| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "REPEATING GRADES ESTEEM": |
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Repeating Grades and Self-Esteem, 2000.
A research proposal to determine the effects on third-grade students' self-esteem of holding them back to repeat the school year.
1,350 words (approx. 5.4 pages), 7 sources, $ 47.95
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Abstract
Among the many reform efforts currently undertaken to improve education in the United States is a trend toward holding students back from advancing to the next grade until they have mastered certain skills. The idea of social promotion has fallen out of favor; instead, the focus is on retention
From the Paper
"The Effect of Retention at the Third Grade Level on Children's Self-Esteem
I. The Problem
Introduction
Among the many reform efforts currently undertaken to improve education in the United States is a trend toward holding students back from advancing to the next grade until they have mastered certain skills. The idea of social promotion has fallen out of favor; instead, the focus is on retention.
However, there is controversy about the value of retention. Educators disagree about the value of retention and the harm of social promotion, both intellectually and psychologically. Gordon (1999) asserted that retention is ill-advised and that..."
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Retention at the Third Grade Level, 2002.
A research proposal to determine if holding children at the third-grade level back from advancing to the next grade will affect their self-esteem.
1,559 words (approx. 6.2 pages), 7 sources, MLA, $ 51.95
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Abstract
This paper examines how among the many reform efforts currently undertaken to improve education in the United States is a trend toward holding students back from advancing to the next grade until they have mastered certain skills and how the idea of social promotion has fallen out of favor; instead, the focus is on retention. It proposes a study to see whether if holding children at the third-grade level back from advancing to the next grade has any influence on the children's self-esteem, particularly if they are socially promoted, or if they are advanced to the next grade, but at the very bottom of their class and whether there any differences in self-esteem levels between all of these groups.
Outline
The Problem
Introduction
Subsidiary Questions
Review of Relevant Literature
Hypothesis
The Method Sample
Research Design and Instruments
From the Paper
"According to a classic 1980 study on childhood stress, the only two things that children fear more than losing their parents or going blind is having to repeat a grade. This is one of the most traumatic events for young children, and it has far-reaching consequences. The most common of these consequences are that the child is stigmatized, rarely catches up with classmates, and often drops out of school (Perry, 1999, Darling-Hammond, 1998). Behavioral problems are also often the result. In comparison to those who have been socially promoted, children who have been retained do much worse in the long run, even if they are at the same basic level to begin with. Apparently these children simply give up on themselves as learners, feeling like failures and assuming that it is impossible for them to succeed academically (Darling-Hammond, 1998)."
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Effect of Studying on Students? Grades, 2005.
Argues that students who study will have higher grades than students who don't.
1,733 words (approx. 6.9 pages), 8 sources, APA, $ 56.95
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Abstract
The advent of companies like Sylvan and Kumon learning centers have advanced the idea that grades are not important. With colleges and universities becoming more and more competitive as far as their entry requirements, it is not possible for the average student who wishes to succeed and get into the career of their choice, to simply ride along and hope for the best. The paper shows that on top of the requirement for students to have extra-curricular activities and community involvement, SAT scores and excellent grades are essential for the motivated student to even hope to be accepted to the college of their choice. But what can the average student do to improve his or her grades. Is it necessary for these students to attend learning centers like Sylvan and Kumon? Or can a student, with the sufficient amount of study time, attain the grades he or she needs to succeed? This paper argues that students who spend more time studying will have higher grades than those students who spend only moderate or little amounts of time studying.
Paper Outline:
Overview Chapter
Review of Literature
Methodology
Limitations
Research Findings
Summary and Conclusions
Recommendations
References
From the Paper
"It would appear from this simple study that the students who spend the most time in study have the most impressive GPAs. There does not appear, in the study anyway, to be an association of improved grades based on whether the student studies in a group or on an individual basis, although this may be a good subject for further study. From the review of the literature it would appear that more important than hours spent in study is the issue that the students have adequate study skills and be able to use the study hours they do have as efficiently and effectively as possible."
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College Athletes? Grades, 2005.
This paper discusses the failure of colleges to insist upon and help maintain the grades of their athletes.
1,610 words (approx. 6.4 pages), 5 sources, APA, $ 52.95
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Abstract
This paper explains that one reason colleges have been unable to handle effectively the problem of athletes with abysmal grades is that star players bring wealthy alums back to campus, along with their checkbooks. The author points out that the National Collegiate Athletic Association (NCAA) approved a reform package, particularly for the big money-making sports of football and basketball, which require more stringent eligibility rules for recruiting; once in college, the athletes must graduate within five years, completing 20 percent of the coursework each year, while maintaining at least a 1.8 grade-point average as a freshman, and a 2.0 each year thereafter to be eligible to play. The paper relates that there is a correlation between lower grades (even lower than usual) among college athletes during their sport's season and that academically marginal student athletes respond less successfully to the increased demands of college.
Table of Contents
Abortive Mission
A Lesson from the High School
Poor Excuses
From the Paper
"At least since 1998, high schools in wealth Northern Virginia have tightened academic standards for student athletes and for other students who participate in other extracurricular activities as well. Fairfax County coaches and teachers had begun monitoring student grades. In addition, in Fairfax County, the students cannot comply with the demand for a C average or better by taking only one or two easy classes; "students are required to take five classes and pass five classes in a previous school semester to be eligible to participate in athletics." If a student does drop two letter grades in a subject or his grade-point average drops below 2.0, he is counseled by coaches and offered help."
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Guided Reading in Grades K-3, 2003.
A critical analysis of guided reading in grades K-3.
1,996 words (approx. 8.0 pages), 10 sources, APA, $ 63.95
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Abstract
This paper addresses the benefits of guided reading in grades K-3. It also compares guided reading direct instruction methods. It explains that there are necessary basics involved in encouraging a successful guided reading lesson and then examines these basics.
From the Paper
"I visited my elementary school a few weeks ago. Winfield Street Elementary School in Corning, N.Y., was where I was educated from kindergarten until fifth grade. Remembering back, each classroom always had a very traditional setup. The desks were always in rows and the teacher's desk in the front. Students were considered "empty containers" that were filled with facts and rules through lecture and discussion. The students had little choice in the direction of their learning. As I walked through the hallways of my elementary school and peeked into different classroom doorways, I saw the same setup. Sadly, some teachers believed that direct teacher instruction was still better than any other type of instruction. I do not know how or why teachers can feet that students gained from this type of instruction. Recently, in many schools, a new reading technique is being used. This new technique is guided reading and it requires teachers to have a more focused approach on reading instruction. "
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The Pressure to Get Good Grades, 2002.
An analysis of the effect of the pressure on students to achieve high grades.
934 words (approx. 3.7 pages), 2 sources, MLA, $ 33.95
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Abstract
Stress is sometimes associated with the perception of having too much to do and too little time. This paper examines the cause and effect of stress in students as a result of the pressure to get good grades. It discusses the psychological and physiological symptoms such as headaches, stomach pains, back pains and dizziness and evaluates the ways students can learn to cope better with their workloads such as tutoring, study groups etc. The paper also discusses the positive side of stress, how it can motivate and help achieve more.
From the Paper
"The pressure to get good grades is sometimes caused by parents who want their students to go to a good college or get a scholarship. Sometimes parents needlessly turn their children into "super kids" who believe that they must do everything right. In order to meet their parents' expectations, students are liable to cheat on class assignments or take drugs to help them cope with the stress. Sometimes students become depressed or rebel from the pressure to get good grades."
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Improving Academic Grades, 2005.
A discussion of recommendations for a college student to improve academic grades.
1,575 words (approx. 6.3 pages), 6 sources, $ 62.95
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Abstract
This paper discusses how to improve academics, specifically learning how to juggle classes, social life and other roles that can be difficult as a college student. The paper recommends ways to obtain academic goals, including looking attributional patterns and changing these as needed, time management, learning to take notes, obtaining better study tips, learning ways to relieve stress, and setting academic goals that can be tested.
From the Paper
"Freshman college students find the transition of becoming a college student quite different than high school. Many college students are challenged by time management because they have put on different masks such as being a parent, a worker, and a student. Academic stress often leads to lower grades and depression. "Academic stress pervades the life of students, and tends to impact their mental and physical health, and their ability to perform schoolwork effectively" (Akgun & Ciarrochi, 2003, p. 287). Learning how to juggle classes, social life, and other roles can be difficult as a college student. The academic goal is to become a better student and obtain higher academic grades. Obtaining this academic goal will include looking at attributional patterns and changing these as needed, time management, learning to take notes, obtaining better study tips, learning ways to relieve stress, and setting academic goals that can be tested."
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Problem-Solving in the Primary Grades, 2002.
An in-depth study about different methods of teaching mathematics to primary grade school children.
5,241 words (approx. 21.0 pages), 21 sources, MLA, $ 130.95
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Abstract
The first part of the study is a review of the relevant literature. The writer explores some of the recent literature about constructivist principles and the development of techniques for enhancing problem-solving within the classroom setting. The second part of the study is a brief analysis of the literature, with a focus on limitations and recommendations for further study. Finally, the third part of this study includes a project design to be carried out in my own classroom, using principles learned from the research.
From the Paper
"In response to unacceptable levels of mathematics achievement in the United States many groups with an interest in the teaching of mathematics have called for reform (Niemi, 1996). The calls for reform are based on recent advances in cognitive theory that call for a more constructivist view of learning (Wood & Sellers, 1996). Traditionally, mathematics instruction in the primary grades has consisted of teaching computational skills, drills, and simple word problems. Concepts now included in mathematics curricula are being changed to stress problem-solving skills, but the resources and teaching methods available to primary grade teachers are not keeping current with the new standards. In 1989, the National Council of Teachers of Mathematics (NCTM) began emphasizing the teaching of mathematical concepts and problem solving at all grade levels. In the years following, the NCTM have strengthened their stance on the inclusion of problem solving within mathematics curricula. The California Mathematics Framework also includes problem-solving instruction beginning in kindergarten. The primary focus of mathematics instruction is shifting from simple computational skills to problem-solving applications in all grade levels."
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Nurture vs. Nature, a Repeating Chorus, 2005.
This paper discusses the psychology of intelligence and looks at the debate of nurture versus nature.
2,250 words (approx. 9.0 pages), 10 sources, $ 89.95
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Abstract
This paper is a thematic paper addressing basic arguments on the heritability of intelligence in relation to other assumptions as recurring forces in a Psychology that needs to be addressed broadly. The writer looks at the nature vs. nurture debate which is by no means over, and needs to include further inclusions from other areas of psychology and other of the social and applied sciences. This article includes reference to IQ/aptitude testing and cultural assumptions regarding intelligence and education and mobility. The writer also discusses static vs. dynamic societies and motivation and displacement.
From the Paper
"The nurture vs. nature debate in the study of intelligence, as a 'dualistic' argument, one would hope was laid to rest, but the challenge of biological determinism, in the last 20 years, has compelled new attention to the general subject. Unfortunately, as Gould expresses, societies and social scientists are forever looking for ways in which to 'slot' particular members, assessing groups in relation to one another, and thus, determining where they might 'belong', and as Gould ventures in his introduction's reference to Socrates and those who can be assigned by merit to classes of rulers, auxiliaries or craftsmen."
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Repeating History: The Threat of a Digital Pearl Harbor, 2006.
Examines how the United States is unprepared against the threat of cyber-terrorism.
948 words (approx. 3.8 pages), 4 sources, MLA, $ 33.95
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Abstract
On the morning of December 7, 1941, the United States suffered the worst surprise attack it had ever encountered in its prestigious military history. Now, over 60 years later, many experts believe that America is once again in danger of a crippling ambush, this time on the digital front instead of the military. The paper argues that in an age of networking and connectivity, the United States has yet to put up a unified cyber-defense, to protect against the many hacking threats from terrorists and others seeking to harm the nation. The paper shows that in order to ensure its security, America needs to tighten its digital defenses and present a strong deterrent to potential attackers, just as it has done in its military engagements.
From the Paper
"Many cyberterrorism scenarios seem unrealistic and impractical, such as a group of hackers seizing control of power grids and shutting them down for extended periods of time. While this has proved to be difficult, exercise "Zenith Star" was very successful at disrupting local communications and jamming up emergency networks such as 911 (Adams). This could open the door for physical terrorism within a city that is also under a digital attack, rendering it unable to respond to whatever damages the terrorists may have planned."
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Traditional Grading in Elementary Classrooms, 2005.
This paper discusses the effects of traditional grading and writing in elementary classrooms.
1,825 words (approx. 7.3 pages), 5 sources, APA, $ 58.95
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Abstract
This paper explains that grades signify an end, a final evaluation of a finished piece; however, by not grading, teachers signal that a piece can still be revised, which recognizes that writing is a recursive process that requires various stages of revision. The author evaluates two alternatives to traditional grading: Minimal grading using codes to communicate with students, such as exclamation points to show approval, a question mark to point to an unclear passage or a check to indicate an error, and achievement grading or contract grading, which allows students to receive credit for the work accomplished---the more work students do, the higher their grade. The paper recommends that students as young as first grade should be encouraged to revise their writing in response to teacher feedback, which should focus specifically on student's writing strengths and weaknesses that is the type of feedback they can't get from conventional letter grades.
From the Paper
"In too many classrooms, "grades are wages students earn in exchange for their labor." Teachers assign papers as work, students create papers as products and grades are exchanged as currency. Students who enter school with the appropriate skills are rewarded; they know how to write a paper and just have to figure out what the teacher wants to read. Students who lack those skills begin the writing process already at a disadvantage; unless they are explicitly taught how to write, they will continue to receive low grades. It is the students lacking these basic skills -- who view writing as threatening, are unmotivated, or are learning the conventions of English, who we need to advocate for when thinking about the effects of traditional grading."
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Self-Esteem, 2002.
A discussion of what self-esteem is and how it affects the individual.
2,516 words (approx. 10.1 pages), 5 sources, MLA, $ 76.95
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Abstract
This paper examines how educators, parents, business and government leaders recognize the need to develop individuals with healthy or high self-esteem, since high self-esteem is associated with positivism, constructiveness, responsibility and trustworthiness, while low self-esteem usually means the opposite. It aims to address the significance of self-esteem, as related to both adolescents and adults, in an effort to determine what self-esteem is, why people suffer from low self-esteem and how people measure self-esteem. It examines three recent research projects, as well as relevant background information.
Outline
Introduction
About Self-Esteem
Consequences of Low Self-Esteem
The Role of Self-Esteem in Adolescence
Measuring and Pursuing Self-Esteem
Conclusion
From the Paper
"This concept of self-esteem is strongly correlated with a sense of competence and worthiness and the relationship between the two (Reasoner, 2000). The worthiness aspect of self-esteem is often misunderstood as positive feelings about oneself, when it actually is tied to whether or not a person lives up to certain fundamental human values, such as gaining a sense of integrity and satisfaction. A sense of competence refers to the conviction that one is generally capable of producing desired results, having confidence, and making appropriate choices and decisions."
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The Grading System, 2002.
Explores whether changing the grading system in America's educational system will improve student performance evaluation.
1,397 words (approx. 5.6 pages), 5 sources, MLA, $ 46.95
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Abstract
One of the main issues that the American educational system has to contend with is the formulation and implementation of an appropriate grading system to effectively measure and determine student performance in schools and universities. There have been numerous articles printed and published that suggests for a change in the current grading system in the curriculum of the U.S. educational system, which are the letter grades. Alongside this proposal is the suggestion for implementation of other forms of grading systems such as the numerical, narrative or mixed mode (combination of both numerical/letter and narrative) forms of grading. However, while programs gearing for a change in the grading system are prevalently called upon, there are also proponents who have disagreed with these changes and opted for the abolishment of grading in formal education. These perspectives are discussed in detail in this paper, and each grading system and perspective regarding the issue of changing the grading system is analyzed through its advantages and disadvantages to school evaluation and student performance. Primarily, the stance of this paper is for the support of the implementation of the mixed?mode or the combination of numerical/letter or the narrative grading system. The points for and against this choice are also discussed in this paper.
From the Paper
"The letter grade system is the prevailing form of grading in the American educational system at present. The letter grading systems utilizes letters as the measure of student performance an evaluation. Letter grades are based on an interval kind of measurement, wherein a broad range of grades are categorized under a letter grade ?representative.? For example, a grade of B can range from a numerical grade percentage of 80.5%- 89.5%, which is quite a broad interval and closer to the grades of A and C. One of the advantages of using letter grades is that it is prevalently used among schools and educational institutions, and has been the norm in most grading systems used by instructors and students. However, the letter grading system has its flaws that make it problematic and an inaccurate and unreliable measure of student performance evaluation. Letter grades are an inaccurate form of grading since it is interval-based in grading, and there is an unfair distribution of equal grades to students who have different levels of performance and knowledge."
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Students' Self-Esteem, 1990.
This paper is a research proposal to determine effects of an educational intervention program on the self-esteem of at-risk fifth-grade students.
1,800 words (approx. 7.2 pages), 6 sources, $ 63.95
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From the Paper
"The Problem
At-risk students are typically defined as students who, due to a wide range of personal familial, social, and/or academic circumstances, are likely to leave school prior to their high school graduation. According to a 1983 report issued by the National Commission on Excellence in Education, at-risk students may be identified by one or more of the several factors which operate to put them at risk. The most major of these factors include: (1) academic performance that is two or more years behind grade level; (2) California Achievement Test scores which are below the 25th percentile; (3) nonpromotion to higher grades; ... "
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Teenagers' Self-Esteem, 1995.
This paper discusses the self esteem of teenagers: Causes and problems of low self-esteem in home, school and society, role of teachers and parents in building esteem, drugs, dating, belonging, risk-taking and morality.
2,250 words (approx. 9.0 pages), 10 sources, $ 79.95
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From the Paper
"Improving the self-esteem of high school students is a rewarding challenge for both educator and parents. Self-esteem affects the way a student learns, works, and builds relationships. Positive self-esteem enhances the student's ability to take personal and social responsibility. Since adolescence is a period of insecurity and experimentation when teenagers struggle with their self-awareness and self-confidence, it is critical that the important adults in the teenager's life possess the strategies needed to develop and maintain positive self-esteem.
Self-esteem encompasses all that an individual perceives himself or herself to be, and takes on two characteristics: global and temporary. Global self-esteem is the overall evaluation of a person. Temporary self-esteem relates to a ... "
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