School Wide Achievement Effects On Children

School Wide Achievement Effects On Children
If you have a child you have probably thought about enrolling them in some sort of early childhood education program, because that is the most
critical time for your child and you want them to get a better start in school and life going forward. In this paper we look at multiple studies done
regarding ECE programs. Some of them followed people onto adult while others just did to elementary school.
This study was done by people at the University of Missouri. By doing this study they were trying to see how much school–wide achievement effects
the relationship between early childhood education and performance in reading and math in fifth graders. The question they wanted to answer was, "Do
ECE program participants have better achievement in ... Show more content on Helpwriting.net ...
They interviewed parents from kindergarten to fifth grades, and tested the children at the same times. Parents were asked about many things such as
family characteristics, parenting attitudes and behavior, employment history, children's prior care, education arrangements, and parents' perceptions of
their children. They conducted these interviews to find out if any of these other factors had a correlation with how well children preformed.
The results showed that attending both pre–kindergarten and child care had a big positive impact on the children's fifth grade reading and math scores
than compared with not having attended any ECE. However, attending Head Start had a negative impact on children's achievement compared with
children who did not attend ECE, and when the child only went to Head Start they performed significantly lower than children who attended pre–K and
child care on reading.
This next study was about a follow up on the Abecedarian Project done by people at the University of North Carolina. The Abecedarian Project was a
trial designed to learn the extent to how early childhood education could overcome the odds of developmental delays and academic failure for children
born into low–income families. At age 21, the treated group had kept a large advantage on both intellectual tests and scores on academic tests of
reading and mathematics. The treated group were more likely to attend a 4–year college or university. Those
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Do Schools Have Discipline Systems Affect Student...
Why do schools have a discipline plan?
Exemplar
Guiding Question: How do discipline systems affect student achievement or academic success?
Schools have discipline policies to reduce violence on campus, to promote positive behavior and to increase the likelihood of college enrollment.
First of all, in paragraph 3 it states," According to Superintendent Michael Milkie, the policy teaches students to follow rules and creates a structured
learning environment...while fights can be an almost daily occurrence in some urban high schools, Milkie says, there's only about one a year on
each Noble campus." This means that schools have discipline policies to reduce violence on campus by showing students how to follow rules. This
shows that rules are necessary to create a structured learning environment where it is very clear what is expected and what is not expected. Students
who know what is expected and know the consequences follow the discipline policy. This proves the one of the main reasons schools have discipline
policies is to reduce violence on campus. ... Show more content on Helpwriting.net ...
The system is phased out by high school because it is no longer needed." This school uses a reward system as part of their school's discipline plan. The
program does so well it isn't needed in the district's high school. The reward system focuses on what the students are doing well to encourage students
to keep doing the positive behavior. This proves that one of the main reasons schools have a discipline policy is to promote positive

Horizons School : Academic Excellence And Great...
Horizons School
Horizons School in Atlanta, GA is the ideal private school that offers academic excellence and great achievement. Every parent wants the best for
their children. And one of their top priorities is a child's education. If you are looking for a quality school for your child, you can depend on the
experienced professionals at Horizons School. Our primary goal is educating youngsters to the highest degree so they can achieve success in life.
Horizons School provides a caring, nurturing and secure learning environment for students. Our quality private school is the ideal place that will help
to shape your child's future. At Horizons School, our educators are approachable, friendly, and will keep your child motivated. We give you the better
peace of mind that students are taught by a supportive staff that will keep them interested and will also help to improve their learning. You have
assurance that we will keep your child engaged in various areas of learning.
Why should you choose Horizons School? The answer is simple. We provide a private school that is known for the high standards we set. When
you're looking for the right school, it is important for you to choose an environment where subjects are delivered to students in a way that can be easily
understood. Horizons School in Atlanta, GA is the private school K–12 that provides students with innovative teaching. Students are taught topics that
will develop their critical thinking skills and will also

Essay on Public School Choice Improves Student Achievement
School Choice Improves Student Achievement
In his new budget, President Obama proposed to substantially increase federal spending to improve public schools. Yet steady spending increases of the
last three decades resulted in little change in the poor achievement of students that worries many citizens. Much research, however, shows that what
works well is parental choice among schools fairly competing for students as in the case of traditional, tuition–based private schools. Rigorous studies
comparing students randomly selected or not to oversubscribed private and charter schools as well as large, statistically controlled surveys show that
these schools excel in achievement and parental satisfaction.
Surveys show the majority of ... Show more content on Helpwriting.net ...
Viewing charter schools as competitors to the schools they run directly and under teachers union pressures, district school boards further restrict charter
schools. Viewing them as competitors, they impose dysfunctional regulations on charter schools and deny applications for new ones. For these reasons,
the numbers of charter schools have stopped growing at their initial fast pace.
Unions, public school authorities, and legislators have even more successfully resisted even successful school vouchers that provide scholarships for
parents to send their children to independent or parochial schools. The advantages of vouchers are that they largely bypass the dysfunctional
regulations and practices of the public sector and allow parents to choose the schools most suitable for their children, which they best know and care
about.
Large–scale studies, moreover, show that the higher the percentage of students attending private and charter schools within states, the higher the
average achievement of all students. Studies of countries show the same pattern; the greater the percentage of students attending private schools, the
higher the country's achievement. As shown in comparisons of public and private provision of services in many industries, private competition works
well for consumers, allows successful contenders to thrive, and causes failing organizations to change or close.
The next logical step in school choice is for–profit

Clergy
OVERVIEW
In 1998, more than 13 million children (19 percent of all children) under age eighteen lived in families with incomes below the official poverty
threshold. Although children age eighteen and under represent 26 percent of the United States population, they comprise nearly 40 percent of the
poverty population. Despite a steady decrease from 1993 (23%) to 1999 (17%) in the rate of children in poverty, the United States still ranks highest in
childhood poverty among all industrialized nations.
In the United States, income poverty is defined by the poverty threshold, developed in 1959 and based on expected food expenditures (thrifty food
basket) for families of varying sizes. Each year the threshold is adjusted for the Consumer ... Show more content on Helpwriting.net ...
Moreover, longitudinal designs allow for an assessment of how the timing (early vs. late) and duration (transient vs. persistent) of poverty may
differentially affect children's outcomes. When possible, this discussion presents finding from studies that used standardized tests of school readiness,
achievement, and cognitive ability, and controlled for key family and child characteristics, in its review of the impact of poverty on children's
educational outcomes.
Early childhood. During the 1990s, the nation was inundated with reports on the importance of the early years on children's brain development and
later cognitive achievement. While some of the reports may have overstated the issue and understated the importance of a child's later years on
development, evidence suggests that the early years may be a critical period of development in which family poverty has particularly strong effects
on young children. As seen in Table 1, poverty occurring early in a child's life (age two to four) is associated with large effects on indices of child
school readiness and cognitive outcomes.
Judith Smith and colleagues (1997), using data from two national datasets, showed that family poverty was significantly associated with lower scores
on several measures of child cognitive and school readiness outcomes for children age three to four years, even after controlling for the effect of
mother's education,

Peer Pressure Towards Negative Behaviour and Classroom...
Children are often viewed as happy, carefree beings without having to care for most stressors in life. However, take a closer look and we would
understand that children do have their growing pains as well. In this research, children are defined as young kids below the age of 12. As they grow
older, they undergo many changes in their life, and it is of no surprise that they need to learn to cope from the situation based on those changes. This
study is designed to understand the underlying theories and factors that could affect the children's development through the environmental influences
that may promote or affect the development of behavior and achievement through peer pressure and classroom quality (Adams, Ryan, Ketsetzis, and
Keating, ... Show more content on Helpwriting.net ...
Although conformity and compliance are relatively similar, they too, have differences. Compliance is a specific response to a specific request, while
conformity generally involves unspoken pressure to behave in a particular manner. Generally, compliance involves request which could be explicit such
as using the foot–in–the–door technique. Most of the time, in compliance, the child is told to respond or complete the task told in a desirable manner;
while in conformity, a person is expected to behave in a particular manner (Cialdini and Trost, 1998).
Compliance plays a major role in building and maintaining relationships where children learn to behave in a certain manner to maintain status quo
(Cialdini and Trost, 1998). When we comply with an instruction, we receive praises, or lavished with social acceptance and gifts. By doing so, the
children feel accepted, wanted and loved by other peers. In a way, compliance acts as a form of conditioning the behavior expected from their peers
(Cialdini and Trost, 1998).
It is easy to view compliance as a form of concession due to the obligation children might have towards their peers. Studies have found that with
compliance, children tend to bend towards peer pressure and it has a significant effect towards negative behavior (Adams et al, 2000; Fanti and
Henrich, 2010). This isn't surprising, as children

Birth Order And School Achievement Essay
Birth order and School Achievement
There has always been an attempt to figure out why some people do better in school than others. Is it due to financial stability? Is it attributed to
parents' own success as students? Very importantly, one's birth order plays a role in one's school achievement.
I. Theory
Growing up with siblings or the absence of siblings can be a major factor in determining academic success. Being the oldest, middle or youngest child
does not necessarily determine academic success concretely without exception, but serves as a predictor of future academic success. School achievement
is gauged by how far one goes in his or her education, starting from grade school, all the way up to graduate school. Before getting into ... Show more
content on Helpwriting.net ...
If the firstborn is hostile toward the secondborn child, he or she may become highly competitive or overly discouraged. I believe that since the middle
child never has the opportunity to experience being an only child, he or she odes not lose the position of being younger than another child in the family
but rather grains the advantage or being older than one or more. They may become competitive in school because they want to earn recognition from
their parents. They do not get that much attention due the attention spent on older brother or sister, or younger brother and sister, so excelling in
school may get them the attention they crave. They may bring home a piece of homework and show their parents that they did well in order to receive
acclamation.
The youngest child is popularly known as the "spoiled brat." He or she is pampered excessively and is disciplined less than his or her older siblings.
During this stage, the youngest child may want to model everything his or her older siblings are doing. In turn, this may make them less independent
in school and more reliant on someone to help them. To get what they want, screaming and tattling are their special kinds of manipulative skills (Forer,
1969). A youngest child may have parents who have climbed the salary ladder and therefore he or she may benefit from financial means.
The only child, with the lack of siblings may compete

Study Links School Safety To Achievement, Relationships By...
In the article, "Study Links School Safety to Achievement, Relationships" by Sarah D. Sparks, research showed that school safety relies heavily on the
relationships between teachers and students at the school along with students' academic achievement. This research proved to be contradictory to
common beliefs that the amount of crime in the surrounding neighborhoods and community of the school is the main cause or contributing factor to how
safe students feel at school. Furthermore, most people believe crime, violence and poverty in and surrounding school neighborhoods are directly linked
to the academic achievement and success of the students at that particular school. "The report, released Tuesday by the Consortium on Chicago School
Research

School Mean Fell Below The Average Achievement Level Of...
In Year 3 the students placed above the average achievement level of students in Australia in persuasive writing and fell just below the average in
spelling, grammar and punctuation. In persuasive writing, Grafton Public had 9% more students achieve a band 6 or above and 6% more students
achieve a band 5 compared to statistically similar schools. The band with the highest placement of scores from the Grafton schoolchildren for
persuasive writing was band 5. In Year 5, there was a decline in the persuasive writing scores as the school mean fell below the Australian average.
Grafton Public students showed very little improvement in this area from Year 3. Scores in spelling and grammar and punctuation increased, yet still
fell just short... Show more content on Helpwriting.net ...
(ACARA, 2016). 2.RESULTS INTERPRETED Grafton Public School ranked just below the average Index of Community Socio–Educational
Advantage value, indicating it has a slight educational disadvantage compared the other Australian schools. Almost half (48%) of the students at
Grafton Public fall in the bottom quarter of socio–educational advantage according to the distribution of students across Australia. The number of
teaching staff at the school totals 38 and this number has been consistent over the past 8 years, meaning students may have exposure to multiple
educators to who can offer educational support. Students at Grafton Public School have quite an immaculate attendance score of 90%, which is an
encouraging statistic as students are responding positively to being present in their educational setting and constantly immersing themselves in a
positive learning environment. Strengths and Weaknesses Grafton Public School has demonstrated they are maintaining the Australian average for
spelling. In Year 3, the school has a smaller margin of confidence and the students fall predominantly in bands 3, 4 and 5. This bell curve result
demonstrates that the majority of students are achieving similar scores. Despite the fact the students fall just short of the Australian schools average,
there is clearly room for improvement. Spelling results from the same cohort in Year 5 show similar results, whereby the average student

Increasing Student Achievement through Preventing School...
Increasing Student Achievement through Preventing School Violence
Introduction
School violence is any type of violence, whether it is a simple threat on another student or a school shooting, that happens in the school environment.
Student achievement is the efforts made by the student to work hard in the classroom. The purpose of this research paper is to examine how school
violence impacts student achievement. It would seem that school violence would have a negative impact on student achievement. If this is the case then
we need to do what we can to prevent violence in schools. Technology can be used to help control school violence.
Information on School Violence
Violence in our schools has become an increasing ... Show more content on Helpwriting.net ...
It was found that males tended to fall victim to crime more so than females (Furlong & Chung, 1995). Multi–victim students of violence were more
likely to receive
D's and F's whereas non–victim students tended to receive more A's. Students have not experienced crime perceived their schools to be a safe
environment and therefore were able to be more focused to their schoolwork than worrying about violence. Since they are able to focus better in school,
their achievement level is considerably higher than a student who has experienced many incidents of violence. Multi–victim students of violence tend
to be more worried at school and do not feel safe in their school environment. These insecure feelings leave the students paranoid and therefore are not
able to focus on their schoolwork as well as non–victim student. In order for a student to be successful we need to eliminate all distractions from the
school environment.
Violence is a distraction and even though it can not be eliminated completely, we need to see to it that it we remove as much of it as we can from our
schools. All students deserve the right to a safe school and to have an equal chance to be successful in life. The road to being successful starts in the
classroom.
How Schools as a Whole are Affected
We would expect to see the same

Test Of School Achievement : The Woodcock-Johnson IV Tests...
Due to concerns regarding T'Niq not having his glasses during the administration of the WISC–, he was administered the CTONI–2 to obtain a measure
of his general intelligence utilizing a nonverbal format. T'Niq obtained a full–scale IQ score of 79 on the CTONI–2 which falls at the 8th percentile,
indicating that he scored at or above 8 percent of his peers. This score falls within the poor range. T'Niq's score of 79 on the CTONI–2 is consistent
with his score of 73 on the WISC–IV administered at age 9. Woodcock–Johnson IV Tests of Achievement (WJ–IV–Ach.) The Woodcock–Johnson IV
Test of Achievement (WJ–IV–Ach) is an individually administered test that provides measures of a child's level of academic performance in the areas
of reading, math, and writing. The test of school achievement is norm–referenced, which means T'Niq's performance is compared to a national sample
of other children within his age range. Individual subtests and composite scores are defined as follows: READING The Basic Reading Skills
composite measures T'Niq's ability to read a list of words and correctly pronounce nonsense words. T'Niq's standard score of 72 falls in the low range
at the 3rd percentile, indicating that he performed the same as or above 3 percent of his same–aged peers. Based on T'Niq's performance on this
composite, it appears that he will benefit from explicit instruction on word recognition skills and phonics skills. Reading Fluency refers to the ability to
read quickly and

How School Leaders Can Have A Significant Influence On...
The continuous pressure from accountability in schools is rapidly growing in the United States to ensure all students have an high quality education
and that they are college/career ready. Since the passage of No Child Left Behind in 2001, school leaders and teachers are becoming more accountable
in showing growth and proficiency student achievement. Therefore, schools are exploring a variety of avenues to help prepare students for their annual
state assessment and accountability measures. Studies in recent years have indicated that school leaders can have both a direct and indirect impact on
student achievement. There continues to be ongoing research emerging to determine how school leaders can have a significant influence towards
student achievement. Though the evidence that leadership affects student achievement is primarily indirect, principal behaviors and decisions can
continue to serve as a driving–force of what occurs in the classroom (Leithwood, Patten & Jantzi, 2010, p. 673).
The literature investigates how school leader's behavior connects to student achievement. Leithwood et al., (2010), research is aiming at making the
assumption around four distinct "paths" (Rational, Emotions, Organizational, and Family) will help understand and determine how leadership can
influence student learning. Can different variables influence a school leader's potential impact on student achievement at different levels? The Rational
Path in school leadership is a deep understanding

School Climate And Culture Have A Great Impact On Student...
School climate and culture have a great impact on student achievement and behavior. When using the terms school climate and school culture, one
needs to understand the similarities and differences between the two. School climate is "the quality and character of school life – fosters children's
development, learning and achievement (NSCC, 2007, p. 2). School culture, on the other hand, is determined by the values, shared beliefs, and
behavior of all the stakeholders within the school community, such as students, staff, parents and the community. Both of these words effect the school
community and are a factor in student success. But while they are alike, they have different focuses. When discussing school climate, one focuses on
the school itself, the building, the atmosphere, etc. When discussing the school culture, one focuses on the specific stakeholders within the school,
students, staff, parents and the community. While both focus on different parts of the school system, both are critical to school community so it "has
a shared vision and plan for promoting, enhancing and sustaining a positive school climate (Cohen, 2010, p. 28). The benchmarks that have been
established by the National School Climate Center, "provide a framework to begin to define what we can and need to do to support children and
adolescents developing in healthy ways and learning" (Carter, 2011, pp. 3–4). School culture is one of the most complex and important concepts in
education. In

How the Use of Drugs and Alcohol Affect High School...
How the Use of Drugs and Alcohol Affect High School Achievement
A student at Lakeside High School, called Ann for purposes of privacy, had a grade point average of 3.6 through her sophomore year. During her
junior year, she dropped out of extra–curricular activities and became withdrawn from other social activities. As she was introduced to the world of hard
drugs, Ann's grades dropped to C's and D's. At her graduation party, she was rushed to the hospital for a heroin overdose. Ann's grades plunged as a
result of heavy drug use, a likely combination of emotional and physical degrading upon herself. Society as a whole degrades itself in this manner,
whether the individuals themselves realize it or not. Achievement in high schools ... Show more content on Helpwriting.net ...
Many schools are now equipped with health services that they did not provide ten years ago. Approximately 66% of the school systems in the United
States provide mental health services facilitated through a school psychologist. 78.4% of states currently require an alcohol or drug prevention program.
Society has changed through the use of drugs and alcohol by adapting programs to fit society's needs. (National Center 2)
There are problems with alcohol and drug abuse in every high school system. Each school deals and records the problem differently, which is why
there is not a similar percentage of use from one school to another. Some schools require students to take health classes, which cover the curriculum
of drug effects. Other schools simply try to plead the cases that drugs are not an issue that pertains to academics. Society expresses the impression that
alcohol helps to improve and enhance your social life, when in fact it usually has the opposite effect. The link between drug use and not liking school
is strong, which is why you would rationalize it as a common factor to academic deficiency. There are currently multiple methods of trying to prevent
and to educate drug and alcohol abuse in high school. (National Center 2, 4)
Drug use can cause many devastating effects later on in life. Mental problems can develop from drug use, most specifically

Stress And Academic Achievement Between Blue Ribbon...
Stress and Perfectionism in Academic Achievement Between Blue Ribbon Schools vs. Non–blue Ribbon Schools Erin Altenberger Northern Kentucky
University Abstract Stress and Perfectionism in Academic Achievement Between Blue Ribbon Schools vs. Non–blue Ribbon Schools Damian, Stoeber,
Negru, and Baban (2014), describes perfectionism as endeavoring for flawlessness and setting extremely high standards for oneself. There is not just
one type of perfectionism; there are in fact three different categories of perfectionism. The three categories included self–oriented, other–oriented, and
socially prescribed perfectionism. Self–oriented perfectionism refers to an individual that sets and seeks high standards of performance for themselves
(Chang, 2006). Chang (2006) describes other–oriented perfectionism as an individual that assumes that others should be perfect in their actions.
Socially prescribed perfectionism refers to an individual that believes that those around them anticipate perfectionism from him or her (Chang, 2006).
With what we know about perfectionism and the potential distress it may cause, one can consider that stress could be a component with
perfectionism. Pope (2005) portrays stress as the perceived shortcomings between demands and the accessibility of resources to meet those demands.
Stress is a feeling that affects people of all ages. Stress impacts people in a large array of ways, which include emotionally, physically, and mentally
(Rollin,

Achievement Growth in Milwaukee Charter Schools
Executive Summary The Executive Summary should stand alone as a summary of the key sections of the report, and should summarize the content of
the full report without adding new information. The Executive Summary should ideally be no more than three to four pages. Evaluation Purpose and
Evaluation Questions This should set out the overarching purpose of the evaluation, and how the findings are expected to be used to inform decisions.
This section also describes the Evaluation Questions (which should be limited to just a few key questions). It can also identify key audiences for the
evaluation. Project Background Enough information should be provided to give sufficient context. However in the Executive Summary this section
can receive less emphasis than it might in the overall report so that more attention can be given to the evaluation purpose, design, limitations, and
findings. In the main report it should describe the problem being addressed by the project, and the project logic for why it will lead to better outcomes.
This could include a logical framework for the project if one exists, and the development hypothesis, or causal logic, of the project or program of which
the project is a part. Evaluation questions, design, methods and limitations This section describes the overall design, specific data collection and
analysis methods linked to the evaluation questions, and limitations of the data, methods, or other issues that affected the findings. Findings and

School Uniform Policy And Student Achievement
Implications
Much of the current school uniform policy literature offers descriptions of potential strategies to achieve successful school uniform implementation.
After reviewing all literature, the finding provide some support on school uniform policy and student achievement. Survey No.1, student survey
indicated that combined with both schools, more girls participated in the study than boys. The results were very similar in both school results that most
males and females did not agree with the uniform policy. Specifically more females, one hundred and seventy eight females overall did not agree.
Students indicated that they totally disagreed with the school uniform policy because of their identity restrictions, which the school have enforce on
them.
The majority of the students from LaGrange High School who participated in this study were ninth graders. However, at this age students are going
through identity crisis and are trying to find themselves. School uniforms identify students as a group or the same person because everyone wears the
same style and color of clothing. Which is very good because school officials can identify outside intruders from students. But students do not want to
look like each other, they want to be different. Schools often adopt the school uniform policy as a way to improve student self–esteem and cut down
clothing cost to parents. Several students did indicate, on the survey that school uniforms help them to feel safe at school. This is an

The Effect of Comprehensive School Reform On Middle School...
Introduction Schools with high dropout rates are categorized as underperforming schools. Since a majority of our children, who drop out of school,
do so in middle school or the first year of high school and their ages range between 12 and 16 years (Cohen & Smerdon, 2009). It is the inability of
many middle school kids to make the transition to high school that contributes to an increase in dropout rates. In order to address under performing
schools and the high dropout rates, school reform programs were initiated by federal, local, state governments and many independent organizations.
School reform programs were a means to improve student performance in the classroom and show a measured increase in student achievement
(Brandlow, 2001) ... Show more content on Helpwriting.net ...
Consequently, effective CSR programs would provide the needed influx of money and professional teachers need to turn around low performing
multicultural and high poverty schools. When looking back on programs directed towards the middle school, it is easy to point out several
successful and some not successful programs. Erb (2006) reported "Turning Points" as being the most implemented and most researched of all the
middle school models. Turning Points was created by the Center for Collaborative Education in Boston (CCE). The National Turning Points Network
is based on the research performed by Carnegie Corporation of New York. In addition to Turning Points, Erb (2006 p.3) also added, "AIM at
Middle–Grades Results, Different Ways of Knowing, Making Middle Grades Work, Middle Start, Success for All Middle School Programs and
Talent Development Middle School Model". Comprehensive School reform is still the viable means for making under performing schools work
(Gross, Booker, & Goldhaber, 2009).
Comprehensive School Reform in Middle School
The concept of Middle School as describe by Erb (2006), "remain unequalled as the most potent factor for improving the performance of young
adolescents"(p. 10). Regardless of the model, K–8 or 8–12 or 6–8 we must address the unique adolescent requirements of the 11–14 year olds as they
transition from childhood to the teen years.

Effects Of School Achievement On Children
School achievement outcomes are also life impacting. Often the only way out of poverty is an education that can provide them with a job which can
meet their income needs. If a child's school achievement is affected by poverty, they have a higher chance of dropping out and continuing poverty in
their generation. Effects of school achievement are measured by if the child has repeated a grade, suspended or expelled, and/or dropped out before
graduating. A large amount of children that live inpoverty will repeat a grade due to limit educational tools to provide them with practice at home. If
the child has behavior problem, then they may be expelled for acting out or misbehaving, this affects their learning as they are not in class learning.
The percentage of children living poverty that are affected by school achievement outcomes are 2–3 times greater than children not living in in this
state of being. Emotional or behavior outcomes are measured by tantrums, outbursts and aggression, this usually persist beyond the normal age range
expected. Poor children suffer from emotional and/or behavior outcomes more often than children living in non–poverty. These effects are displayed at
school and at home, occasionally in public places such as the mall, and causes disturbances such as violence. Emotional problems also include internal
problems such as anxiety and depression, which can cause the child to disassociate themselves from social opportunities. These children are often

Close The Achievement Gap In Schools Essay
The question remains, can schools close the achievement gap between students from different ethnic and racial backgrounds? Is this a realistic goal
or just a reality? My position on these questions are that anything is possible so yes this a realistic goal however we are living in a time where this
is both a reality and a goal. Also the schools cannot do it alone, this will take a team effort. Many efforts has been made to close this gap however the
efforts has had some effect but not enough to see the achievement gap close or near closing. One particular program that has been implemented is the
"No Child Left Behind" program. This was implemented to close the achievement gap where no child would be left behind in their educational
achievements. In the NCLB program, if a student attended a failing school they the parent would have the choice of sending that child to a school that
did not have a failing review. The Title 1 funding provided for that student is to supplement the child to have a bettereducation. The program also
requires the school to provide tutoring, after school ... Show more content on Helpwriting.net ...
By the age of 3, children whose parents are professional workers vocabulary is 50% better than those of working class parents. By 4th grade,
minority and poverty children are 2 years behind their wealthier peers, by 8th grade they are 3 years behind and by 12th grade they are 4 years
behind. Minorities reading and math skills are weaker than that of white students. African Americans are more likely to be placed in special classes.
African Americans are more likely to get a GED than whites and are least likely to get a Bachelor's degree by age 29. And last by not least African
Americans are more likely to be incarcerated and be victims of violence. Clearly looking at the community and home life of the different ethnic and
racial groups you must conclude these are also major factors in the performance of any

Effects Of A High School 's Ses And A Student 's Academic...
Chapter 2: Literature Review Introduction With this research came numerous articles, documents, literature, etc. to analyze and critique. This was all
in efforts to bring a paradigm forward to present that a school district's socioeconomic status can affect a student's educational and academic
achievement level. There were then 3 processes that had to be conducted, they are labeled as A, B, and C. A.Break down the type of research that the
literature was presenting and determine the angle at which it was connected to SES and achievement. B.Tie all the resources together to determine if
there is a presentable case. C.Review the statistical facts that have been presented in the research and grasp a conclusion on the effects of a high... Show
more content on Helpwriting.net ...
In other words, is the association stronger for students from lower SES back– grounds than for students from higher SES backgrounds? Second, how
does the association vary across schools with different socioeconomic compositions?" (Perry and McConney, 2010). The data used in this study was
gathered by 320 secondary schools and more than 12,000 students from Australia. There were two main discoveries in this study in the fact that the
higher the mean SES of a school indicates that there is a relation to increases in students' academic success, and is the case for all individual students of
the schools. The relationships between these 2 topics are very well recognized is this study. In comparison in the study students from 2 different SES
backgrounds could record very different scores. The student with a higher SES level usually has higher scores on standardized tests than the student
with a lower SES does. In conclusion, the relationship is solid and optimistic; the higher the SES of a student the educational outcomes will follow
suite. Another article found was published in 2007, titled "Socioeconomic Status and Academic Achievement Trajectories from Childhood to
Adolescence", which sheds light on the relationship between SES and a child's academic progression. This article examined further into how SES
effects change with the students' age. This

Poor Schools Obtained High Achievement
In this case study the researchers examined how poor schools obtained high achievement. The questions asked were: what were some things that
leadership did that made them good leaders, what was the school culture like and what other outside components attributed to academic success for the
students? The questions were important because they allowed researchers to look at data that contributed to academic success for children living in
poverty.
The school in this study was a high–poverty, high–achieving elementary school in Florida. High–poverty was measured by 50% or more of the students
were eligible for free and reduced–price lunch. The participants were split into three categories and they were; all the staff and students in the school,
staff who replied to at least one of the two surveys given and 11 staff members that were interviewed. Data was collected using Vanderbilt Assessment
of Leadership in Education survey and the School Culture Survey, observations at the school and interviews with the staff.
Observations were conducted for more than 80 hours and included community and school events, staff and grade level meetings, leadership meetings
and academic activities. The interviews were given to gain an understanding of the culture, curriculum and programs used at the school and leadership
qualities.
The results of the study showed that the principal set high expectations for both staff and students. Some of the expectations for the students were they
had to

Current Grading Practices Used By Many Schools No Not...
The first thing I expolored is why current grading practices utilized in many schools no not necessarily reflect accurate student achievement. First and
foremost, grading varies from teacher to teacher. So if a student gets an "easy" teacher, grades may be inflated, whereas if a student gets a "hard"
teacher, grades may not look as promising. Teacher values and beliefs oneducation play a major factor in this variance of grades. Consequently, under
most current practices where teachers can determine how the will grade students, different teachers may grade the exact same course very differently.
For example, one teacher may have different categories of grades carry a different weight (ie, tests might be 50% or homework might be 10%,
participation or attendance might factor in), while another teacher might grade strictly on a total points basis. Because of these, and other notable
differences, I am pleased to see that schools are utilizing an approach which strives to eliminate extraneous factors and which puts more meaning into
the grades stu dents earn (Cox, 2011). Over the years, more schools have shifted to a grading system called "standard–based grading." This system is
exactly as it sounds. Students are graded strictly on their mastery of a given set of standards for each course in secondary school, or for each subject
taught by an elementary school teacher. The ultimate goal of this system is for grades to actually mean something to parents, students, and

The Pros And Cons Of Standardized Testing
There is a major controversy over standardized achievement testing that has now called for students, parents, educators, and communities–to become
involved. The United States is lacking in education from a worldwide viewpoint. The United States currently ranks 17th among 50 other global
education systems (Gayathri). If America continues to fall behind, then the educational gap between races will continue to expand. Is the solution to
the United States falling behind globally? It's to increase standardized tests.
"Standardized tests play a major role in education today, whether they are achievement tests measuring subject–specific knowledge or aptitude tests
measuring scholastic readiness. The goal of the assessments is to provide a yardstick to evaluate student performance across state standards."
(Concordia University Portland 2017)
"The No Child Left Behind Act and the Common Core State Standards Initiative are prominent examples of test–based accountability policies. The
practice has ignited a debate about their effectiveness and how well this kind of test measures student achievement." (Concordia University Portland
2017)
A standardized test is an examination that's scored and administered in a predetermined manner. (Popham 1999) Present day, standardized test is "...any
objective test, or combination of objective and performance tests, that yields the same score for the same performance, no matter who is doing the
scoring" (Hirsch) Standardized testing consist of

Lack Of Parent And Teacher Perceptions Of Student...
Many barriers impede a parent's ability to become involved in their child's education regardless of it being the early years or the middle/high school
years: lack of parent education to help with schoolwork, cultural or socioeconomic differences, language differences between parents and staff, parent
attitudes about the school, staff attitudes toward the parents, and concerns about safety in the area after school hours. To some extent, parents can
control some of the barriers that make it difficult to become involved in their children's education. What impact does it have on parent and teacher
perceptions of student achievement in the middle school?
Problem Statement Parent involvement is a very broad subject with various ways of being defined. It has been touted for years as a viable predictor of
student achievement. The common wisdom is that parental involvement and strong schools are inseparable–that you cannot have one without the
other. Yes, research has indicated that there is a strong link between parental involvement and student achievement and the home–school partnership
(Decker, 1995). Perhaps one of the most well–known organizations in support of parental involvement in schools was created in 1897. The National
Congress of Mothers created a statement of purposes that created the basis for their organization. The purposes included the education of parents for
child development, the cooperation of home and school, the promotion of the kindergarten movement, the

The Achievement Gap: The Feminization Of American Schools
The Achievement Gap: the feminization of American schools There is an important fact society needs to understand; boys in this country are getting
screwed. I know most people scratch their heads if not outright laugh at that concept because they have been told repeatedly that women are always
short changed in society. Boys are being harmed, If it's not the feminists telling boys and men that masculinity is 'toxic' and who they are by birth and
by nature is wrong it's the education system letting them fall behind with almost no acknowledgment of the problem. As someone who went through
the public schools recentishly it's not a favorable position, as Dr. Christina Hoff Sommers; a former philosophy professor and senior fellow at the
American ... Show more content on Helpwriting.net ...
the first things we as a society need to confront is two truths that I think our largely mollycoddling society tries vehemently deny. The first being that
boys and girls are different and that gender is not a social construct, it's a biological one. Boys are naturally wired to want to move around, one way
some have suggested would be to have them do more moving around in class. That could be as simple as having them using their hands to make
triangles when learning geometry (Dixon). They also naturally crave competition, which is why the decline of recess and renaming games actually
have an effect on these boys. More male teachers would have a marked effect, first they understand the way boys learn and secondly it would give
boys without a strong male role model to look up to a healthy male influence, a thing many of them lack. An extreme measure that's been suggested
has been gender segregated schools, which might not be a bad idea, if a curricula could be devised that work for boys. Maybe something like
vocational high schools where they spend half their day on academic pursuits and then half working on engines or computers or tinkering with
robotics and stuff boys tend to like. The graduation rates for boys from these schools is typically vastly higher with more student engagement than
traditional schools. There's obviously no 'one size fits all' solution but there has to be a 'one size fits many' solution. This is a crisis rest assured,
which why there is a glut of women claiming that can't find men that are 'marriage material' because men are not typically getting secondary degrees so
when women graduate they are unable to find men of the same educational or professional

Explain The Major School-Age Achievements Of The School Age
The major school–age achievements of use are functional flexibility, conversational abilities, and narrative development. Functional flexibility is the
"ability to use language for a variety of communicative purposes or functions." This means that children must know how to use various language
functions and when to use them properly in speech. Furthermore, lying is a component that is developed by children. They begin to know when to lie
and how to do so with the intention of not getting caught. Another major achievement is in the area of conversational abilities. This is when children
can begin to hold a proper conversation. They are able to stay on the topic longer and engage with the other speaker. The school–age children also can
use indirect

Stress And Perfectionism In Academic Achievement Between...
Stress and Perfectionism in Academic Achievement Between Blue Ribbon Schools vs. Non–blue Ribbon Schools Pope (2005) portrays stress as the
perceived shortcomings between the requirements and the accessibility of resources to match those needs. Stress is a feeling that affects people of all
ages. Stress affects people in a great array of ways, which include emotionally, physically, and mentally (Rollin, Arnold, Solomon, Rubin, & Holland,
2003). Even kids are able to experience stress at a youthful age. Rollin et al. (2003) stated that during times of extreme and uncontrollable stress
individuals, especially children, react with symptoms of anxiety, withdrawal, hostility, poor managing skills, drug and/or alcohol use and abuse, and
physical... Show more content on Helpwriting.net ...
There are two different types of perfectionism, perfectionistic concerns and perfectionistic strivings. Perfectionistic concerns are when the negative
feelings of discrepancies between one's expectations and one's results are more overpowering than what was actually achieved (Achziger & Bayer,
2013). With the research that is available, we know that perfectionistic concerns would cause students with socially prescribed perfectionism a lot of
stress, by worrying about what others think of them and worrying about letting those individuals down. These students would be worried about letting
their families, teachers, and peers down. Perfectionistic strivings are linked to high personal standards, self–oriented striving for perfectionism, and
striving for excellence (Achziger & Bayer, 2013). These students are striving for high goals they have set for themselves and trying to make sure
everything is perfect. Perfectionists are constantly seeking admiration to boost up their self–worth and to help them resist feelings of inadequacy
(Lyman & Luthar, 2014). Lyman and Luthar (2014) also state that perfectionists are also much more likely to be jealous of their peers who are admired
more than they

Essay on Ability Grouping
Ability grouping is a widely spread practice used among many educators today. Between–class grouping is by far one of the most commonly used types
of ability grouping. "The goal of this grouping is for each class to be made up of students who are homogeneous in standardized intelligence or
achievement test scores" (Snowman, Biehler). In this type of grouping, the schools separate their students into different classes or courses.
"Between–class ability grouping is where students spend most of the day in ability groups and use the same or similar curriculum substantially
adjusted to their ability levels" (Ability Grouping 3). "For example, in elementary schools, students from the same grade levels may be grouped by
ability for reading and ... Show more content on Helpwriting.net ...
This impacts their achievement level and in turn affects their self–esteem. Such consequences cause the students to lose interest in school, and in the
long run, many of these students begin to drop out. Although there are certain benefits to between–class ability grouping, they are outweighed by the
negative effects this type of grouping can produce. Ultimately, the focus should not be on how to label students, but rather, on the quality of the
education the students can receive while working with peers in specific subject areas.
Regrouping is another type of ability grouping. Students of the same age, ability and grade, but from different classrooms, are brought together for a
specific subject such as reading or math. According to their goals, activities, and individual needs, the students are grouped and then regrouped again.
There are two common regrouping strategies: teacher–led groups and student–led groups.
Teacher–led groups are effective in introducing material, summing up the conclusion made by the groups, and meeting the common needs of the
groups. These groups typically include whole class, small group, and individual instruction. Whole class instruction allows the teacher to introduce new
material to the entire class. It also allows students to use their prior knowledge to form new acquisitions. "Small groups can provide opportunities for
working with students who have common needs, such as reinforcement or enrichment" (Valentino, 2000, 1).
Individual

Education And Vocational Achievements Of A School Cohort
Introduction
People vary greatly in their educational and vocational achievements. While educational achievement has been examined in schools and tertiary
settings, it is not always the case that the original educational and vocational achievements of a school cohort have been followed because there are
certainly many other factors that affect people's result of achievement. According to Holland (1997, p.13), there are many characteristics of a person
and an environment that influence educational and vocational development such as the age, gender, ethnicity, geography, social class, physical assets or
liabilities, educational level attained, intelligence and influence. By comparing and contrasting males and females, this essay will focus on gender, in
terms of schooling and vocation, and how culture and social stereotypes affect male and female educational and occupational pathways in Australia.
Gender as a function of society and culture
Gender is a cultural and social phenomenon that refers to constructed differences between men and women. "With western feminism – which
encompassed Marxist, radical and liberal feminist frameworks – gender was seen to operate both as a set of cultural understandings that represents
what it means to be a man or woman, and as a social variable that structures the opportunities and pathways that men and women are expected to
follow" (Vickers, 2013, p.161). This phenomenon appears both educationally and vocationally.
Gender stereotype

The Importance Of Learning A Secondary Language
The vast majority of the people residing in the valley, especially in the city of Brownsville, Texas are fluent in both Spanish and English, and therefore
considered bilingual. Brownsville has been considered a highly illiterate and poorly educated city, where learning a secondary language such as
English, drastically changes those discriminating statistics. The argument is that learning a secondary language indeed supports literacy development
from an early age, by reading aloud to children, making them participants of a learning incentive, and family literacy practices. A development in
literacy significantly increases reading achievement test scores, helps students become better at grammatical judgment and word recognition, and
improves their cognitive development.
In the article "Learning to Read across Languages: Cross–Linguistic Relationships in First– and Second–Language Literacy Development" by Keiko
Koda and Annette M. Zehler, showed that reading aloud to children in elementary schools, in a secondary language increases their phonological
awareness as they relate their slight knowledge from their first language, and apply it to the new acquisition of the second. The authors claimed that
"the field of second (L2) and foreign language reading has pursued an understanding of factors that impact the reading process, one of which is first
language (LI) literacy." To support their claim, the authors brought together theories and research on the interaction of languages,

The Achievement Struggle of U.S. Schools
Over the past decade American schools have been struggling to achieve the success rate of other countries. In the past 15 years the United States has
stayed stagnant while other countries pass the U.S. in math, reading, and science. (SOURCE) Stagnant test scores and poor performance globally have
educators, politicians and businessperson concerned about the future of education.
Diane Ravitch is a highly educated author and a graduate of Wellesley College and received her Ph.D in history from Columbia University. After
receiving her various degrees she became the assistant secretary of education and counselor of education from 1991 to 1993. (CITE) She now resides
as a research professor of education at New York University. She has also written several books about school reform, national standards, adolescent
education, controversial topics of school reform, and student rights. Overall, Diane Ravitch does a remarkable job stating the obvious issues that led to
this modern day fiasco in education. I support and agree with Diane Ravitch. She strongly believes that education should not be rushed and
mass–produced. In the book she states five major points about education: 1) Standardized Testing 2) No Child Left Behind and other education
reforms 3) Business Model Approach 4) Privatization of schools 5) Accountability and change. In Diane Ravitch's book about The Death and Life of
the Great American School System shows the history and approach to school reform.
She begins this

The Effects Of Low Cost Private Schools South Africa 's...
The South African government has implemented many policies with the goal of increasing South Africa's educational achievement. On aggregate,
these policies have not been successful, as is illustrated by our current low level of academic achievement (OECD, 2014). This essay argues that
through the proliferation of low cost private schools South Africa's educational achievement will dramatically improve at a lower cost than the status
quo. The basis of this argument is that the most efficient method of education is to allow free market forces to allocate educational resources. This
essay begins with an outline of the causes of the education crisis followed by an analysis of the theoretical benefits of free markets in education. The
practical successes of private education is demonstrated through the case study of Pakistan. Finally, to what extent regulation is required will be
explored: underscoring the impediments to free market low–cost private schools in South Africa.
In pursuit of clarifying a complex problem, South Africa's education crisis, it is important to know what is not the cause of this problem. Firstly, this
crisis is not caused by a lack of spending on education. We currently spend approximately 6 percent of GDP on education, which amounts to
approximately 20% of total government expenditure (World Bank). These are relatively high amounts spent on education and with very low returns in
terms of academic outcomes (OECD, 2014). Thus, any solution that amounts to

The Impact Of Finley School District : A Research Project...
Abstract
Finley School District (FSD) works in collaboration with school staff to promote, develop and maintain social and emotional resources needed to
ensure student progress and success. These programs and services are funded through Title 1, local, state and federal sources, and are geared towards
meeting the specific needs of varying student populations. This report will identify and elaborate on specific programs and services utilized within the
schools in the District and how they influence student achievement. FSD is committed to providing a universal service of achievement that allows for
all kids to achieve.
FSD is committed to their mission statement All Kids Achieving. Programs and services are... Show more content on Helpwriting.net ...
Individuals with Disabilities Education Act (IDEA) is a federal education law that ensures students with needs receive a free and appropriate public
education (FAPE) in the least restrictive environment. The students of needs are identified by the specific school's team of educational professionals,
who develop an IEP (Individual Educational Plan) that is specially designed to meet the needs of the student, as well as being a tool to assess student
progress. With the extent of disabilities, the IDEA does not demand equal results, but requires that students with disabilities merely benefit from their
education (Essex, 2016). IDEA focuses on the identified specific needs of the students; and its services are utilized to address these needs. Section 504
is a civil rights law that prohibits discrimination in any funded program against students who have a limiting physical or mental disability. Common
disabilities include alcohol or non–illegal drug abuse, hepatitis, disabilities caused by the environment and temporary student accidents that require
homeschooling (Robbins & Alvy, 2014). This law ensures that the student is provided an education similar to the education of a student without a
disability. Although different by definition, IDEA and Section 504 share the requirement of parental notification and involvement in the determination
of the services. Special education at FSD provides various programs and services for students

The View that Schools and What Happens Within Them are the...
The View that Schools and What Happens Within Them are the Main Causes of Social Class Difference in Educational Achievement
* The reproduction of Social Class inequalities is the idea that working–class children don't succeed as well as middle–class children in education and
do not possess the cultural capital required.
(b)
* Financial Factors – Some parents may earn more money than others so they can afford to choose which school the child goes to.
* Social Class – If a parent was more Middle–Class, they would have more involvement in the Childs education and would want them to succeed better.
(c)
* Create a more skilled Workforce– Schooling ... Show more content on Helpwriting.net ...
These were set up to provide one type of school for all students. There were no entry requirements however people were placed in sets based on ability.
(f) Assess the view that schools and what takes place within them are the main causes of social class difference in educational achievement.
The above question is telling us that school and the education system are what cause social class. Social class is where people have similar positions
usually measures by education, occupation and income. In my essay will include sociological evidence and theories exploring if social class is due to
schools and what goes on in them.
The first piece of evidence we can use to support the above statement is a Marxist point of view about education. Bowles and Gintis (71) argue that
meritocracy (your social position is based on your effort and ability) is a myth. He believes that the educational system works against the interests of
the working class. Their correspondence theory they argued that there were a correspondence between the social relationships at school to the social
relationships at work. An example of this is schools and work reward on external principals. In school you get rewarded with certificates, while in
work you are paid a wage. This relates to the question because it shows that

The Negative Effects Of Working After School, College...
Just imagine being 16 years old and you have a ton of homework to do but you must go to work right after school and then you did not get home
until 10 pm and your exhausted but it doesn't matter you have to get your homework done and study for a Chemistry test. You sit at your desk and
start working on your homework but after two hours your still not done and your eyes start to close. Next thing you know your alarm is going off
and you must get ready to go to school and you haven't finished your homework nor study for the test. Your panicking and don't know what to do,
your parents have threatened to take away the car if you get another failing grade. If you have ever worked an after–school job you may remember
similar feels and the stress associated with this. This is one of the many issues facing students in school, not just high school but college students as well.
We all think that once we can get a car then we can get a job. Once we have a job, then we buy what we want that our parents will not buy for us or
you want to help your family because there is barely enough to eat. Even though the later case maybe a necessity, the first case is not and may lead to
further issues with school. According to Marchetti, Wilson and Dunham, working part time has a negative effect on school achievement, as an
increase in working hours leads to a decrease in standardized scores and grades. (6) "The negative effects of working seemed to be buffered somewhat
when students work to save

The Importance Of Student Achievements For The Arizona...
Student achievement is the number one priority for the Arizona Virtual Schools. I have learned that one person cannot drive the vision. Instead, it takes
all stakeholders to create a unified plan to support all learners. Feedback must be obtained from families regarding the accessibility and understanding
of the online curriculum, the teachers must provide input on the alignment and additional needs based on student performance data on interim
assessments, and the administration team must look at annual performance on the state assessment and other system–wide needs. Further, data must be
used to determine student readiness upon graduation to enter into college and the workforce, and what additional supports and services the school ...
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Within an online environment, staff can often feel isolated and in a silo, along with their students behind a screen. However, Kelly has identified ways
to bring in the faculty, families, students, and communities into the "school" and has created a tight–knit community. Starting with establishing a
healthy staff culture, Kelly and her administrative team has developed a monthly calendar, around the state and has provided open invitations to school
staff to meet for coffee. Each administrator will create a public forum for teachers to come, meet and discuss their ideas, concerns or needs and most
importantly, just be there to listen. Since establishing these frequent, open forums, teacher satisfaction survey results have shown an 11% increase in
year over year satisfaction. She has taught me, by taking time to get to know her team, listen to their ideas and concerns, and be human, it has helped
her eliminate some of the disengagement of staff members.
Similarly, Kelly saw this need among her students. Over the past year, Kelly has opened six blendedlearning sites throughout the state, where students,
families and the community can come in, work with teachers, talk to staff and have a real connection with the school (see Appendix I, ribbon cutting
for the blended site). In addition, Kelly shown me that additional outreach can be done

School Achievement Gap Analysis
School is an institution that serves as a means to provide the knowledge and skills necessary to successfully function in society, such as literacy and
punctuality. Not only do students acquire these skills, but also knowledge of "hidden curriculum," which teaches certain societal norms and values.
This concept was introduced in Lecture 4.2, with the examples being obedience, hierarchy/powerlessness, and acceptance of inequality. In regards to
obedience, students learn that obeying authority is essential for success, that we must learn to be quiet and be interested, even if it means acting like it.
With hierarchy/powerlessness, individuals come to accept their impotence in regards to having a voice towards how school is ran. The acceptance ...
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This concept arose from a provision written by John F. Kennedy, that public contractors should take affirmative action to ensure that applicants are
employed and that employees are treated during employment without regard to their race, creed, color, or national origin (Executive Order No.
10,925, 1961). Though this policy currently exists in our society, there are still those who see it has harmful. To those who have received benefits
from discrimination, and are used to obtaining a plethora of opportunities, affirmative action may seem discriminatory towards them (which I find to
be ironic). An example of this is the Regents of the University of California v. Bakke case, where reverse discrimination became an issue. In the late
1970s, Allan Bakke, a white male, was rejected by a medical school, two years in a row, that had accepted minority applicants who had lesser
qualifications. The Supreme Court outlawed the system which had unfairly discriminated against him, resulting in his admission into the medical
school (Regents of the University of California v. Bakke,

Effects Of Audio Aids On Achievement Of Students Of Home...
EFFECTS OF AUDIO –VISUAL AIDS IN ACHIEVEMENT OF STUDENTS OF HOME–SCIENCE AT SENIOR SECONDARY SCHOOL LEVEL
Ms. Soni Lakra Dahiya Abstract Teaching– aids which affect our organs of audibility and sight are called Audio– visual (A–v Aids). Lessons can be
made more interesting with the help of these aids; Subjects with more practical aspects have more need of Audio Visual Aids. So many demonstrations
can be given with the help of A–V aids. A–V aids make teaching more effect. A practical subject like Home–Science can be made more interesting and
effective with the help of these aids. Embroidery, knitting, painting, cooking, stitching etc. and more information can be shown and given to the
students through A–V aids. And results are found much better. But sometimes inspite of availability of these aids, teachers are not interested in using
them. Reasons are so many. Lack of awareness among parents, teachers and students is one of the main reason. Infrastructure problems are also there.
But if overall efforts, are used properly than the results are fruitful. Keywords: Teaching, Audio– Visual Aids, Home–Science, Students Schools
Demonstrations Today is the age of Science and technology. The class room is to be just like a laboratory where in projector, record player, overhead
projector, computer etc. are lying. The materials like charts, maps models, concrete objects, film–strips, radio, television and projector etc. help a
teacher in good communication, healthy

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