
This paper explores how normalcy and disability are constructed, with particular reference to the field of education. It argues that the construction of the "normative" is a manifestation of social and cultural power "written" upon the bodies of people with and without disabilities by medical authority. It explores issues of discrimination, as well as concepts of the medical and social models of disability to better understand how disability construction has historically occurred and continues to define disability in an inequitable way today.
Table of Contents:
Introduction
The "Normative" as a Discriminatory Cultural Construct
Assessment of Disability and the Medical Model of Disability
Analysis
From the Paper
"As the above discussion indicates, there is considerable reason to be concerned at one's being assessed as possessing a disability. First, it is necessary to recognize that while such assessments are often arbitrary, they nonetheless produce considerable cultural meaning that has historically been applied in a discriminatory fashion. Second, it must be acknowledged that this discriminatory process has - in its implied construction of a "normative" or standard of normalcy - clear analogues to discriminatory practices that have historically reinforced sex, race and gender discrimination."
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The Logan Health Center, 2008.
This paper looks at the Logan Health Center, studying its aims, philosophy and strategies.
766 words (approx. 3.1 pages), 1 source, MLA, $ 27.95
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Abstract
In this article, the writer notes that the Logan Health Center was established in 1995 by the Tiburcio Vasquez Health Center and New Haven Unified School District. The writer points out that the intention of the Logan Health Center is to provide a place where students at James Logan High School can learn healthy behavior such as sports and injury treatment or sexual treatment. The center also teaches injury prevention, and provides high quality health care. The writer looks at the philosophy of the Center and maintains that overall, the Logan Health Center is a positive place where students can have their physical and psychological needs met. The writer concludes that by allowing students to have a place where they can learn positive health behavior as well as positive social actions, the center successfully addresses many of the issues that students face.
From the Paper
"By offering psychological as well as physical services, the center strives to make sure that the students come to school ready to learn. Though the center focuses on physical health, it recognizes that psychosocial problems often are what keep students from attending school. Therefore, these services recognize that the student is a whole person, not just a physical body.
"This strategy prepares the students for success. The strong focus on the whole person, the center allows an environment that is beneficial for those who are active physically and need a small amount of physical help to those who are having difficult social problems."
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Three Studies Addressing Psychology and Language, 2008.
This paper assesses three different articles on language, cognition and psychology and discusses just what the human mind really is.
3,656 words (approx. 14.6 pages), 6 sources, MLA, $ 101.95
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Abstract
This paper introduces three contrasting papers belonging to related fields of psychology. The writer looks at 'Representing Word Meaning and Order Information in a Composite Holographic Lexicon' by Michael N. Jones and Douglas J.K. Mewhort, 'Modeling the Successes and Failures of Interventions for Disabled Readers' by Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. and 'An Integrated Theory of Mind' by Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. The writer notes that all the articles are interesting indications of how research in psychology varies strongly, according to the preparation and particular foci of researchers, how the human mind and its faculties are conceptualized, or what is considered salient. Examined, in turn, the three papers provide a glimpse of research or theoretical psychology that may not always sit well with a reader of different orientation. One sees a social scientific discipline that should continue examining and comparing its differences, avoiding too narrow approaches or realms of related study.
Outline:
Introduction
Michael N. Jones and Douglas J.K. Mewhort. (2007). Representing word meaning and order information in a composite holographic lexicon. Psychological Review, 114, 1-37.
Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies in Reading, 7, 155-182.
Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. (2004). An Integrated Theory of Mind. Psychological Review, 111, 1036-1060.
Discussion
References
From the Paper
"Perhaps most student readers will have to take Jones & Mewhort's work at face value, unable to draw upon their level of expertise, or what the researchers' findings really mean, in terms of earlier research or what may stand to be learned of language, memory, or other brain function, or language development. It does seems that the human mind capable of language is forever at work, whether speaking or not, for example, towards eventual word order that shows the mind's ability to give its own cues or phrases or associated concepts from diverse places."
"The mind's speech patterns can be plotted for analysis, as Jones & Mewhort tell us is true, most often in relation to similar nouns or verbs or words coming to be predictable in phrases or their uses. When this article is reread, again there is the feeling of needing more information, or perhaps being helped by information on the applications of the research. For example, if memory that aids language is stored in a distributive way, then where in the brain, or according to which processes does this take place?"
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Computer-Assisted Instruction, 2008.
This paper discusses how computer-assisted instruction can aid in the teaching of language arts, focusing on the writer's personal experience with Skills Bank software.
1,125 words (approx. 4.5 pages), 2 sources, MLA, $ 38.95
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Abstract
This paper outlines computer-assisted instruction in the classroom, placing special attention upon the Skills Bank software this writer employs in her own work as a teaching aide working with high school students. The paper outlines the myriad benefits of the Skills Bank software and looks at how it serves to boost student self-confidence, enhance computer literacy, strengthen language arts skills, and does so without sacrificing high scholastic standards. Finally, the writer maintains that the software is excellent because it is also receptive to the needs of ESL students.
From the Paper
"Drawing upon my own knowledge of the software, I can state that the Skills Bank program allows for pre-test and post-test evaluations of students, provides numerous instructional and assignment options for both teachers (in the first instance) and students (in the second instance) and has the ability to produce comprehensive reports for teachers, students, and for school administrators. Not to be overlooked, the program interface is easy to use and students can usually utilize its various components without requiring the assistance of an instructor. In a related vein, the easy navigability of the program allows students to explore for themselves - something I have found to be a wonderful way of increasing their self-esteem. As an addendum, students learn to use the latest technology (and arguably the most important technology in our modern world) in a safe and supportive environment whenever they use Skills Bank software. "
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A Free Education, 2008.
An argument that higher education should be free.
975 words (approx. 3.9 pages), 6 sources, MLA, $ 34.95
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Abstract
The paper refutes the claim that paying for college makes students more responsible; the paper contends that it actually does the opposite by making students into unproductive adults facing huge student loans. The paper further maintains that paying for education gives everyone equal opportunity to find employment they will enjoy and that will support their families.
From the Paper
""Tom Dillon, 19, a pre-pharmacy major at the University of Connecticut, is carrying $52,000 in student loans. And he's just getting started" (Block). Dillion believes that by the time he gets his doctorate degree in four years that he will owe over $150,000. In a global world, people must have an education to have employment that will allow them to live comfortably. Many people argue that the students should not attend college free because obtaining financial aid is available and students learn values by paying for their education; but is this true? Not only is this not true, the struggle people have in paying student loans makes life difficult for them. Higher education should be free for students as long as the students make passing grades."
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