| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "ACHIEVEMENT FAMILY": |
|
|
Student Achievement and the Family, 2002.
A discussion on the impact of family structure on student achievement.
2,711 words (approx. 10.8 pages), 37 sources, MLA, $ 81.95
»
Click here to show/hide summary
Abstract
This paper proposes a study to determine whether and to what extent family structure can serve to explain variations in student academic performance. Literature is reviewed in support of the study's purpose. It examines a group of second grade students? total reading and total mathematics scores on the 1998 Stanford 9 Achievement Test testing family structure as an explanatory variable in relation to variations in student academic performance.
Outline
Introduction
Problem Statement
Purpose
Research Questions
Hypothesis
Delimitations
Limitations
Definition of Key Terms
Review of Literature
Introduction
Theoretical Context
Prior Studies in the Field
Conclusions Relevant to the Study Problem
Methodology
Introduction
Research Design
Variables and Operational Definitions Population and Sample
Instrumentation Data Collection
Data Analysis
References
From the Paper
"The cognitive concept of human development was pioneered by Jean Piaget. Piaget?s theory is based on organization and adaptation. Organization refers to an ability to order and classify new experiences, while adaptation enables an individual to understand the surrounding environment. Adaptation occurs through the functioning of the mental processes of assimilation and accommodation. Assimilation involves the perception and interpretation of new information within the context of existing knowledge and understanding. Accommodation is a more advanced process that involves the restructuring of mental organization in order to include new information (Turner & Helms, 1991)."
| |
|
Effects Of Family On Children's Academic Achievement, 2002.
Examines how the family role and structure impact academic achievement in children.
1,575 words (approx. 6.3 pages), 37 sources, $ 55.95
»
Click here to show/hide summary
Abstract
Examines how the family role and structure impact academic achievement in children. Uses structural family theory and parental attachment theory as theoretical background in a discussion of the effects of different family structures. Historical perspective. Early and contemporary research studies. Crucial importance of family involvement and parental support.
From the Paper
"EFFECT OF FAMILY ROLE AND STRUCTURE ON
ACADEMIC ACHIEVEMENT IN CHILDREN
Theoretical Background
Structural family theory and parental attachment theory will be used as a theoretical background to assist with the investigation into the effects of family role and structure on academic achievement in children. Kenny and Donaldson (1991) report on the theory of structural family theory, developed by Minuchin in 1974. According to this theory, a healthy family yields feelings of belongingness and differentiation to its members. With this in mind, a family that is either excessively enmeshed or disengaged tends to provide the opposite to its members. Interpersonal boundaries in the healthy ..."
| |
|
Research Proposal to Test the of the Family Structure on Student Achievement, 2002.
Proposes a study to determine whether family structure can explain poor academic performance.
3,150 words (approx. 12.6 pages), 37 sources, $ 111.95
»
Click here to show/hide summary
Abstract
Proposes a study to determine whether family structure can explain poor academic performance. Impact of traditional & non-traditional families on variations of academic performance. Discusses theoretical context & theories of human development (Piaget & Vygotsky); prior conflicting studies on the topic. Stanford 9 Achievement Test. Methodology, research design, data collection. Table of Contents.
From the Paper
The Impact of Family Structure
on Student Achievement
.
| |
|
Women, Family and Careers, 2008.
This paper explores research on the topic of women and gender inequality in the workplace.
1,248 words (approx. 5.0 pages), 3 sources, MLA, $ 42.95
»
Click here to show/hide summary
Abstract
The paper discusses the conclusions of economic historian, Claudia Goldin, that women have a difficult time in beginning a family and embarking on a career in the business world. The paper looks at M. Ferber and C. Greene's study that determined there were more females that were capable of achieving a family and professional life than had been previously suggested. The paper also examines a study by B. Probert on why women were not in higher levels of organizations. The paper explains the conclusions that the factor of the family affected women in their quest to achieve the highest goals in business and not merely gender inequality.
Outline:
Experimental Design
Case Study
Survey Research
From the Paper
"Ferber and Greene (2003) discuss the issue of a study conducted by Goldin in which the author suggested that women had a difficult time in "having it all". The term "having it all" referred to the ability to begin a family, while at the same time embark on a career in the business world. The researchers used a literature review experimental design for their work, evaluating the points of Goldin's article. Primarily the researchers determined that the issue of women having careers and families was described by Goldin as being difficult to achieve. Yet, Ferber and Greene (2003) concluded that not only did this conclusion lead women to believe that there was no point in attempting their personal and professional goals, but that it was inaccurate. Ferber and Greene (2003) determined that there was a vast number of women that were capable of achieving both goals, but that they were still unequal members of society."
| |
|
Achievement Gaps, 2008.
This paper discusses reasons for the existence of achievement gaps and looks at possible ways of reducing these gaps.
8,300 words (approx. 33.2 pages), 25 sources, APA, $ 176.95
»
Click here to show/hide summary
Abstract
In this article, the writer notes that for many years there has been a considerable achievement gap in America. Most often this achievement gap is evident when comparing wealthy children to poor children. There are also achievement gaps along the lines of race and gender. The writer explores why these achievement gaps exist and the ways in which these gaps can be reduced. The writer also provides some facts concerning the types of achievement gaps that exist in America. The writer maintains that achievement gaps between white and black students begin in elementary school and exist throughout adulthood. The research suggests that such factors as poverty, under funding and racism play substantial roles in contributing to the achievement gap amongst American students.
Outline:
Introduction
Achievement Gap
Why Does an Achievement Gap Exist?
Poverty
Unequal Funding
Locus of Control
Acting White
Academic Disengagement
Reasons for Academic Disengagement
How to reduce the Achievement Gap
Adequate School Funding and School Choice
Better Trained and Better Paid Teachers
Detracking
Changing Perceptions
Discussion
Conclusion
From the Paper
"When schools do not have adequate funding they can not purchase enough books for every student, school equipment may be deteriorating and students may not have access to the technologies needed. A lack of these essential tools can make it difficult for students to thrive.
"In addition to adequate school funding, school choice may be needed in some districts. The issue of school choice is a controversial one but parents and students should not have to bear the cost of schools that are failing children and not providing them with the education needed to compete in the world. In a perfect world schools would get funding and well trained teachers but the reality is that in order to close the achievement gap some serious issues must be addressed and this may result in the temporary or permanent closing of underperforming or failing schools."
|
| Term Paper # 64765 |
temporarily unavailable
|
|
|
|
Differing Achievement Levels in South African Universities, 2002.
An in-depth examination about whether there exist actual and/or perceived differences in the achievement motivation levels of samples of colored and black African students attending The University of Fort Hare and the University of Western Cape.
7,753 words (approx. 31.0 pages), 29 sources, MLA, $ 168.95
»
Click here to show/hide summary
Abstract
This study examines racial/ethnic issues in relation to achievement motivation and perceptions of achievement motivation in groups of South African university students. The study asks if achievement motivation is significantly related to differences in students' racial/ethnic background. It also questions whether perceptions of other racial/ethnic groups' levels of achievement motivation are significantly related to differences in students' racial/ethnic background. It then asks if achievement motivation is significantly related to differences in where students attend school (Fort Hare or Western Cape) and whether perceptions of other racial/ethnic groups' levels of achievement motivation significantly related to differences in where students attend school (Fort Hare or Western Cape).
Introduction
Review of Literature
Methods
Conclusion
Sources
From the Paper
"The background of this study examination of achievement motivation as it relates to ethnic differences in groups of South African college students is really the history of South Africa and its ethnic diversity, tensions, and conflict. South Africa, located at the southern tip continent of Africa, has a population of 45.1 million people. It is slightly less than twice the size of Texas and boasts of high sweeping plateaus, towering mountains, deep valleys and beautiful beaches lining its long, fertile coast. Ethnically and racially diverse, South Africa is about 75.2 percent black, 8.6 percent Colored (mixed-race), 13.6 percent white, and 2.6 percent Indian. Most whites, coloreds and blacks (about 60 percent of each group) are Christians. However, there is a Hindu minority to which about 60 percent of the Indians belong; of the remaining groups, most are Muslims."
| |
|
SAT Scores and Family Income, 2007.
This paper illustrates how the higher the family income, the higher the SAT test scores.
1,438 words (approx. 5.8 pages), 8 sources, MLA, $ 47.95
»
Click here to show/hide summary
Abstract
The paper argues that students from affluent families are far more likely to have achievement-focused home environments than students from families where incomes are modest or very low. The paper relates how parents of wealth send their children to better, private schools, often in the race to keep up with their exclusive society. The paper examines the interesting African-American vs. Caucasian-American dynamics and the regional differences in SAT scores. The paper also notes the misleading use of SAT data that can provide unreliable statistics.
From the Paper
"There are many sets of data that show higher levels of family income - and higher education levels in families, which directly relate to income - result in higher SAT scores for that family's children. Those will be presented in this paper. But first, as to the question of why I think the way I do, and what my argument is, it has been my observation that students from families of affluence are far more likely to have achievement-focused home environments than students from families where incomes are modest or very low."
| |
|
Family-Centered Therapy, 2006.
A comparison between the family systems therapy approach and that of the individual therapy style.
2,700 words (approx. 10.8 pages), 3 sources, $ 106.95
»
Click here to show/hide summary
Abstract
Distinguishing between types of therapies is beneficial for those seeking to make change within social settings with specific or unique needs. Family centered therapies are one of the many different therapy strategies that can be applied to facilitate change. However while individual therapy tends to be defined as a relationship between two individuals with the purpose of achieving therapeutic change, the family systems therapy approach takes a more integrated process towards the close social units in which the individual seeking therapy resides. This paper identifies differences between the traditional individual therapy style of therapy and the family systems therapy approach.
| |
|
Unemployment and Family Structure, 2004.
A look at the sociological and psychological affective dimensions of unemployment on family structure.
777 words (approx. 3.1 pages), 5 sources, MLA, $ 27.95
»
Click here to show/hide summary
Abstract
This paper aims to identify the relationship between unemployment and its affective nature on the family structure and posits that there is a significant relationship between the two, wherein unemployment leads to the weakening of the family structure and a decrease in self-esteem of the individual. Further, factors influencing family dissolution and low self-esteem or psychological well-being due to unemployment are also discussed. These objectives are achieved through study of related literature on the topic.
From the Paper
"Human society has forces that sometimes create balances and imbalances among individuals within the society. With this premise, it can be said that some changes within the social structure may be beneficial to an individual and detrimental for the other. Indeed, one illustration of these imbalances in the society is the negative, or non-beneficial, effects of unemployment of an individual on his/her family. Although unemployment may be best viewed as an economic issue, the social and psychological effects that it brings to the individual and society makes it an essential issue to be discussed in the domains of sociology and psychology."
| |
|
Educational Achievement among Prisoners, 2004.
A look at the levels of educational achievement among incarcerated inmates.
1,141 words (approx. 4.6 pages), 5 sources, MLA, $ 39.95
»
Click here to show/hide summary
Abstract
This paper provides a brief review of the literature pertaining to educational achievement among incarcerated inmates. Early, survey-based research suggested that incarcerated students showed higher educational achievement. In contrast, later research that used a standardized testing as a means of assessing student achievement showed that there were no differences in educational achievement between inmates and traditional on-campus students. The paper notes that a great deal of further research is required before we can fully determine the achievement of incarcerated inmates in comparison to traditional students.
From the Paper
"Educational achievement among incarcerated inmates is little understood. Incarcerated inmates are often seen as lacking in key critical thinking skills that may reduce their ability to perform well in higher education. This lack of critical thinking ability is sometimes seen as correlated to their tendency to commit crimes and appear in the criminal justice system. At the same time, these inmates are seen as having a high degree of commitment and motivation to higher education."
| |
|
The Puritan Family, 2006.
A look at Puritan family values in colonial times.
1,004 words (approx. 4.0 pages), 1 source, MLA, $ 35.95
»
Click here to show/hide summary
Abstract
This paper describes the Puritan way of life during colonial times in America. The paper describes the role of the father and mother and their focus on serving God through family life, their children and the church. The paper discusses the vision that Puritans had of bringing about the kingdom of God in the New World and how the family was seen as the primary tool for achieving this vision.
From the Paper
"At Thanksgiving time, we usually see some representations of happy pilgrims sharing their first harvest with what they called Indians. These happy pilgrims, who arrived in America to escape religious and political persecution were not the Puritans. Puritans were far too orthodox Christians to consider happiness a worthwhile trait. One must remember that, despite being rousted from their native land because of their religious beliefs, they were less than tolerant of other Christians who arrived in the new land. One must remember that it was Puritans who painted the red on Hester Prynne, and their most noted spokesman was Cotton Mather who was, in a sense, a Puritan Joseph McCarthy."
| |
|
Impact of Gender on Student Achievement, 2007.
This paper provides an analysis of maturation differences among genders and its effects on student achievement.
1,542 words (approx. 6.2 pages), 9 sources, APA, $ 50.95
»
Click here to show/hide summary
Abstract
In this article, the writer offers an evaluation of student achievement in academia. In particular the researcher explores whether boys are performing at a lower level of achievement than girls in the realm of academia. For purposes of this study the author hypothesizes that 7th grade boys will achieve at least 1-grade level below 7th grade girls resulting from maturation differences. This study aims to help identify what, if any, gap exists in the achievement between girls and boys at the elementary level, assuming that early intervention is most likely to yield positive results when addressing education gaps among children.
From the Paper
"Broude suggests that the situation of boys in the world of academia may best be described as "desperate" with alarming news suggesting that boys are consistently plagued with "depression, isolation, despair and fragile self esteem" all of which may contribute to poor performance in school compared with girls who are more likely to thrive. Broude also agrees that boys are more likely than girls to be diagnosed with learning disabilities including attention-deficit disorder which may contribute to higher rates of drop outs among boys and inability to achieve at the same level of their female peers. Many have referred to these recent trends as the "boy problem" suggesting that adolescent boys are particularly at risk for academic struggles in the current educational system."
| |
|
Raising Achievement of Multicultural Students, 2006.
A study investigating the critical factors necessary for raising achievement among multicultural students.
1,362 words (approx. 5.4 pages), 11 sources, APA, $ 45.95
»
Click here to show/hide summary
Abstract
This study aims to investigate what critical factors are necessary for staff and faculty to adopt in the classroom to raise achievement among multicultural students. The study includes qualitative analysis of factors contributing to student achievement so that a grounded theory can be adopted with regard to what factors truly influence student success. A survey methodology is proposed to analyze what factors teachers and students feel contribute to achievement in and outside the classroom.
Table of Contents
Introduction
Significance of Study
Preliminary Literature Review
Methods
From the Paper
"There is a large body of evidence, which suggests that cooperative learning is useful in encouraging student interaction in the classroom and impacting student achievement (Vaughan, 2002). The extent to which cooperative learning can aid multicultural students however has not been thoroughly investigated; in fact, cooperative learning is believed to be of most use in small settings of heterogeneous population groups (Vaughan, 2002). It is based on principles including group accountability, collaborative skills and group processing as well as positive interdependence (Vaughan, 2002). The extent to which these skills can be translated to multicultural populations has yet to be examined in greater detail (Banks, 2001)."
| |
|
Self-Esteem and Academic Achievement, 2002.
An analysis of the relationship between self-esteem and academic achievement.
2,400 words (approx. 9.6 pages), 8 sources, $ 89.95
»
Click here to show/hide summary
Abstract
This paper is on "Self-esteem and academic achievement". The main purpose of the paper is to explore that does any sort of relationship between self-esteem and academic achievement exists. It also analyzes that what strategies are pursued in order to protect self-esteem when it is threatened by a negative self-evaluation of school competence.
|
|
|
