Effects Of All Day Kindergarten Programming On Academic...

Effects Of All Day Kindergarten Programming On Academic...
Effects of All–Day Kindergarten Programming On Academic Performance and Classroom Social
Behaviors Pamela DeBraal pdebraal@yahoo.com Introduction For many children, kindergarten is
the first experience of being in an educational setting. The number of children in the United States
who attend either public kindergarten has increased dramatically within the last decade
(Clemiinshaw & Guidubaldi, 1979). There has been a long standing debate within the academic
community about the advantages students gain from attending a full day kindergarten class to those
that only attended half day kindergarten. Some critics of full day kindergarten feel a full day
schedule is developmentally inappropriate and too taxing. The few studies addressing this issue
found no evidence of increased student fatigue either (McConnell & Tesch,1986). None the less, the
question still remains as to the added benefits for those students who do attend a full day
kindergarten schedule to those that do not. Today, more than 93 percent of all 5–year–olds attend
kindergarten, but those kindergarten classes can vary widely (Karweit, 1992). A key difference, and
one with significant implications for state budgets, parents, and children, is whether the class is a
full–day or half–day program. Some kindergarten classes meet for up to six hours per day, following
the same full–day schedules found in the lower primary grades. Other kindergartens use a half–day
schedule, meeting for only two
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David Mcletein Theory Of Needs Theory
This theory of needs was popularized by David McClelland. He is a behavioural psychologist in
American. According to McClelland, the motivators in the theory are learned. That why this theory
sometimes was called the Learned Needs Theory. It was building on earlier work of Henry Murray
in 1928, David McClelland (1961) was make an experiment that the motivation of an individual
might influence from three dominant of needs, which is the Need for Achievement, Power and
Affiliation. These three needs will occur when someone is acting according with their desire and
behaviour.
Firstly, people in the group of the Need for Achievement (N–Ach), they likely desire to accomplish
something difficult and do some challenging tasks on a high level. This achievement oriented people
share few common characteristics such as they always try to have success and need to receive
positive feedback often rather than failures. Besides that, they seek to stretch themselves and thus
tend to ... Show more content on Helpwriting.net ...
That is an expression for people who like to be in charge. In this Need for Power, they can be
divided into two types which is personal and institutional power. People with a high need for
personal power want to direct and influence others such as the managers who like to give the
instruction to his subordinates to do the work. A high needs for institutional power means that
people like to organize the efforts of others to achieve the goals of the organization. High power
people enjoy competition and status oriented positions. While these people are attracted to
leadership roles, the may not possess the required flexibility and people–centred skills. It shows that
this people are lack of their credibility in their work. Managers with a high need for institutional
power tend to be more effective than those with a high need for personal power because the manager
have their minority power in the organizational then people that with high need for their personal

The Dynamics of Family Structure and Its Impact on...
Title: The Dynamics of Family Structure and its impact on Educational Achievement
A Paper Presented in partial Fulfillment
Of the Requirements of HS817 Social Systems
April 16, 2007
Abstract
This paper will examine the effects of family structure and its influence on educational achievement.
The link between family structure and educational achievement suggests that children living in
nuclear families are more successful academically. Research has consistently shown that family
structure can facilitate or limit the ways in which parents are able to positively influence the future
educational outcomes of their children. Family influences on children's educational achievement are
evident throughout literature; it has been ... Show more content on Helpwriting.net ...
Bureau of the Census). Family structure from a systems theory approach is evident when applying
the chaos theory perspective. In the last decade the face of family has dramatically changed. Chaos
theory describes the lack of order within systems yet the systems operate within the context of the
governing order. Chaos within the family structure is not only indicative but necessary for change.
Chaos within the family structure should not be viewed as a disruption but seen as an opportunity to
expand the unit without depleting the structure of its resources. Change is unavoidable and
necessary, as change relates to family structure there are factors that deem it necessary for to change
occur.
Family/Parental Involvement Impact on Education According to the systems theory approach family
structure is seen as either cause or effect. Families play an important role in helping to prepare their
children for school. School readiness begins early in a childhood and includes engaging children in
cognitive activities and providing an environment that promotes appropriate social skills and
physical development (U.S. Department of Health and Human Services, 2003). Families who
choose to be actively involved in their child's educational experience provide them with valuable
developmental experiences that familiarize their children with the expectations and responsibilities
of the school system (U.S. Department of Education, 1999).

Study of the Influence of Teacher Effectiveness
CHAPTER ONE
1.1 Background to the study
As a teacher in the secondary school system in Nigeria for many years, experience has shown that,
there are two categories of teachers – the good or effective teachers, and the bad or ineffective
teachers' observable from among teachers in the school system.
The effective teachers are perceived to be fully equipped naturally and professionally to lead their
students to success in competitive standardized tests, as well as inculcate in them, values that would
make them exhibit behaviours that are generally desirable and acceptable.
On the other hand, the ineffective teachers do not care about the success of their students in
examinations, and, in some cases, students who pass through such teachers, ... Show more content
on Helpwriting.net ...
This behaviour has the tendency of reducing productivity and efficiency on the part of the teachers.
These ill–behaved teachers as they may be described may tend to produce their types from among
the students, since children tend to emulate adults they see as their models. In the fore–going
descriptions of teachers in the school system, it is evident that, there exists two categories of
teachers, but what attributes or characteristics define the effective and ineffective teachers?
Highet (1977), in identifying the kinds of teachers, said that, there are good or effective teachers,
and bad or ineffective teachers, and amateur teachers who are neither good enough nor too bad in
teaching activities. In this study, the researcher categorized teachers into two, because whatever that
is not good, in definitely, bad. Denigrating the bad teachers, Highet (1977), said that bad teaching
wastes a great deal of effort, and spoils many lives which might have been full of energy and
happiness. Giving support for the existence of effective and ineffective teachers in the school
system, Vernon cited in Gammage (1971), said that most of those in the teaching profession who are
well adjusted are somewhat extroverted, but many other personality types do excellent work and
that there are certainly, large number of misfits. The researcher, through a wide range of consultation
in various literatures, has firmly established the

Predicting Performance Of Post Graduate Education From...
Predicting performance in post–graduate education from admissions information –––comparisons of
health professions with pharmacy
Richard E Wilcox, PhD* and Kenneth A Lawson, PhD ABSTRACT
Objectives. The goal of the present review was to assess the state of performance prediction in
health care programs generally, versus performance in pharmacy schools, using didactic and non–
didactic admissions measures. This is important because clinical success represents a combination of
skills that are not fully predicted by either type of measure alone.
Methods. PubMed searches were conducted focusing on work published from 2000 onwards, since
it is during this period that non–didactic admissions measures have come to be incorporated into the
applicant evaluation process. Relevant papers that were available as free full text were used. When
these papers were not available by direct import into EndNote, we went directly to the journal to try
to retrieve the paper.
Results. Published literature clearly showed that prediction of performance in the didactic portions
of health care programs is straightforward when based on pre–health care GPA and achievement test
scores. The best predictions are achieved when both measures are combined. While significant
statistical prediction is achieved in virtually every study, the percent of total performance variance
accounted for is also consistent and uniformly small – in the order of 25%. Similarly, there is now
an emerging consensus that

The Problem Of African American Educational Achievement
There are many discrepancies about the underlying causes of the problem of African American
educational achievement. Measures of academic achievement in education show that African
Americans are trailing their White counterparts, especially in higher education (Aronson, 2002).
Numerous factors that affect academic achievement, affordability, financial aid, support of family.
African American students are frequently stereotyped and spend a great deal of time establishing
their academic credibility and rapport in the classroom. The challenges encountered in academic and
social life on campuses is the result of the scrutiny that black students face when it comes to their
intellectual ability. The need to validate their intellectual competence in the classroom to White
peers and to faculty derive from stereotypes or comments from non–Blacks about the Black
community (Fres–Brit, 2002). Whether women of color choose to attend a particular institution
because of its ability to satisfy a desire to be in a predominantly Black environment, or because of
the quality of education a particular institution offers, they can benefit in numerous respects when it
comes to academic and career achievement. Understanding the variety of factors that contribute to
Black students' success requires researchers to examine resiliency from multifaceted perspectives
(Bentley, 2015). In a space where black bodies and female bodies are considered "space invaders",
social scientist Nirmal Puwar, explains

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,

Achievement Gap Between The Educational Performance Gap
Achievement gap refers to the difference between the educational performances of different groups
of students (Hidden Curriculum, 2014). While this is still a common problem in society, many
educators are trying to close the gap and get all students on the same page for success. It is
important to know not only the types of achievement gaps faced within schools, but also how they
can be handled effectively. One common achievement gap is that of upper–class majority students
versus lower–class minority students. In the video "Bridging the Achievement Gap," we learned of
an achievement gap that occurs between the wealthier students and those few within the lower class.
This is because the teachers are not as prepared, and the schools are not centered on the students
(University, 2012). With students not being given the attention and focus they deserve, it is unlikely
for them to be as successful as those who are. For example, in a diverse classroom where some of
the students may not speak English, this type of achievement gap is incredibly likely. While the
teacher may be experienced, he or she may be unfamiliar with the language of his or her non–
English speakers. As a result, the teacher is ill prepared on how to teach to these students, and
because these students are probably a minority within the classroom, said teacher would likely focus
on the majority instead. If this same achievement gap occurred within my classroom, I would do
anything I could to get all of my

Educational Progress And Achievements May Be Judged Essay
There are many ways in which educational progress and achievements may be judged (Bartlett and
Burton, 2016). If this is the case why is our knowledge predominantly determined by formal exams
rather than other forms of assessment such as presentations or coursework?
To understand why formal exams are an issue it must first be made clear what the purpose of
education is. In terms of political rhetoric the message for selling education is that it will maximise
opportunity, ensure better jobs, create greater social status and raise living standards (Pring, 2013).
Academic skills are not the only outcomes of education, there are social skills as well, yet academic
skills are the only skills considered to be worthy and therefore the only skills that are tested or
examined. The aim of our educational institutes is to promote and improve social, mental and
physical well being whilst transferring academic knowledge.
Formal exams are useful in the fact that to some extent they do asses the thinking of the individual
without the input of their peers or teachers ideas and therefore also avoid plagiarism. Exam results
can also help with parent's decision making on the best school of their child, as league tables give an
indication to the performance of the school. Exam style of assessment can also provide teachers with
the evidence needed for lesson plans as they give an understanding of what the child has understood
and hasn't understood. And since the education system is

Schools Need 21st Century Materials And Resources
Schools need 21st century materials and resources to serve 21st century students. There needs to be
a change in ideology regarding the function of the library in todays society. "For centuries, libraries
have remained essentially separate, even competing with one another to establish and maintain the
greatest collection, and now they need to recast themselves as platforms rather than storehouses.
(Palfrey, 2015) With the introduction of the internet and online information libraries need to rebrand
themselves. Libraries around the world can now share information with one another in real time, and
the competition for resources has ended. That said, there is still value in networking with other
agencies devoted to education and information. John Palfrey, author of Biblio Tech suggests that,
"Libraries must act as ambitiously networked institutions, connecting their network effectively with
partner intuitions: archives, historical societies, museums, and other cultural heritage organizations."
(2015) More agencies are partnering up to give their patrons access to the best and most credible
information. #Learning Commons The year of the Learning Commons is ablaze on social media.
Teacher–librarians are embracing technology as a way to reach new audiences and share resources.
The social media of choice for these tech savvy teachers is Twitter, and their hashtag is YearLC.
(Loertscher, D., & Koechlin, C., 2015) Twitter is being used as a marketing tool to rebrand

The Educational Achievement Gap Between Minorities And Non...
Race in America is and has always been an enormous deal and a focal point in America and of many
educational studies. Many studies have researched the educational achievement gap between
minorities and non–minorities. I rather refer to it as the educational debt we as educators owe those
students, this study looks at the idea of having more teachers of color in hopes to pay our debt of
education back to these minority students. I surveyed over 100 minority students to gauge their
attitudes concerning learning, motivation, confidence and much more to see how it differs from their
minority teacher class and their non–minority teacher class. I also looked at grades of 20 students
and was able to view a survey done about my class compared to ... Show more content on
Helpwriting.net ...
Therefore, the only thing I could think of is my race. I am one of very few African Americans on the
campus and one of few African American male teachers in the school district. Although most
schools in the district have over 90% minority students, which is not the case when it comes to the
numbers of minority educators in the classroom.
This is not just a problem in my school district or just in California but one seen across the nation.
Today in the United States minority students have actually become the majority in the classroom.
With this change, there has not been any uptick of teachers of color. One place where there is a great
disparity is Boston, for every 52 Latino students there is only one Hispanic teacher, and one black
teacher for every 22 African American students (Rich, 2015). This is not a new problem or one that
can be fixed with just money, a stroke of a pen or with this study but will take a number of things to
happen. Many studies have cited for years the importance of role models for minority students but
for some reason, they still do not have these role models and it is not concrete that these role models
will help produce a positive effect on the learning abilities of minority students.
The idea that a stroke of a pen or in other words policy, could add more teachers of color and
instantly close the "gap". This idea has led to call for mass recruitment of minority teachers (see, for
example,

Evaluation Of Established Mentorship Programs For...
III. Evaluation of Established Mentorship Programs for Disengaged Youth in New Zealand:
In the 1980s and 1990s there was a "baby blip" in New Zealand, thus resulting in an increased
number of young people aged 12–24 years living in New Zealand (Ministry of Youth Development,
2011). The numbers of young people have grown from 757,000 at the time of the 2006 Census to
approximately 818,000 in 2011 (Ministry of Youth Development, 2011).. However, even with this
increase of the school–aged population, a higher percentage of students are gaining school–level
qualifications (Ministry of Youth Development, 2011). The New Zealand Qualification Authority
(NZQA) Annual Report on National Certificate of Educational Achievement (NCEA) and New
Zealand Scholarship Data Statistics (2014), report an increase in the Cumulative Percentage of Year
11 Students Attaining National Certificate of Educational Achievement (NCEA) at Level 1 in
literacy and numeracy from 81.7% in 2010 to 90.7% in 2014 (New Zealand Qualification Authority,
2015). However, in numeracy alone there was a downward trend from 2010 to 2014 being 89.0% to
88.5% with a minimal peak of 86.4% in 2012 (New Zealand Qualification Authority, 2015). Also in
this report, there was an increase in retention rate for secondary school education (New Zealand
Qualification Authority, 2015). Contrary to the increase in retention rate and achievement of Level
1, the unemployment rate of youth has increased in New Zealand. There is a

ACA Code Of Ethics : Evaluations, Assessment, And...
The ACA Code of Ethics (ACA, 2014) is a critical resource for counselors involving assessment.
Section E in the ACA Code of Ethics (ACA, 2014) is devoted to explaining evaluations,
assessments, and interpretation. E.1. states, "The primary purpose of educational, mental health,
psychological, and career assessment is to gather information regarding the client for a variety of
purposes, including but not limited to, client decision making, treatment planning, and forensic
proceedings" (ACA, 2014, pp.11). Counselors should only use assessment tools in which the
clinician has been trained. Before a clinical begins to counselor a minor, the counselor must receive
written permission from the legal guidance or parent. Informed consent is essential because the
client may not understand what is being measured and how the results will be used. If the parent
does give the school consent to participate in the examination or testing for psychological services,
the test results should be offered in a language that the parent, students, their teachers, and
administers understand (Association for Assessment in Counseling, 2003). Therefore, the counselor
should include background information that would help explain the test results. Also, the test
administers should know the measurement characteristics (Association for Assessment in
Counseling, 2003). Therefore, the test administers should be able to answer questions regarding the
test results, what assessment was used, and the

Pros And Cons Of Standardized Testing
A standardized test is any examination that's administered and scored in a predetermined, standard
manner. There are two major kinds of standardized tests: aptitude tests and achievement tests.
Standardized aptitude tests predict how well students are likely to perform in some subsequent
educational setting. The most common examples are the SAT–I and the ACT both of which attempt
to forecast how well high school students will perform in college. But standardized achievement–
test scores are what citizens and school board members rely on when they evaluate a school's
effectiveness. Nationally, five such tests are in use The folks who create standardized achievement
tests are terrifically talented. What they are trying to do is to create assessment tools that permit
someone to make a valid inference about the knowledge and/or skills that a given student possesses
in a particular content area.
More precisely, that inference is to be norm–referenced so that a student's relative knowledge and/or
skills can be compared with those possessed by a national sample of students of the same age or
grade level. But there's an enormous amount of knowledge and/or skills that children at any grade
level are likely to know. The substantial size of the content domain that a standardized achievement
test is supposed to represent poses genuine difficulties for the developers of such tests. If a test
actually covered all the knowledge and skills in the domain, it would be far too long.
For

The Challenge Of Educational Equity Essay
aa
Type your title Precios Armstrong
Discussion Board #2
EDL 700
Dr. Martin
Dr. Shepard
The Challenge of Educational Equity
If two people are swimming and one is drowning, is it appropriate to administer life–saving
strategies to both or just the individual in need? Most would answer emphatically that the best
choice is to provide resources to the one that requires them. However, exchange an individual who
is drowning with student equity of access to excellence andJustdebate will likely ensue. Yet, just as
seen in the drowning analogy, equal student treatment is not always appropriate. It does not ensure
equity of access. Duke (2010) points out that "equal opportunity ... may be insufficient to make up
for the accumulated effects of poverty, racial bias, and other social hurdles." Public school is an
extension of a manmade construct, government. As Tawney instructs, "because men are men, social
institutions–property rights, and the organization of industry, and the system of public health and
education – should be planned, as far as possible, to emphasize and strengthen, not the class
differences which divide, but the common humanity which unites them. (Jackson, 1992, p. 15)
So it is appropriate that the creation and administration of public schools should provide for the
educational needs of its constituents in a matter that explicitly recognizes as well as programs for
their varying needs. While the mission is clear, the method and the challenges to that

Using Material from Item a and Elsewhere, Asses the View...
Using material from item A and elsewhere assess the view that social class differences in
educational achievement are the result of school processes such as labelling.
Social class is typically known as social grouping or hierarchy based on differences in wealth,
income or occupation. In the UK there are mainly two social classes; working class and middle
class.
33% of students who are currently on free school meals achieve 5A*–C at GCSE, however 61% of
students who are not on free school meals also achieve 5A*–C grades. 90% of the failing school are
from deprived areas, and 79% of children from a higher professional family are more likely to go to
university, whilst only 15% of children from unskilled and manual backgrounds go to ... Show more
content on Helpwriting.net ...
This can affect those less able because it foes against the main stream. This is backed up by
"Gilbourn and Youdell have examined the role of educational policies in creating the context for
such school processes to take place" (Item A) Gilbourn and Youdell shows how teachers notions of
ability conclude to their decisions of which pupils have the potential to achieve 5A*–C grade gcse's.
Neil Keddie then argues that the more intelligent students get taught more complex and advanced
information and methods while the students in the lower sets are not recognised and being left
behind. However Rosenthal and Jacobson performed an experiment where they picked random
students from the class who were also working class and told teachers they are able to improve, this
later resulted in teachers spending more time with these 'selected' students which made them
improve and achieve better. Therefore showing that self–fulfilling prophecy can have an effect in
education underachievement. To conclude sub cultures, labelling, streaming and self–fulfilling
prophecy can effect education underachievement, due to social class, gender and race.
Being labelled tends to be based on your social class, where you will be labelled between smart and
dumb. Streaming is typically based on your ability on whether you're smart or dumb. Also, sub
cultures and self–fulfilling prophecy is known to go under all social class, gender and race as it is a
group of people who tend

Bourdieu Educational Achievement
For Bourdieu, he views that through educational attainment, one is able to gain social status, gain
positions of power, and that this educational attainment can be seen by an individual's ability to
understand cultural taste. This can be explained through the article I gathered on educational
attainment in Indiana. In Clark and Floyd County, Indiana, more than 45% of the residents of these
counties have a high school degree, and only 20.3% of these residents have a bachelor's degree. It
also states that in correlation to this fact, the quality of life and quality of workforce employment in
very low. The main argument of this article by Jared Clapp proposes that if educational attainment
was raised for the residents, then so to would the quality ... Show more content on Helpwriting.net
...
This economic capital of these families is put into schools to give their children cultural capital, thus
allowing them the ability to one day enter the economic field of business and gain power. Inversely,
African Americans live in a field where the symbolic struggle they face is not in gaining the
powerful positions but is in gaining the necessary forms of capital to give them positions in the
social space in the first place. Moreover, like Bourdieu says, this social space creates a difference in
the artistic competence, or culture, of the rich and the poor due to their economic capital, and thus
creates social class differences. In terms of Foucault, I believe that this large difference in the quality
of white school districts versus that of the African American school districts creates a new form of
the Panopticon–like, disciplinarian society. One in which, white Americans gain positions of power,
such as in the police, in schools, in government, and in business. It creates a disciplinarian society
where African Americans are constantly being watch by their white

Children 's Eating Habits Are Not Consistent With...
Gardening can range from fruit orchards to residential yards to fields with rows of crops. It involves
a very active participation in the growing of plants and includes labor intensive activities. Gardening
can be considered a relaxing activity for many individuals. Many classrooms and parents have taken
to teaching their children the skills of gardening at a young age. Involving children in the process of
growing their own food improves their fitness, causes them to eat healthier, makes them feel pride in
growing something, gives them a sense of self–reliance and instills in them skills and values that
become important for the rest of their lives.
Current research shows that children's eating habits are not consistent with recommended ... Show
more content on Helpwriting.net ...
The program lets children grow their own food which creates interest in eating what they grow and
instills in them the values that children can learn from growing food and cooking it From Water's
experience, when a child has been involved in the whole process of growing they take pride in it
when it is ripe and are more likely to eat the crops they produced. In an interview Water stated,
"When kids grow food and cook it and serve it, they want to eat it. All of the very important ideas
about sustainability and nutrition come in by osmosis. They 're engaged with all of their senses.
Once they 've spent a year in the program, they know where the compost heap is, they know what
compost is, they know when the raspberries are ripe, they know how to plant seeds." (Broache, p.
50). Water witnessed firsthand the benefits of gardening through observing the children who
participated in her program.
Another nutrition education program called Hearty Heart and Friends was created in the 1980s. The
program lasted for ten weeks, involving twenty sessions with school–based curriculum. Sixteen
lower school classes participated in the study. Half the students were the control while the other half
participated in the experiment. Those participating in the experiment received the Hearty Heart and
Friends program in their classes while the control classes learned in the traditional style of education
curriculum. Data was

The No Child Left Behind Act
How could the idea of No Child Left Behind Act and standardized testing become such a terrible
problem, that it has led to a generation of students that are not properly educated and prepared for
college and the "Real World"? My Working thesis is that standardized testing should be removed
from the school system because it is not testing what children know but teaching them how to test.
The No Child Left Behind Act (NCLB), which was passed Congress with overwhelming support in
2001 and was signed into law by President George W. Bush on Jan. 8, 2002, is the name for the
most recent update to the Elementary and Secondary Education Act of 1965. The NCLB law¬ which
grew out of concern that the American education system was no longer internationally
competitive¬¬ significantly increased the federal role in holding schools responsible for the
academic progress of all students. It put a special focus on ensuring that states and schools boost the
performance of certain groups of students, such as English language students, students in special
education, and poor and minority children, whose achievement, on average, fell below their peers.
States did not have to comply with the new requirements, but if they didn't, they risked losing
federal Title I money.
The No Child Left Behind Act dates back to Brown v. Board of Education, when the U.S. Supreme
Court outlawed racial segregation in public schools and determined that the "separate but equal
doctrine" which was unconstitutional.

Multi Cultural Education And Educational Achievement
Inclusive Learning
(Policy and Practice)
There is more to multi–cultural education than simply showing cultural awareness within the
classroom. To successfully reflect a multi–cultural society within your classroom, you would need to
implement a series of strategies that would address the diverse range of under–represented groups
within the curriculum. Not purely focusing on race and culture, this would also include women and
those with disabilities who were more often than not, forgotten about in years gone by. For example,
celebrating 'Black History Month' once a year is not enough. There needs to be a constant inclusion
of diverse cultures and histories, as doing so will only help to combat stereotypes and prejudicial
behaviour. Banks ... Show more content on Helpwriting.net ...
Exploring different cultures and histories would surely serve to be another valuable learning
experience. These are important points to consider when attempting to plan and implement a
strategy for multi–cultural education.
The school or institution itself, should be making every possible steps to ensure that provisions are
made to fulfil the need for multicultural education. Banks (1999) stated that school districts should
have a policy statement on multicultural education that conveys the board of education 's dedication
to establishing and preserving schools in which students from all groups have an equal opportunity
to learn. Without the support of the wider establishment, including OFSTED, multi–cultural
education would be difficult to maintain within the classroom. Researchers in the UK have reported
that working class, white children are being marginalised at school after being forced to follow a
multicultural timetable, shunning British traditions (Paton, G. 2014). Such opinions are barriers to
successful multicultural education but they should not be overlooked. While a number of schools in
the UK run projects to promote awareness of countries like Jamaica, Somalia, Portugal and the
Philippines. Representing the growing cultural demographic within the UK, it would be counter–
productive for this initiative to alienate other cultures and

Marshmallows And Students Have Better Educational Achievement
There was an experiment using marshmallows as rewards to kids to see how being patient
influences their achievement. In the experiment, if the kids were able to wait for a longer while, they
were rewarded with more marshmallows than they originally would have. The results show that if
the kids are willing to delay gratitude, they will have better educational achievement.
I didn't catch the bus this morning, so I was late to school. And the teacher was angry at me because
I was late. Then, when I was on my way back home, a car nearby splashed dirty water on me. Oh!
How unfortunate I am today!
My plane was delayed due to some mechanical issues, so I will be late for the meeting tomorrow
morning. Please let others know.
Tomorrow is our school's

Children Coping With Parent 's Dissolution
Children coping with parent's dissolution have more problem adjusting to life events: "Research on
interparental conflict and child adjustment" has shown that parental conflicts that are overt, intense,
and child related are more strongly associated with child maladjustment than conflicts that are less
evident (covert), intense, and not child related" (Davies & Cummings, 2006; Grych & Fincham,
1990). In a long term consequence, there are chances that they, when growing up, do not believe in
marriage, and the risk of them getting divorced is higher than children from an intact family.
Children from a divorced family witness interparental conflicts frequently, which shapes their
pessimism that marriage problem is unsolvable as well as divorce is easier and acceptable (Cui,
Fincham, & Pasley, 2008; Segrin, Taylor, & Altman, 2005). As a relationship is not always about
love but it is also about frustration, disappointments and arguments, without patience and efforts
from both partners, the connection will not stay strong and healthy. This motivates them to give up a
relationship easily, rather than putting effort to work it out. They tend to commit less to their partner.
This pattern in adolescent/ young adulthood can predict their rough marriage in the future.
The study named "The effect of parental divorce on young adults' romantic relationship dissolution:
What makes a difference?" conducted in a large undergraduate Southern college examines nearly
600 young adults about

Poor Educational Achievement and Opportunities for Foster...
"The direction in which education starts a man will determine his future in life"(Plato). Plato's
assessment was accurate, because the importance of learning enables individuals to put their
potentials to optimal use. The foster care system can handicap the educational achievement of
children. This handicap can follow those children beyond the scholastic world and into the
professional world. Today, seventy percent of teens that break away from foster care report that they
want to attend college, but less than fifty percent graduate from high school. Fewer than twenty
percent of those who graduate from high school actually enroll in college, and of those less than
three–percent graduate with a degree. Post emancipation, fifty percent are ... Show more content on
Helpwriting.net ...
The demand is up yet we are getting cut and so you feel for the student who is trying to get the job
skills to better themselves."
The economic recession is a major contributing factor as to why many students are enrolling back
into colleges and universities. A majority of these students are enrolling at higher rates because the
job market has also become extremely competitive. These students are giving up their time and
money to raise their educational level. Many people have realized that education is a passport to a
better future. Without education, people may end up unemployed resulting in the possibility of
destitution. More and more students are finding it difficult to get into the classes they need to
transfer into a university, obtain an associate's degree or a certificate, due to the overcrowding of
classes. Foster youth, who already face great educational challenges, fall through these holes in the
educational system.
After enrolling at

Inclusion In Special Education
Students across America with special needs have been integrated into classrooms with populations
of general education students. This integration of students with special needs and students in general
education is called inclusion. Inclusion is no longer an option for schools to choose or not choose.
Federal law now requires the inclusion of all students with special needs if that placement is the
least restrictive environment.
Public Law 94–142, which states that education will be provided to all handicapped children, was
enacted to prevent discrimination that was considered wide spread (Elliott et & McKenney, 1998).
An amendment to this act in 1990, titled Individuals with Disabilities Education Act (IDEA), stated
that the education of that person would include all academic areas, as well as the vocational and
technical areas of education (Cronis & Ellis, 2000). Many high school instructors believe that the
process of including students with special needs into general education classes demonstrates reverse
discrimination for general education students. "Some feel that there is a failure to meet the needs of
either regular or special education students" (Winzer, 1998, p. 2). Because inclusion causes a change
in how educators teach and students learn, it becomes important to analyze the effects of inclusion
on the general education students to best serve both populations.
Teachers struggle with the concept of inclusion for a variety of reasons. Some feel that the students

Should Undocumented Immigrants Affect The Level Of...
The research question for the research conducted is, does being undocumented immigrant in the
United States affect the level of educational achievement? It is hypothesized that undocumented
immigrants in the United States have low educational achievement. It is also hypothesized that
immigrants that have low educational achievement will then have low income compared to those
that have completed a higher level of education.
The variables used throughout this section along with their codes is as follows:
1. Sex– Sex
2. School Years Completed– EDYRS
3. Household Head Income or wages– HHINCOME
4. Wage for Last Formal Job in Mexico– LDOWage
5. Last US Migration Documentation Used –USDOCL
The t–test for this research is U.S Documentation ... Show more content on Helpwriting.net ...
When comparing the level of school years completed with the last documentation received, those
who were legally documented (N=8318), and illegal population (N=15591), a significant relation
was found t (23907) = 11.78 (0.04). The level of school years completed has a significant
relationship with documentation status (see appendix E), therefore we reject the null hypotheses.
Then comparing the level of school years completed with the sex, female (N=69360) and male
(N=67406), another significant relation was found t (136764) = 6.62 (0.15). The level of school
years completed has a relationship with sex (see appendix F). Therefore, we reject the null
hypotheses. A one–way between subjects' ANOVA was conducted to compare the effect of last wage
in Mexico on years of education completed in 0 years, 1–6 years and 7–12 years' conditions. There
was a significant effect found between wages in Mexico and education years completed at the p<.05
level for the three conditions [F(2,12298)=16.28, p=0.000]. Post hoc comparisons using the Tukey
HSD test indicated that the mean score for the no school years' condition (M= –107.31, SD= 235.97)
was not significantly different than the 1 to 6 years of school years completed condition
(M=107.311, SD= 235.97). However, the more than 7 years of school completion condition
significantly differed from the no school years completed or less than 6 years (M= 805.52, SD=
241.54). Another one–way between

• Compare and Contrast the Constructs and Measures of...
Define the term test The term " test" comes from the late 14th century old French word for a "small
vessel used in processing precious metals" (Harper, 2010, Para. 1). Thus in the 1590s records show
its use as "trial or examination to determine the correctness of something" (Harper, 2010, Para. 1).
According to Hogan, 2007, p. 38) The standards for Educational and Psychological Testing defines
test as, "an evaluative device or procedure in which a sample of an examinees' behavior in a
specified domain is obtained and subsequently evaluated, and scored using a standardized process."
Furthermore, Hogan stated that a test is a systematic and standardized qualification procedure or
device that produces information about ... Show more content on Helpwriting.net ...
Neuropsychological tests are designed to give information about brain function and the central
nervous system. According to Hogan, (2007), assessing brain function includes "tests of memory for
verbal and figural material, psychomotor coordination, and abstract thinking" (Hogan, 2007, p.8).
Compare and contrast the concepts of reliability and validity and discuss how they affect the field of
psychological testing. Moreover, the two of the most important concepts in testing are reliability and
validity, whereas validity refers to if the test measures of what it aims to measure. On the other
hand, reliability refers to the consistency of the measurement (Hogan, 2007). Hence, both concepts
give tests their value. Further, a measure can be reliable validity; however, a test cannot be valid if it
is not reliable. According to Hogan, (2007), the expected components of testing are consistency,
replication, and dependability. Thus, using these terms, a test consistently must produce the same or
similar information, and it must tend toward replication "within a certain margin of error" (Hogan,
2007, p. 113). Furthermore, the test must be dependable and produce the same score for an
individual. However, validity is the most important characteristic of a test. According to (Hogan,
2007, p. 157), it is the imprecise to question the validity of a test, but rather "refer to the

The Educational Achievement Of Latina/O Youth
When discussing the educational attainment of Latina/o youth, current research often frame an
image of a pipeline, where students flow from k–12 schools into higher education. Although
Latina/o academic achievement and outcomes have improved, they still lag behind other major
racial or ethnic groups. Therefore, educators should imagine a leaky pipeline that gradually
narrows–the few drops of Latina/o students that flow towards the narrow end are the exception, not
the rule. Erica, a sophomore in high school and participant in the study, commented during an
informal conversation about her classes and college, "See, we have a college counselor, but they
don't tell us about what they [post secondary institutions] offer; they don't tell us there is support for
students in college, especially for students with an IEP [Individualized Education Program], so
students get discouraged." Also, during a formal interview, Erica mentioned, "Schools don't teach
you information that you need to know about your community, there's a lot of things that I have
learned through my community that is important but I didn't learn at school." At the core of Erica's
experience, and of others with similar narratives, are structural and social processes that influence
the type of education, information, and assistance youth experience in their educational process.

Educational Achievement In Pima County
Educational attainment within Pima County is referencing the highest level of schooling, on
average, that the population in the county achieves.
In the most general form, the data will include people who are 25+ years old, whether they do or do
not have a high school diploma, and who out of this age group went on to obtain a higher degree. As
seen in Figure 5, close to 49% of people, aged 25 and older, in Pima County received a high school
diploma and 38% of this population obtained a higher degree. To be more specific, when looking at
the percentages of male versus female education attainment they do not vary by much. When
referencing Figure 6, it can be seen that males had a greater percentage than females when it comes
to getting a higher ... Show more content on Helpwriting.net ...
The first category of school that is provided are many district schools. These schools are public and
include schools for a range of ages. Some of the districts in this category are Ajo Unified (PK–12th
grade), Marana Unified (KG–6th), and Sunnyside Unified (KG–12th). The next category of schools
provided are charter schools. These schools are tuition free state funded public schools, made by
legislation in 1994, that contract with the State Board of Education and the State Board for Charter
Schools (Arizona Department of Education, 2016). Some charter schools in Pima County include La
Paloma Academy (KG–8th), Lifelong Learning Academy (KG–8th), and Nosotros Academy (KG–
12th). Next, there is the private school option which is a school that is supported by the care taker of
the child through tuition. Some private schools include Casas Christian School (KG–8th), Desert
Christian High School (9th–12th), and Faith Community Academy (PK–6th). Most of the private
schools in the Pima County are Christian faith–based schools. Also, there is the fourth category,
homeschooling. To have the ability to homeschool a child, there are many laws and requirements
that need to be followed. In general, homeschooling is nonpublic school ran by the parent, guardian,
a person in custody of the child, or by instruction from one of these three (Pima County School
Superintendent, 2014a). An Affidavit of Intent that articulates the child is being homeschooled must
be filed with the county school superintendent and have the child's name, birth certificate, address
that it will take place, etc. (Pima County School Superintendent, 2014a). Along with these things,
the parents doing the homeschooling are accountable for their curriculum but must teach the child
the subjects of math, reading, grammar, science, and social studies (Pima County School
Superintendent, 2014a). As for the diplomas and certificates,

Advantages And Disadvantages Of Migrant Students
Cumulative disadvantage by definition is when a group of people experience many disadvantages in
life as a result of many cumulative occurrences.In this essay I will be critically exploring how
cumulative disadvantage amongst migrant students constitutes itself in education.Migrant students
around the world find themselves suffering from a cumulative disadvantage due to six primary
factors in relation to education ; the Role of Institutions,Streaming,Parental Choice,Knowledge of a
host language, Post Second Level Pathways and Integration.
Merike Darmody proposed that the disadvantage affecting migrant student is likely to have an effect
on their future prospects such as their progression to further education, their position in the labour
market ... Show more content on Helpwriting.net ...
This inability to attend the better schools contributes in large part to the achievement gap between
migrant and native students.This lower educational achievement leads on to migrant students
pathways being limited.This is demonstrated by the fact that students that attend schools with a
socio–economically disadvantaged intake do not perform as well as their counterparts in better

Educational Barriers In Educational Achievement
4) An educational barrier I faced was Honors Math Analysis during junior year. Walking into class
on the first day I knew the class was going to be a challenge, however, at first, it was a challenge
that was too gargantuan for me to overcome. I went home everyday and struggled with my
homework. I would spend hours and hours sitting at my desk, simply trying to grasp the lesson of
the day. A great number of those nights I was unable to comprehend and therefore I didn't master the
concept of the day. Night and night of not understanding lead me to dread the subject and I even
considered dropping the class. I finished that first semester with a B– and during Christmas break I
thought to myself, I can do better, and I made it my goal to raise it by a whole letter grade for next
semester. When school started, I began to ask questions during class instead of sitting there
confused. After school I would frequently go see my teacher to get additional help on the daily
homework assignments. My quiz grades improved but that was not enough for me. I took my quiz
that I got an 8 or 9 out of 10 and would go over each problem with my teacher. I would then go
home and redo each problem until I completely understood every aspect about the problem. My first
test I saw that my hard work was paying off and my test scores were getting better and better. After
that little progress I craved more because I felt I was on the cusp of math potential I had but had not
found yet. I made it a routine

How Does Social Inequality Effect A Child 's Educational...
How does social inequality effect a child's educational achievement in England?
Introduction
There have been many different theories, debates and discussions regarding the relationship between
educational achievement and social class of children. I will be discussing these points of views using
a range of resources to support my statement. Social class can be referred to as; ''large groups of
people differing from each other in terms of the place the occupy in a determined system of social
production, mostly by there role, wealth and the mode of requiring that wealth'' (Vladimir Lenin,
1919). This includes the upper class, middle class and working class.
Children enter the education system from all different backgrounds and leave with different
experiences and results. According to statistics and data taken from the The Youth Cohort Study
(2007) it shows that middle class children on average perform better than working class children.
This is because the poorest and most disadvantaged homes are the ones that achieve the lowest
results.
This problem has been identified as a policy concern for all three major political parties in the
United Kingdom (UK). In December 2007, the government published a plan called 'Building
brighter futures'it has been designed to eradicate child poverty and social division. Ed balls said that
he wanted England to be ' 'the best place in the world for our children and young people to grow up
'' (GOV, 2007).
Historical development of social

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

The Effects Of Father Involvement
Fathers should spend time with their children because it can help them perform better in school, it
can help with their development, and help them flourish in life. "The dad effect starts as early as
birth. A review of studies by Father Involvement Research Alliance shows that babies with more
involved are more likely to be emotionally secure, confident in new situations, and eager to explore
their surroundings." According to Sarah Allen, PhD and Kerry Daly, PhD in May 2007 the main idea
about this subject is "The Effects of Father Involvement". Infants with fathers that are highly
involved in their lives are better problem solvers as toddlers and have a higher IQs by age three.
"School aged children of involved fathers are also better academic ... Show more content on
Helpwriting.net ...
Ellis, Yasmine S. Khan, Victor W. Harris, Ricki McWilliams, and Diana Converse states that fathers
have a huge impact on children's well–being. They start off stating that "American families have
changed dramatically over the last century. Currently, about one half of all children in the United
States will live apart from their fathers some time during their childhood because their parents have
separated (Smith, n.d.). Of all children born in the year 2000 to married parents, 50 percent will
experience the divorce of their parents before they reach their 18th birthday (Fagan, 2000). In
addition, the proportion of births to unmarried women has increased greatly in recent decades, rising
from 5 percent in 1960 to 41 percent in 2011 (Child Trend Data Bank, 2013)." Fathers are different
from mothers in how they play with their children, mothers more likely nurture their children in
contrast because fathers spend more time engaging in stimulating playful activities and promoting
and advising independence. When you have fathers that spend time with you at a young age will
most likely develop greater abilities to start school with higher levels of academic readiness
according to Allen and Daly in 2007 and "throughout development, high levels of father
involvement have also been associated with greater child tendencies to be more patient and have
increased aptitudes for handling the ongoing stresses associated with schooling and

Poverty is the Main Cause of Social Class Differences in...
Poverty is the Main Cause of Social Class Differences in Educational Achievement
This essay will assess the view that poverty is the main cause of social class differences in
educational achievement. There are many causes of these differences which can be linked to cultural
deprivation, and will be discussed in this essay.
Material deprivation is lack of money and things which money can buy, and is the main cause of
poverty. Item B suggests that that this is the main cause of social class differences in educational
achievement as it says that most truants come from poor working class backgrounds and are less
likely than their middle class counter parts to obtain a good formal education. ... Show more content
on Helpwriting.net ...
Douglas 1964, claimed that middle class children received more attention and encouragement from
their parents which was the single most important factor affecting their attainment whereas working
class pupils received little encouragement and lacked the motivation to succeed at school.
Also sugarman believed that the working class subculture was fatalistic, concerned with immediate
gratification and present time orientated. This meant that they wanted to earn money straight away
rather than sacrifice for the future. Middle classes were however prepeared to sacrifice for the
future–they were future time orientated and concerned with deferred gratification. However a
criticism of immediate gratification in this case is that the students aren't usually sacrificing as the
first year of uni is enjoyable.
In addition to this Basil Bernsteins research shows that schools can contribute to social class
differences in educational achievement and his research did not support the view that poverty is the
main cause. He claimed that there were two forms of speech patterns–restricted code and elaborated
code. The restricted code was a kind of shorthand speech which was used by working class children
and the elaborated code spelled out meanings and details. Middle class children are socialised in
both forms of speech–teachers use the elaborated code

Strengths And Weaknesses Of Computer In The Classroom
1. The first application involves utilization of the computer as a record keeper and retriever.
Teachers and administrators programme the computer for processing data of the students for
instructional purposes such as printing report cards, storing and retrieving tests and examinations
results, pertinent details about students (age, sex, community, family background etc.) and
scheduling students for classes in the case of streaming of students ability wise or due to large
strength of the college or shift system, for the purpose of guidance and counseling , cumulative
records, counsellor's records, file and details about vocational interest, aptitude and information and
psychological test results can be stored in the computer and retrieve as and when needed.
2. The second is to use the computer as a laboratory computing device, which is one of the most
frequently used educational application. A single terminal, teletype or electronic typewriter is
installed in the classroom with a direct access to an externally placed computer. Students are
encouraged to develop their regular classroom assignments. Talented and over–achieving students
can be encouraged to develop their own software of help the peer group in preparing software to suit
... Show more content on Helpwriting.net ...
This makes it possible for the computer to accept and act upon a variety of different kinds of
response from the learner and to provide information in textual, graphical, and animated form
(Rushby, 1989). Kaput (1992) enlisted there are three advantages of usage of technology in teaching
and learning; (i) interactivity, (ii) connectivity and (iii) controlling of learning environments.
Furthermore computer suggest opportunities for learner–control, improved enthusiasm, associations
to the real world, and enhance student achievement as measured in variety of ways, including, but
not exclusively limited to, "standardized achievement

Causality of the Racial Educational Achievement Gap
Causality of the Racial Educational Achievement Gap
Noe Gonzalez
WRC 1023
Ellen Walroth
18 February 2010
Causality of the Racial Educational Achievement Gap Research shows that on average, there is an
educational gap between different ethnicities. This gap is called the racial educational achievement
gap and is often looked at as the difference in education between black, hispanic, and white students.
Even though this gap is not true in all situations, it is a big enough problem that several
organizations have taken extensive research to find out exactly what causes the racial achievement
gap. Pinpointing the cause however is difficult because many factors contribute to the racial
achievement gap. The more outstanding of ... Show more content on Helpwriting.net ...
With this statement McKinsey implies that causes to their data can only lower the ability for
someone to change the racial achievement gap. This statement completely wrong however, without
a cause one may not start on creating a solution. McKinsey, by avoiding stating a cause for the gap
has only lowered the use and merit of their data. The claim I have made for the causality of the
racial achievement gap might be challenged by McKinsey as not valid. For instance McKinsey's
information is gathered by many sources on a large scale, so they contain a large average of
statistics on the U.S. While the Statistics to support my claims are only select and small examples to
the racial achievement gap. Although I do not support my claims to the causality of the racial
achievement gap with large scale data, I do support it with situations where people were able to
overcome and decrease the educational gap for minorities. The only way these people were able to
overcome the gap was because they identified the cause. For an example we can consider
community schools, which are: public schools that are enhanced by coordinated partnerships with
organizations the provide diverse activities and programs for students, families, and community
members (Annie E. Casey Foundation, 2008).
Community schools were created to target the family influence of the racial educational
achievement gap. Family can also be looked at as a cause to the gap because, by

Early Childhood Intervention Programs For Children 's...
For decades, early childhood intervention programs, including child–care program facilities, have
created controversial debates on the long–term effects that they have on a persons childhood and
more importantly, their future development. Although there are various debates on early childhood
intervention effects on future development, early intervention programs tend to show long–term
effects on cognitive and academic achievement, and positive effects on occupational prestige and
depressive symptoms. However, early childhood intervention programs do not show long–term
effects on future behavioral development and social competence. In essence, it is these outcomes
that provide insights as to why early intervention programs enhance or diminish the future
development among children. In turn, the early child–care programs tend to have positive effects on
a persons reading and mathematical skills at the high school level. Early childhood intervention
programs including child–care facilities, offer numerous amounts of support to children's future
development. In particular, research has concluded that early intervention programs show long–term
effects on cognitive and academic achievement such as reading, and mathematical achievements.
For example, in Campbell and Ramsey's article on the development of cognitive and academic
abilities, the authors focus on the effects of early childhood programs and a child's intellectual level
and academic achievement. The experiment included a

Educational Achievement Of Students With Disabilities
Now, as far as how all students fair academically, it can vary based on school rules and acceptance
of it, the teacher, how the class operates, the amount of disabled verses nondisabled students, and so
many other things. If inclusion is accepted and done right, there will be "no significant differences in
the academic performance... of students without disabilities enrolled in inclusive classes and those
who [are] not" (Disher, Mathot–Buckner, McDonnell, Mendel, and Thorson 224). "The presence of
students with developmental disabilities in general education classes [does] not negatively impact
the educational achievement of students without disabilities" (235). In fact, in some studies, some of
the lower and average level general education students improved when placed in inclusive settings
(Fiorello, Huber, and Rosenfeld 500). The use of tactics, like manipulatives and certain
technological activities, geared towards special education students in the general education
classroom, can inadvertently improve some of the other students understanding and test scores.
Some people argue that placing special education students with advanced students creates too big of
a gap moving the range of tolerance downward to the point that the needs of the high achievers are
not being met (Fiorello, Huber, and Rosenfeld 498). However, this only happens when teachers over
simplify the work for all of the students or do not have the extra help in the classroom they need.
When teachers

Exploring the Reasons for Differences in Educational...
Exploring the Reasons for Differences in Educational Achievement Between Different Ethnic
Groups
I believe that this is an important issue to consider as research has shown that whilst Afro–Caribbean
males are at the very bottom in terms of achievement, West Indian females tend to do even better
than white females at GCSE. Sociologists such as Cecil Wright link educational achievement with
teacher racism and labelling whilst other sociologists such as Charlotte Brookes link it with cultural
deprivation: issues concerned with ethnicity. Ethnic groups contain people who share a common
history, custom, identity and in most cases language and religion. The issue of 'differences in
educational ... Show more content on Helpwriting.net ...
Cecil Wright 1992 noted of teacher labelling, '[Afro–Caribbean] hold expectations of bad behaviour
along with disapproval, punishment and teacher insensitivity to racism'. She also affirmed that of
primary school children, Rastafarians in particular were perceived as a threat to classroom
management and often treat more harshly.
Sociologist Bernard Coard (1971) used impressionistic evidence and personal experience to prove
his hypothesis 'The education system makes black children become educationally subnormal by
making them feel inferior in every way'. Following his research he found that the word white is
associated with 'good' and the word black with 'evil', especially in children's books. Furthermore he
noted that books often only contain white people and black music, art and culture are absent from
the curriculum. I believe that his research completely supports his hypothesis as it is inevitable that
some young children that associate black will 'evil' will resent black children and therefore they
attract hostility from other children which makes their school life extremely unpleasant.
Gender differences is

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