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Student Groups and Achievement, 2008.
This paper presents a study to determine whether tracking of students in math increases state standardized testing achievements.
2,494 words (approx. 10.0 pages), 18 sources, APA, $ 75.95
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Abstract
The paper explores whether tracking groups for students according to non-biased indicators will allow the students to increase their state testing scores in math. The paper defines the relevant terms, provides a literature review, outlines the methodology and research designs and explains the anticipated outcomes.
Outline:
Introduction
Statement of the Problem and Purpose of the Study
Background and Significance of the Problem
Definitions and Terms
Literature Review
Research Questions
Brief Description of the Methodology and Research Design
Anticipated Outcomes
From the Paper
"The work entitled: "Equitable Practices" states that "...despite prevailing practices, research over the last two decades has demonstrated the negative results of sorting students according to perceived motivation or ability." (NWREL, 2001) Furthermore, research had indicated that lower tracks tend to be disproportionately composed of lower-income and ethnic minority students, thus compounding the disadvantage many students already face." (NWREL, 2001) The data also has indicated that "in some cases students of color with the necessary scores for high-track placements are less likely to be placed in those classes than their European American peers." (NWREL, 2001)"
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Effect of Group Composition on Group Dynamics, 2004.
It?s not just a matter of bringing a group of people together; the sorts of people brought together can change the sort of group constructed.
4,361 words (approx. 17.4 pages), 19 sources, MLA, $ 114.95
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Abstract
This essay examines how the composition of a group, whether for therapeutic or business reasons, affects the outcomes and group goals that can eventuate. The essay contends that group composition needs to be both homogeneous and heterogeneous enough to allow for group processes to occur, i.e. group stages, for the group dynamic to progress and group goals to be achieved.
From the Paper
"While it is true that a group is made up of individuals, and without those individuals there would be no group, it is quite impossible to judge the ?sort of group? that will eventuate from merely examining the ?sorts of people? that constitute it. Doing so would be like ?explain[ing] the shifting pattern of a kaleidoscope by taking the tube to pieces and listing the fragments found inside? (Thompson and Kahn, 1970: 12). Systems theorists have long posited, in opposition to individual psychological explanations of group behaviour, that when individuals ?merge into a group? something new is created? (Lewin, 1951: 57). This new entity, although comprised of individuals, is believed to be ?greater than the sum of its parts? and thus the dynamic that is created within the group is not directly attributed to any one individual but rather the unique interrelationship between those individuals and the force that this interrelationship has on group functioning."
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Business Enterprise for Minority Groups, 2008.
A paper describing a program set up to help minority groups achieve success in the world of business.
1,233 words (approx. 4.9 pages), 5 sources, APA, $ 42.95
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Abstract
This paper discusses "The Minority, Women and Disadvantaged Business Enterprise" (MWBDE) set up to assist minority groups to achieve success in business through public policy. The paper finds that, although the program has been successful in general in some cases, the public policy has conflicted with other local government regulations. The paper relates that women in particular often found that they were being ignored by governmental and business entities.
Outline:
Evaluation of Public Policy Issue
Affect on Stakeholders
Public Policy Utilization
Evaluation of Competing Interest
From the Paper
"In general the MWBDE public policy was created to benefit the entire community, to include minorities, women and disadvantaged business owners, through their interactions with government and the larger established businesses in the community. The core of the policy provides a means of positively impacting consumers, business owners and the government through business exchanges that ensure growth. However, Langbein and Wilson (1994) contend that these intended benefits have not always been realized because of added local regulations that affect MWBDE groups.
"Langbein and Wilson (1994) discuss the fact that the MWBDE public policy often impacts business owners through local government regulations, which are intended to benefit these entities (p. 259). Langbein and Wilson (1994) state that in many cases the location of a business will determine the costs of the items being sold, the type of items sold and the public sectors that the business may serve. This is because the local government, through zoning laws and taxing determines the standards for business operation in different locales. For example, within public airports the government may implement regulations in which the business is allowed to only sell certain items and these items mist be priced competitively against the prices within other regional airports (Langbein & Wilson, 1994, p. 259). Additionally, local governments generally place airport taxes on these items that are beyond the normal taxation limits found n the surrounding community (p. 259). These taxes are then collected by the government and used for local community need, such as the operation of the local government, roads and schools. The policies do not change in relation to these types of businesses because the local government begins to depend on the income that they produce for the government and alteration of these regulations would mean restructuring of funding or the loss of continuing programs."
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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
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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."
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Peer Approval and Scholastic Achievement, 2005.
An exploration of how academic achievement can be improved by peer acceptance and a description of an experimental study carried out to demonstrate this.
3,419 words (approx. 13.7 pages), 9 sources, APA, $ 96.95
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Abstract
This paper describes an experimental study with the purpose of determining whether positive peer relationships correlate with higher academic achievement. The writer discusses past research on peer acceptance and school performance, predicting achievement scores from peer acceptance and friendship status, negative peer treatment and achievement, and on the influence of peer groups on feelings of connectedness. The writer explains how the current study differs from past research and describes in detail the activities carried out with an intervention group and a control group. Both groups were given the California Achievement Test, Sixth Edition, before the study and are to be given it again at the end of the academic year after the study. The writer predicts how the graph of the results of the study should look for both groups with regard to both the CAT/6 and to social skills. The paper concludes with the prediction that the peer relationship training that participants would receive in the intervention groups would significantly elevate their scores in both CAT/6 and social skills, compared with the participants in the control groups. This paper includes figures.
Outline
Methods
Participants
Materials
Measures
Procedure
Results
Appendix A. CAT/6 Sample Questions
From the Paper
"My experiment will differ from the past research in that it will be an experimental study with an intervention group and control group. The past research was not able to manipulate variables and therefore had many confounding variables that could have skewed the results. I chose this study because I believe peer relationships and emotional functions have a huge impact on academic success during the early developing years of childhood. I believe that if there were more work done to help develop positive peer relationships; educational and achievement benefits would follow suit. The hypothesis of my paper is that children who participate in the intervention group will achieve more in academics and will be rated higher in positive social skills by their peers."
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Groups: Theory and Dynamics, 2002.
An analysis of the essential social structure of groups, illustrating how they allow individuals to pull together to achieve a variety of objectives.
2,622 words (approx. 10.5 pages), 1 source, MLA, $ 79.95
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Abstract
This paper examines several key concepts in group theory and group dynamics, and relates them to specific examples in the writer's own experience. It focuses on controversy, negotiation, power, demographics, performance, and building productive teams. All are important elements in the ability of a group to fulfill its reasons for coming together and to satisfy the individual participants who make up the group. Understanding these concepts helps to highlight several essential processes necessary to a group's success. Relating the theories found in David W. Johnson and Frank P. Johnson's text, "Joining Together: Group Theory and Group Skills", to specific examples from the author's own life helps to clarify how these principles work and how these theories can be applied outside the classroom.
From the Paper
"Groups function in a variety of ways and as the result of different kinds of actions. One of the most significant processes seems on the surface to be the most potentially destructive, but controversy can actually help a group to come to a better resolution and work more effectively on future challenges. Controversy begins with individual assumptions that the group has all the information it needs to handle a crisis or make a decision, and the assumption that is then shattered through open discussion with others in the group. When discussion does not occur, controversy does not follow--and the group then suffers from faulty decisions."
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Groups and Goals, 2003.
An analysis of how groups differ from teams and how they succeed or fail in achieving their goals.
6,133 words (approx. 24.5 pages), 7 sources, MLA, $ 144.95
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Abstract
This paper provides an overview of goals and what the growing body of literature has to say about groups and their composition. An evaluation of how groups come together or not to accomplish their goals is followed by a summary of the research in the conclusion.
From the Paper
"The components of a high-level functioning group include a membership that has committed itself to the common purposes of ?maximizing their own and each other?s success?; members are happy to work together; positive interdependence to serves to unite group members in achieving clear operational goals; two-way communication; distributed leadership; power based on expertise rather than some spurious consideration; a decision-making procedure that is appropriate to the situation; an atmosphere that provides the freedom to challenge other group members? information and reasoning; and to constructively resolve conflicts within the group (Johnson & Johnson, 2003, p. 22)."
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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
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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."
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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
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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."
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Women Led-Self Help Groups, 2006.
An overview of how self help groups help to empower women, with a focus on the Bolangir District, Orissa.
2,730 words (approx. 10.9 pages), 5 sources, APA, $ 81.95
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Abstract
This paper looks at how women led self help groups (SHGs) in many parts of the country have achieved success in bringing women to the mainstream of decision-making. It examines how self help groups are also a viable organized setup to disburse micro credit to the rural women and encouraging them to enter into entrepreneurial activities. It mainly focuses on the socio-demography characteristics of SHGs in particular reference to the empowerment of women. It assesses the effectiveness of the SHG programmes and contribution to the development of the skills of rural women.
Outline:
Abstract
Introduction
Data and Methodology
Results and Discussion
Conclusion
From the Paper
"Women are generally under-employed due to their limited command over resources and regulatory institutions. Particularly, rural women face greater problem than their urban counter parts with no source of livelihood other than the agriculture. Hence, the government has been adopting various programmes for empowering rural women in the country. The introduction of Development of Women and Child in Rural Areas (DWCRA) was one such scheme. However, its several shortcomings leading to its failure paved the way for the introduction of Self-Help Groups (SHGs) scheme, a sub-programme under Swarnjayanti Gram Swarozgar Yojana (SGSY). The SHGs scheme is specially aimed at increasing women's earnings and making them self-confidant. It has been regular component of the Indian financial system since 1996."
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Mentoring to Improve Academic Achievement, 2008.
An analysis of the relationship between academic achievement and mentoring in schools.
1,577 words (approx. 6.3 pages), 7 sources, MLA, $ 51.95
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Abstract
This paper examines the role of the mentor in the academic achievement of low-achieving students. It focuses on the history of mentoring, the description of the mentoring process and the relationship between mentoring and student achievement. The paper concludes that in most cases mentoring is a process that benefits both parties and assists in improving conditions in the academic setting or in the workplace.
Table of Contents:
Abstract
Introduction
The History of Mentoring
The Mentoring Process
The Relationship Between Mentoring and Student Achievement
Conclusion
From the Paper
"As it related to academic achievement, the researchers focused on two measures of academic achievement: test scores and grades. The research results found that the mentored students in the first cohort were more successful academically that the students without mentors by the time 8th grade was completed. On the other hand, the mentored students in the second cohort actually did worse than the students without mentors. The researchers point out several reasons for the differences between these groups. One factor being the differences between the academic statuses of students in these groups. In addition, the participants were chosen differently between the two groups. The first cohort consisted of students that were chosen by teachers and the second was chosen randomly."
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Discrepancies in Student Achievement, 2005.
This paper discusses the discrepancies of students in achievement because of aspirations and expectations.
1,205 words (approx. 4.8 pages), 5 sources, MLA, $ 41.95
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Abstract
This paper explains that, among minority students as well as between male and female students, there are discrepancies in educational and occupational expectations and aspirations. The author points out that, using the National Education Longitudinal Study, a gap exists between aspirations and expectations among students who set goals that were unrealistic in nature and who had generally been described as having lower educational achievement levels early on in their education. This paper stresses that, first and foremost, educators have to identify when a potential for a discrepancy exists and than use a combination approach because there is no one solution that will fit every student.
Table of Contents
Historical Origins of Differences
The Discrepancies between Supposedly Increasing Educational Aspirations and Persistent Gaps in School Outcomes
Challenges These Differences Pose to Educators Today
What Schools and Teachers can do to Improve Educational Equity across Population Groups?
From the Paper
"Why the discrepancy? In the past little effort has been made to differentiate between aspirations and expectations; and example given is a study conducted in 1991 by Marjoribanks, who used the term 'aspirations' to describe his study, but actually measured student expectations. Thus, part of the blame rests on the shoulders of researchers. There is also evidence to suggest that sometimes students create aspirations that are unreasonable or unattainable. This is an issue that must be dealt with by school administrators and teachers, who must work together to help students create aspirations that are attainable and reasonable. In addition, students must be taught in an environment that encourages and supports, and one that recognizes the unique challenges and hardships any individual student may face when attempting to realize their expectations."
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ESL and Poor Achievement, 2007.
This paper looks at the problem of poor academic achievement amongst students who speak English as a second language (ESL).
850 words (approx. 3.4 pages), 3 sources, MLA, $ 30.95
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Abstract
This work reviews three articles about the problem of poor academic achievement in the early grades amongst children who speak English as a second language. The writer looks at the work of William Armaline and David P. Levy entitled: "No Child Left Behind: Flowers Don't Grow in the Desert". The writer then discusses a RAND Reading Study Group report which addresses related issues. Finally, the writer looks at a study conducted by Nonie Lesaux on a group of 30 ESL children in Vancouver. Potential research as to the appropriate method including the rationale is discussed.
Outline:
Research Objective
Introduction
Research Design
Armaline & Levy 2005 - NCLB & Failure For Provision
RAND Reading Study Group (RRSG) - Failure To Prepare
Surprising Results - Lesaux & Thirty Languages ESL Base
From the Paper
"The first step in conducting a review of available literature is choosing appropriate literature of an academic and peer reviewed nature such as material published in academic journals or publications. For the purpose of this review three such articles have been chosen."
"RESEARCH DESIGN
This material will be reviewed in the nature of a 'qualitative' research study. The 'qualitative' method of research is one that is referred as a secondary analysis and one that is interpretive in nature."
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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
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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."
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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
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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)."
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