| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "SCHOOL WIDE PROFESSION DEVELOPMENT PROGRAM": |
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School Wide Profession Development Program, 2004.
Describes a school wide professional development program that covers four important areas.
1,125 words (approx. 4.5 pages), 0 sources, APA, $ 39.95
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Abstract
This paper describes four areas of a school wide professional development program: instruction, curriculum, organizational effectiveness and standardized testing. The paper explains how schools can improve their capacity to cater to student learning needs.
From the Paper
"The school wide professional development program that is described in this paper addresses four inter-related areas: instruction, curriculum, organizational effectiveness and standardized testing. Using the following components- planning, implementation and dissemination - as an organizing framework, this paper will clearly define how schools can improve their capacity to cater to student learning needs. In the planning stages of the professional development program, the school leadership team that consists of members from the administration and the teaching staff should conduct periodic needs assessments of the students teachers..."
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School Program Improvement Plan Analysis, 2006.
An analysis of the aims and implementation strategies for a school program improvement plan, focusing on Minnesota School District # 279.
1,052 words (approx. 4.2 pages), 3 sources, APA, $ 36.95
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Abstract
This paper analyzes the program improvement plan guide of Minnesota School District # 279. It presents the general aims of a school improvement plan and the areas in which the program aims to support the schools. The paper then looks at how a program could be implemented into a school. Finally, the paper focuses on Minnesota School District # 279 and how the program could be implemented there.
Table of Contents:
School Program Improvement Plan
How is it Undertaken?
The Program Improvement Plan Process Guide of District 279
From the Paper
"The process of improving a school program is a continuous one, it evolves as needs arise. Therefore, implementation and conceptualization is not easy. It needs to be constantly assessed and tested if the program still works according to the demand of the time. The plan to improve the school program is undertaken by a committee or team through the following key steps: a.) Select a reform model, by first assessing the needs of the school so you can decide on which models to adopt, building a knowledge base, becoming familiar with school reform models, determining evidence of effectiveness, making informed selection, and finalizing arrangements with model developer. b.) Design a comprehensive program by reallocating resources and developing action plan. c.) Implement the program by providing leadership, fostering positive relations between administrative staff and the community, looking for early successes, managing the plan, securing external support, checking for possible abrupt improvements. d.) Use evaluation for continuous school improvement by setting standards, promoting a climate for data-driven accountability, monitoring implementation, planning changes, evaluating outcomes, using multiple measures, informing stake holders and creating a user friendly data storage system."
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School Safety Programs, 2002.
Compares the effectiveness of two different programs, D.A.R.E and School Resource Officer, adopted in some public schools to help fight the rise of drug and alcohol abuse on campuses.
4,150 words (approx. 16.6 pages), 15 sources, $ 151.95
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Abstract
Schools in the United States are increasingly becoming centers of criminal activities among youth with drug and alcohol use on the rise. Parents, teachers and relevant authorities are concerned about the increasing rate of drug and alcohol use in public schools with substantial increase in violent activities on the school property. To rectify this problem and effectively deal with the issue, Los Angeles Police Department suggested a program in 1983 according to which police and school authorities would work together to curb the rising rate of crime in educational institutions. This resulted in the creation and implementation of Drug Abuse resistance program in schools all over the country. But a decade after its implementation, it was found that while DARE was a popular program; it had failed to produce significant positive results. This made some schools in the country look for alternative programs and in the mid 90s, School Resource Officer program was adopted by some schools in the country.
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A Study Of Alternative Schools And Programs, 2002.
Compares the effectiveness of alternative schools and different alternative programs.
4,275 words (approx. 17.1 pages), 21 sources, $ 135.95
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Abstract
Compares the effectiveness of alternative schools and different alternative programs. Goal of programs to enhance education. How alternate programs differ from traditional education. Aim of helping the troubled or at-risk student. Discusses successes & failures of various alternative schools programs. Cites examples of failures and successes. How the student populartion has changed. Problem of delinquent youths; behavioral problems. Contends successful schools have a supportive structure & leadership.
From the Paper
"ALTERNATIVE SCHOOLS CAN MAKE A DIFFERENCE
Abstract
The purpose of this study will be to compare the effects of alternative schools and alternative programs. Both success and failure have been reported for each type of program, and success factors have been listed for each. Literature comparing the two programs is lacking. The three hypotheses for this study are that subjects attending alternative schools will show greater improvement in their school attitudes (1), academic performance (2), and school attendance (3), than subjects attending alternative programs. A review of the literature related to the study topic includes the following: an introduction to alternative schools and alternative programs; alternative schools; alternative programs; and additional factors involved in ..."
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School Inclusion Programs, 2004.
A research paper that assesses what is required in order to make school inclusion programs successful.
10,808 words (approx. 43.2 pages), 7 sources, APA, $ 214.95
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Abstract
This is a research paper, which asserts that the attitudes and perceptions of administrators, teachers, and parents have a significant impact on a successive inclusion program. The study attempts to assess the attitudes, beliefs, and perceptions of an elementary school administrator who works in a school that, to varying degrees, attempts to educate all students, regardless of the nature or type of disability. The paper uses this assessment to determine whether the administrator's perceptions have an effect on the success of the inclusion program.
The Leadership Context
Background Information
New York City
New York City Public Schools
Statement of the Problem
Definition of Terms
School Mission and Vision
Narrative Description of the School
Research Design
Research Questions
Conceptual Framework and Model
Method Used to Collect Data
Data Necessary for the Answering of the Research Question
Criteria Used to Interpret the Data
Analysis of Case Study Evidence and Conclusions about Leadership
Recommendations for Educational Leadership
From the Paper
"There are many regulations that the state of New York must carry out in order to implement the proper guidelines of teaching special education. The first regulation is public Law (PL) 94 ? 142 (1975). PL 94 ? 142 guarantees that all children receive a "free, appropriate public education" in the "least restrictive environment" at no expense to the parents. The passing of this federal law has mandated the public policy of inclusion in the latest amended version, the Individuals with Disabilities Education Act (IDEA). IDEA provides that any private or public school or agency gives the appropriate facilities to educate handicapped children with children who are not handicapped in a general educational environment (Reutter, 1994)."
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School-to Work Programs, 2002.
A discussion of the disadvantages of school-to-work (STW) programs.
797 words (approx. 3.2 pages), 4 sources, MLA, $ 28.95
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Abstract
This paper looks at school-to-work (STW) programs, which are designed to meet the needs of a large portion of today's students - those who are work-bound as soon as they graduate high school. It looks at how many of these programs allow students to enroll as apprentices and accumulate hours and experience towards a qualifying certificate in a specific profession while earning credits towards their high school graduation diploma, as well. It supports the opposing viewpoint of school-to-work programs, arguing that education that concentrates on job training results in graduates who are less adaptable and less able to change occupations without retraining. Without training in liberal arts, many high school graduates have difficulty learning new skills and adjusting to new jobs.
From the Paper
"According to the U.S. Department of Education (2001), in order to create a national school-to-work system, the departments of labor and education provide start-up grants to states and local communities. In addition, the federal government, states and communities can build on programs such as vocational education, technology preparation, youth apprenticeship, career academics, school-based enterprises, job training programs, and cooperative education to create school-to-work systems and transform learning in high schools."
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Middle School Advisory Programs, 2008.
This paper looks at the effectiveness of advisory groups and programs in middle schools.
3,348 words (approx. 13.4 pages), 12 sources, APA, $ 95.95
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Abstract
In this article, the writer notes that middle school is a time of great transition for students, who are simultaneously dealing with physical and social changes, as well as more rigorous academics. To help students manage the transition, many middle schools have begun offering advisory groups. The writer points out that advisory groups may consist of staff and students, meeting regularly to engage in activities designed to benefit students academically and socially. One of the main goals of advisory groups is for each student to have at least one caring adult at the school who knows the student personally. Schools have used advisory groups to help students increase self-esteem, build better relationships with peers and adults, improve academically, and play a positive role in their communities. The writer maintains that advisory groups can be critical to student success, but before one condemns middle schools for often providing ineffective programs, one must first provide a clearer picture of how to develop more useful alternatives. The writer concludes that by building on current research and conducting new inquiries into the scope of the problem and possible solutions, one can move toward a better understanding of best practices.
Outline:
Introduction
Promise and Problems
Working Toward Best Practices
Understanding Future Challenges
Conclusion
From the Paper
"However, advisory groups often have been riddled with problems. A distinct lack of guidance on best practices, as well as inadequate program focus and staff training, has led many advisory programs to be little more than glorified study halls or quiet times. Some schools are looking to change this, through structured activities that include character education, community service, and working with younger students. While schools begin to understand how to structure effective advisory programs, research shows that these programs are likely to face new roles and challenges. For example, researchers believe that advisory groups could help students make better health choices and develop more sophisticated notions of gender identity. However, before advisory groups can reach their full potential at the middle-school level, more research is needed to help schools better understand best practices and how tenets of good advisory programs can be practically implemented."
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Leadership Programs for Inner-City Schools, 2007.
An analysis of the impact of leadership programs for football players at inner-city schools.
14,394 words (approx. 57.6 pages), 58 sources, MLA, $ 249.95
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Abstract
This paper analyzes how disciplinary problems can be reduced in inner-city schools. It suggests that young people can learn to better manage themselves while relating to others. The paper focuses on a high school football program that focuses on instilling leadership qualities in its participants, to achieve this end. It reviews the literature and analyzes the success of these programs.
Table of Contents:
Abstract
Chapter 1: Introduction
Statement of the Problem
Rationale of Study
Chapter 2: Review of Related Literature
Background and Overview
The History of Mentoring
What is Mentoring?
Importance of After School Programs
Programs Found And Research
Economic Considerations
Assessing the Effectiveness of High School Sports-Based Leadership Programs
Data-gathering Method and Database of Study
Chapter 4: Data Analysis
Setting and Participants
Chapter 5: Summary, Conclusions and Recommendations
Summary
Conclusions
Recommendations
From the Paper
"The research clearly showed that participation in extracurricular athletic programs provided high school students with a wide range of beneficial outcomes, including improved academic performance and fewer disciplinary problems. It is reasonable to conclude that participation in such extracurricular leadership development activities will help address many of the fundamental issues facing American educators and students alike in inner city schools, and but such interventions are not without effort and cost. Nevertheless, there are some obvious win-win aspects to such athletic-based initiatives as well, particularly for inner-city students who may have few alternatives available to them. According to one authority, "Teaching students how to live healthy is vital to our society. Physical education teaches students how to develop and maintain proper fitness. Teaching people how they can live longer not only benefits the individual but also society, through a reduction in medical spending due to unhealthy individuals" (Coviello, 1994, p. 6). Despite these findings, though, other authorities cite some fairly isolated examples of how participation in extracurricular leadership development programs either do not contribute to such development or merely provide an avenue for enhancing natural traits there were already present in a given percentage of the participants. Despite these constraints to the positive conclusions noted above, though, these potential downsides are more than offset by the important benefits that many students gain through such active participation. Therefore, the following recommendations are provided."
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The School Voucher Program, 2002.
A detailed discussion of the controversial proposed School Voucher program.
5,975 words (approx. 23.9 pages), 23 sources, APA, $ 142.95
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Abstract
This study was designed to determine whether a school voucher program is really what the public desires or if changes in education are desired regardless of where the education occurs. It asks the question is the public willing to pay an additional tax to fund the program. Background and statement of the problem are presented, as well as a review of the literature.
From the Paper
"America has always prided itself on being the best nation in the world. Many nations turn to America for assistance, advice and guidance in many areas including economics, trade, and military actions. The one place that America seems to be lagging of late is the area of education. Each year there are reports released that detail the fact that American students are behind Japanese, German and other counterparts when it comes to standardized test scores in the academic basics. This has led to many heated debates and suggestions for improvements and one of the suggestions has been to provide a government funded voucher program that will allow parents to send their students to private schools if they are not satisfied with the education the public school system provides."
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School Breakfast Program, 2002.
An outline of data and methodology on a school breakfast program.
3,150 words (approx. 12.6 pages), 10 sources, $ 115.95
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Abstract
This paper analyzes the effects of the school breakfast program, outlining the data and methodology collection.
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School Breakfast Program, 2002.
An analysis of the school breakfast program.
2,650 words (approx. 10.6 pages), 10 sources, $ 97.95
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Abstract
This paper analyzes the effects of the school breakfast program, outlining the data and methodology collection.
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Exercise and Diet Programs in the Schools, 2002.
Presents an argument for introducing a systemic programs in the school system with the intention of protecting children against obesity.
650 words (approx. 2.6 pages), 1 source, $ 26.95
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Abstract
There is a very simple question we must ask ourselves: should we take legislative, personal, and systemic action now and make such action a permanent fixture in education, who's sole purpose is to prevent and protect children against the problems of obesity? The answer to this, clearly, is yes. It is hoped that, in this paper, the continued need for developing and implementing a variety of systemic programs whose intent is to tackle this issue of weight will be justified and such programs will continue to be explored and developed in the present and the future.
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A Pre-School Program, 2008.
This paper outlines the design of an engaging pre-school program based on the principles developed by Maria Montessori.
1,166 words (approx. 4.7 pages), 5 sources, APA, $ 40.95
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Abstract
The paper describes a preschool program for ages 3 to 5 years that employs Maria Montessori's principles, albeit with some refinements. The paper explains the space and material requirements and looks at the teacher assistance to be provided. The paper reveals that the preschool program envisioned has been shown to be effective in thousands of preschool settings and it can be successful in thousands of others as well.
Outline:
Space Requirements and Materials
Teacher Assistance Required and Classroom Administration
Summary and Conclusion
From the Paper
"The space provided by this envisioned pre-school program would require an typical classroom environment, with designated play, reading, art and rest areas; other features would include age-appropriate reading materials (e.g., Cat in the Hat et al.), tables and chairs, and basic art supplies (i.e., Elmer's, construction paper, crayons, modeling clay, paints and brushes, pipe-cleaners, glitter [teacher discretion], etc.), and toys and games (i.e., Chutes 'n Ladders, Candyland, balls, jacks, pick-up-sticks, jigsaw puzzles, etc.). Regardless of what type of materials are provided in the preschool classroom using this approach, though, it is important to keep in mind the Montessori principle of a providing a controlled (i.e., limited) environment."
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Computer Program in Elementary School, 2004.
A paper in the form of a proposal for instituting a computer program in an elementary school.
1,354 words (approx. 5.4 pages), 6 sources, MLA, $ 45.95
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Abstract
This proposal presents an idea that will bring computer technology into the kindergarten classroom in an organized and consistent manner in order to improve students? academic performance, specifically in the area of reading and language arts. Prepared for the principal, this proposal is meant to be forwarded to the superintendent of the school district.
From the Paper
"The realm of technology includes the use of computers and software that incorporate interactive instructional formats, simulation approaches, and educational games. Many of these programs are designed to incorporate drill and practice sessions, teach problem solving skills through simulation, assist in verbal and written communication techniques, facilitate physical movement and mobility, as well as increase motivation and attention levels (Dorman, 1998). These processes have been found to be beneficial to the process of learning for all students, regardless of the presence of a disability."
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Model Programs for Schools & Families, 1994.
Examines several programs for schools & families designed to fight drug use.
2,025 words (approx. 8.1 pages), 13 sources, $ 71.95
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From the Paper
"Model Programs for Schools and Families
Introduction:
Among the many types of programs that have been developed to combat the drug problem are those directed at schools and families. These constitute two distinct types of intervention programs identifiable not only by setting, but by the way the group setting is used in each case. The family is seen as a vital unit in providing a supportive environment for every member of that family. Education within the family group is also intended to bring the members of the family unit closer together so that they solve their problems as a unit for the benefit of individual members. School-based programs are geared toward drug education in a way that complements family and community.."
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