| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DEAF CHILDREN CLASSROOM": |
|
|
Deaf Children in the Classroom, 2000.
This paper outlines the effects of mainstreaming deaf children. It considers the effects on child, parent, teacher and classroom.
4,200 words (approx. 16.8 pages), 8 sources, APA, $ 112.95
»
Click here to show/hide summary
Abstract
This paper addresses the impact of mainstreaming deaf children. It sights links between family and child as well as links between child and school. It focuses on specific forms of education for deaf children and the needs each style of learning will address. It favors the inclusion of deaf children while maintaining the uniqueness of the child's deaf community.
From the Paper
"Having a child who is deaf is a unique responsibility. Although deafness is generally seen as a disability, the Deaf community is a thriving culture bound by its own language (ASL), ?a rich history of art, humour, literature and customs?. Parents who discover they have a child who is deaf are faced with a series of life altering decisions unlike any they would make for a hearing child. (For the purpose of this paper, the Parents referred to will specifically, but not exclusively, be hearing parents). Having a child who is deaf in the family causes all previous dynamics to change totally. Parents are faced with choosing how to equip their child to communicate and interact in the family, school, and society. Once communication methods are chosen the parents must decide on the education methods best suited to their unique child. Being aware of the choices and decisions these parents face will make educators more involved and able to give educated suggestions. Understanding the family dynamics, choices and decisions involved in parenting a deaf child is the best way to understand the unique ?deaf-abilities? these children bring to the classroom."
| |
|
Improvements in Communication For Deaf Children, 2004.
Examines how current psychology provides support for disabled children, focusing on deafness.
2,224 words (approx. 8.9 pages), 7 sources, APA, $ 69.95
»
Click here to show/hide summary
Abstract
Using deafness as an example, this paper discusses how psychological knowledge has influenced the support provided for children with disabilities and their families. The paper examines issues focused upon by psychologists, namely language development, attainment, and topics of identity and self-esteem.
From the Paper
"Linked to attainment levels is the development of identity and self-esteem. Deafness is an integral part of a child?s identity. Deaf children, too, need to be able to make sense of the world, and to feel part of it. For deaf children, there needs to be an equalisation of expectations and attainments. A child who has high expectations and reaches these attainments will have a much higher self-esteem than an under-achiever. Self-esteem must be taken into account when looking at identity."
| |
|
Deaf Education, 2004.
An overview of different educational systems for deaf children.
1,827 words (approx. 7.3 pages), 14 sources, MLA, $ 58.95
»
Click here to show/hide summary
Abstract
This paper examines how, in today's world, a hearing-impaired child can communicate and learn to enjoy life and the multitude of experiences it has to offer and how the proper and appropriate education of a hearing-impaired child is an issue that has most parents of these children confused and unhappy. In particular, it evaluates whether the "No Child Left Behind" Act sufficiently provides for deaf children and looks at some of the organizations that can help these children find the right form of education.
From the Paper
"The system of ?Bilingual and Bicultural? education for the deaf is based on the idea that deaf children belong to a Deaf Community, and that the language that they must use in order to communicate effectively will be the ?American Sign Language?. When deaf children utilize the English language for written as well as verbal communication, and use the American Sign Language wherever necessary, then this demonstrates the fact that they will have to communicate with others in the hearing world with the language that is used by most of the people within the community, and that is English. (Eden, BiBi) Apart from this, the philosophy of ?total communication? is one that teaches deaf children to be familiar with all the various modes of communication that are available to them, and all those methods that would be suitable for all their specific needs. (Eden, Total Communication)"
| |
|
Inclusion vs. Exclusion, 2002.
The mainstreaming of deaf children into public schools.
2,400 words (approx. 9.6 pages), 6 sources, $ 89.95
»
Click here to show/hide summary
Abstract
This ten-page undergraduate paper attempts to investigate consequences of mainstreaming deaf children into public schools. It will also emphasize on the fact why exclusion is a better option for such children than inclusion and will support this claim with various examples to date. Finally it will describe the deaf culture in residential schools.
| |
|
"Building Classroom Discipline" by C. M. Charles, 1991.
This paper reviews three of the eight models of discipline favored for elementary and secondary classrooms which were discussed in "Building Classroom Discipline", by C. M. Charles.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
»
Click here to show/hide summary
From the Paper
"The textbook, "Building Classroom Discipline", by C. M. Charles, provides an overview and discussion of eight models of discipline most prominently favored for use in elementary and secondary classrooms today. This paper selects three of those models (Cantor, Jones, and Glasser) for a comparison and contrast of three aspects of discipline (rules, consequences, and positive reinforcement) and concludes with a summary of the positive and negative elements of these models with suggestions for selecting a personal classroom management plan.
The first aspect of effective discipline is rules. All the models put forth that rules are essential to an orderly classroom and that students of all ages must know what the rules are from the first day of the class meeting. Lee Cantor's method, also called assertive discipline, simply states that the teacher ... "
| |
|
Standards-Based Classroom, 2006.
A discussion regarding the advantages of a standards-based classroom versus a traditional classroom.
2,045 words (approx. 8.2 pages), 8 sources, MLA, $ 64.95
»
Click here to show/hide summary
Abstract
This paper outlines the key features of the standards-based classroom. The paper begins by defining the traditional versus standards-based classroom, highlighting the features of the standards-based classroom and then provides an overview of the key components of a standards-based classroom. The paper concludes that a standards-based classroom provides more individual learning opportunities for students in contemporary society.
Outline:
Abstract
Introduction
Standards-Based Classroom Defined
Benefits Standards-Based Classroom
Components of Standards-Based Classroom
Conclusions/Recommendations
From the Paper
"This includes grasping firm knowledge and understanding of the role technology plays not only in education, but also in every day living. Teachers are becoming increasingly aware of the implications technology has on student's achievement but also their teaching and curriculum development. More and more educational facilities are encouraging teachers to participate in elective and continuing education classes that highlight technology and promote emphasis on technological learning in the classroom. Teachers are more and more learning that technology can be an efficient tool for designing unique and individual curriculums that attend to the need of individual students but also enable more efficient monitoring, assessment and evaluation of student achievement in the classroom and outside the classroom (Ernst, Peterson & Taylor, 2005). "
| |
|
The Science and Mathematics Classroom of Today, 2005.
Shows the process of designing an effective science and math classroom for elementary students, from classroom set-up to resources.
3,650 words (approx. 14.6 pages), 11 sources, APA, $ 101.95
»
Click here to show/hide summary
Abstract
This paper summarizes the considerations and steps necessary to properly design a successful program for mathematics, science, and all content areas in the elementary classroom. It offers an overview of classroom arrangement to create a stimulating environment, evaluating materials for a content-based program, and offering a variety of assessments to evaluate student learning.
Paper Outline:
Abstract
Classroom Arrangement
Classroom Materials
Student Assessment
Conclusion
References
From the Paper
"Evertson, Emmer, and Worsham (2003) state that the logical place for a teacher to begin his or her classroom management procedures is in arranging the classroom as it occurs prior to the beginning of the school year. Reflective teachers will arrive at the school several days before their contract calls them to so that they can assess the space to plan for the best arrangement, begin to hang posters and other personal effects, and decorate bulletin boards (Eby, Herrel, & Hicks, 2002). They go on to say that the classroom appearance makes a statement to the students and others about how much the teacher cares for the environment in which the class will learn. Whether the room is tidy or neat, colorful or drab, or filled with extra items to make it livelier will set a tone."
| |
|
Classroom Management, 2005.
Examines the process involved in managing a classroom, especially within an urban setting.
2,065 words (approx. 8.3 pages), 15 sources, APA, $ 65.95
»
Click here to show/hide summary
Abstract
Classroom management in the current urban teaching environment must be balanced against external factors such as standardized testing and school accountability measures, as well as against factors studied in class such as social fragmentation and silencing. The classroom management process itself usually takes place in stages in which the student is taught and assessed in their ability to perform specific tasks or display their knowledge of specific subjects, so assessment is also a vital part of urban classroom management. The classroom management process is based on a combination of these external and internal factors. This paper examines the classroom management process in the way in which it progresses through various steps, based on standards that set the bar for student progress and development in urban schools. The essential steps that are a part of the classroom management process, from this perspective, are based on the urban school being either equal to or greater than the national average in producing curricula that are able to meet these standards in terms of
results. The paper examines this issue generally, as well as specifically in terms of certain expectations that are required in the disciplines for students at certain grade levels, which in turn directly affects the classroom management process in urban schools. In each of these steps, as this paper states, the role of the instructional leader is more and more about working with great facility and leadership skills on an effective team, respecting diversity and being able to implement new technologies into the urban classroom. This team develops communication patterns that integrate the curricular needs of all involved parties, including teachers, parents, students and administrators, and at each step of the process this communication is integral to developing a complete classroom management plan.
From the Paper
"The results of Alvine's study therefore focus on putting technology in the forefront of the consciousness of those individuals who will be
teachers. Alvine's students continued to support the presence of television and other media options in the classroom from the standpoint that these media would be controlled by student choices and also be the focus of discussion and communication rather than the sole classroom activity. "First, they cited the importance of maintaining schools as human communities, as places where human beings interact face to face. Second, they pointed to the value of offering students choices in what media they use to access and share information" (Alvine, 2000, p. 3). Alvine's subjects also reported that close attention would need to be paid to choice in the content of the material supplied through technology in the classroom."
| |
|
Helping Deaf Students, 2007.
This paper explores the interpreter's role in deaf and hearing education.
1,028 words (approx. 4.1 pages), 4 sources, MLA, $ 36.95
»
Click here to show/hide summary
Abstract
The paper discusses how deaf students face particular challenges in the classroom, challenges often met and addressed by interpreters. The paper examines the misconceptions that exist with respect to the interpreter's role. The paper explains that the primary role of the interpreter is as translator, providing objective and factual information to deaf students in a manner that doesn't interfere with the student's ability to participate actively in the classroom. The paper concludes that it is vital that teachers, hearing and deaf students understand the role of the interpreter to maximize deaf students' opportunities for shared communication and success in the mainstream classroom.
From the Paper
"Many assume the interpreter's role in the classroom is limited to providing interpretive services to deaf students. Realistically speaking however the interpreter's role in the classroom is much more complex and involved. Frasu (2003), an interpreter, notes that it is vital to educate hearing consumers regarding the interpreter's role in the classroom, but that this is also one of the more difficult aspects of an interpreter's position. Further as an interpreter the author notes that no matter one's skill level it is often difficult to interpret information for those that aren't knowledgeable of the role and significance of interpreting services (Frasu, 2003)."
| |
|
"A Journey into the Deaf-World", 2002.
A review of the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan about Deaf-World culture.
1,725 words (approx. 6.9 pages), 1 source, MLA, $ 55.95
»
Click here to show/hide summary
Abstract
The paper examines the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan. It discusses how the book covers many technical issues in detail, but the underpinning for all of it is that the Deaf-World is its own unique culture with its own unique language and is every bit as much of a subculture as it is to be African-American or some branch of Hispanic. It looks at how the beliefs of people in the Deaf-World about their culture and language are challenged by people charged with helping them: educators, psychologists, audiologists, social workers and others all tend to think of hearing loss as a disability. It provides a detailed history of sign language and the use of ASL (American Sign Language).
From the Paper
"Many people in the Deaf-World object to this view. They know the richness of their language and understand its cultural significance, which the authors broke out into several sections. They note that ASL is a symbol of identity for people in the Deaf-World. In addition, it is the only language they can use to communicate with each other. It binds them together. One fear the Deaf-World has is that forced oral communication will undermine their culture, because it will force deaf people with no sign language skills to talk only with non-deaf people."
| |
|
Classroom Management, 2005.
A research proposal to examine how teachers can become effective at classroom management.
11,220 words (approx. 44.9 pages), 100 sources, MLA, $ 220.95
»
Click here to show/hide summary
Abstract
This paper aims to demonstrate exactly how teachers can become effective at classroom management and what skills are necessary for them to be effective at managing the classroom. To accomplish this, it examines classroom management from an open-minded perspective. The study also incorporates an exploratory approach with regard to examining how effective management skills can be adopted.
Outline
Abstract
Synopsis
Chapter 1
Introduction
Problem Statement
Importance of Study
Background to Study
Chapter 2
Literature Review
Classroom Management Defined
Why is Classroom Management Important?
Classroom Management in Action
Developing Classroom Skills
Factors Contributing to Teacher Strategies
Teaching and Classroom Management Models
Summary of Literature
Proposed Strategies for Success
Chapter 3
Methodology
Theory Building Process
Data Collection and Sample
Population Sample
Data Collection
Data Analysis
Scope and Limitations of the Study
Ethics
Implications
References
From the Paper
"The need for better instruction regarding how to effectively manage a classroom is evidenced in a majority of the literature available (Biggs, Hinson & Long, 1999; Placek & Dodds, 1988; Dembo & Gibson, 1985). Whether an education major or an experienced teacher, individuals are still attempting to identify the factors they believe to influence classroom management. Many are still struggling to define a successfully managed classroom, while others are working to identify factors that contribute to successful classroom management (Biggs, Hinson & Long, 1999). Surveys of teacher's beliefs about classroom management suggest that numerous factors may play into classroom management and the ability of teachers to manage classrooms effectively."
| |
|
The Benefits of Mixed-Grade Classrooms, 2001.
This paper describes the benefits of mixed-grade classrooms and questions the established norm of single-grade classrooms.
3,710 words (approx. 14.8 pages), 15 sources, APA, $ 102.95
»
Click here to show/hide summary
Abstract
This paper examines the research on the effectiveness of teaching in mixed-grade classrooms as compared to single-grade classrooms, with a particular emphasis on academic achievement and an even more specific math performance. The paper investigates the historical and cultural forces that shaped the one-age/one-grade classroom as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching in he 21st century.
From the Paper
"We are now so accustomed to the idea that students should be segregated from each other along narrow age bands that must of us do not question the efficacy and the rightness of doing so. But, of course, the idea that children should be placed into grades defined by age and separated from their peers is a recent trend in education as we well know. The practice is based as much in historical and social beliefs and circumstances as it is in sound pedagogy, and recently some schools have begun to ask whether single-grade classrooms are in fact the most effective atmosphere in which to teach elementary-age students. This paper examines the research on the effectiveness of teaching in mixed-grade classrooms to that of teaching in single-grade classrooms with a particular emphasis on academic achievement and an even more specific focus on how well students in both kinds of classrooms perform in math. Before looking at how these two types of classroom environments serve their students in the 21st century, it will be useful to examine the historical and cultural forces that shaped the one-age/one-grade classroom to begin with as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching."
| |
|
Responsive Classroom Approach, 2005.
An overview and analysis of an approach to teaching in the classroom termed the "responsive classroom approach".
4,000 words (approx. 16.0 pages), 1 source, APA, $ 108.95
»
Click here to show/hide summary
Abstract
This paper presents a detailed literature review on the topic of "responsive classroom approach". Using sources that research the responsive classroom approach to teaching, the author explores the approach and evaluates school climate when the approach is implemented. The author also examines the perception of school climate using responsive classroom approach from the standpoint of teachers, students and parents.
Outline
Create Rules with your Class
Keep the Rules Simple
Teacher Language is Powerful
Take Time for Reflection
Childhood Education
From the Paper
"The responsive classroom approach is one that has recently received attention nationwide in American schools. The approach deals with the social patterns of students in school. In recent years there has been attention given to school problems, including bullies, schools shootings and self esteem. With the more recent problems that have garnered national attention, school systems have turned to experts to determine how best to create a warm and welcoming school climate. Social skills may not fall under the four R's but if educators do not address the problem the repercussions could be tragic."
| |
|
Computers in Classrooms Are Ineffective Without Knowing How to Use Them, 2002.
This paper presents a discussion on the ineffectiveness of classroom computers. Billions of dollars are being spent each year nationwide on computers in the classroom and our national test scores are still declining.
2,150 words (approx. 8.6 pages), 8 sources, $ 80.95
»
Click here to show/hide summary
Abstract
This paper presents a discussion on the ineffectiveness of classroom computers. Billions of dollars are being spent each year nationwide on computers in the classroom and our national test scores are still declining. As long as the machines serve as dust collectors in the back of the classroom, we need to divert what we are spending to better uses. Lack of training, fast paced advances, and teacher apathy are all discussed.
| |
|
?Life In Classrooms?, 2002.
A review of the book ?Life in Classrooms? by Philip W. Jackson which focuses on the hidden elements of classroom education.
1,192 words (approx. 4.8 pages), 1 source, MLA, $ 40.95
»
Click here to show/hide summary
Abstract
This paper discusses the themes and ideas in the book, ?Life in Classrooms? by the highly acclaimed psychologist and educator Philip W. Jackson. It shows how although Jackson published this scholarly work in 1968, more than 30 years later, it is still quite relevant to our present-day classroom life and structure. It attempts to explain why Jackson considered life in a classroom quite unnatural and thus unfavorable for the proper psychological and intellectual development of a child.
From the Paper
"Keeping this in view, we realize that recent incidents of school violence may be subtly connected with this negative aspect of life in classrooms. When a child fails to make his presence felt, he resorts to violent and destructive tactics, which suddenly throw him in the spotlight. We can draw another extremely important conclusion from this group and crowd element. What schools mostly fail to understand is the fact that group operations are not always as smooth to adapt to as it appears on the surface."
|
|
|
