The document discusses starting a mentoring program to help students who are struggling academically. It notes that 8% of students failed one class and 5% failed two or more in the first semester. Research shows mentoring programs can improve academic performance, work quality, attendance, and discipline. The proposed program would match weekly student mentors to help with homework, study skills, and be a positive influence. Next steps outlined are obtaining funding, recruiting mentors and students, training, matching, and evaluating the program.
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
Student Feedback and Progressive ReportingHobsons APAC
Our new piece of #HobsonsInsights is a K-12 focused analysis of recent research on student feedback and progressive reporting. We surveyed 1000+ Australian parents with children of various year levels, attending all different types of schools. The results are aligned to the national funding model and include state-by-state analysis.
Factors that Predict Persistence in College at the University of Wisconsin-Pa...Iowa Campus Compact
The presentation will explore whether
participation in service-learning is
related to persistence in college with a
focus on the University of Wisconsin-
Parkside.
Helen Rosenberg
Professor
University of Wisconsin-Parkside
NSI 2014: Postsecondary Success: How Do You Know?Naviance
Learn how one high school created a step-by-step process to gather, measure, and report post-secondary outcomes through the use of alumni surveys along with data from Student Tracker via the National Student Clearinghouse.
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Community Education Partners is headquartered in Nashville, Tennessee, but its operation isn’t limited to one state. Community Education Partners (CEP) has contracts in Georgia, Florida, Ohio, and Texas.
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docxaudeleypearl
References
Cozby, P. C., & Bates, S. C. (2015). Methods In behavioral research (12th ed.). Boston, MA:
McGraw-Hill Higher Education.
Lecorchick III, D., Maynard, J., Morin, M., Nichols, S., Peterson, B. & Ruesch, E. Y. (2018). School-based mentoring: high school students mentor elementary students. Journal of STEM
Mahon, G. A. (2010). Statistical Evaluation of Mutagenicity Test Data. Cambridge University Press.
McDonald, M. (2002). Systematic Assessment of Learning Outcomes: Developing Multiple-choice Exams. Jones & Bartlett Learning.
Nelson, G. & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities; 5(6) 523-539.
Rosenfeld, L. B., Richman, J. M. & Bowen, G. L. (1998). Supportive communication and school outcomes for academically “at risk” and other ow income middle school students. Journal of Communication Education; 47: 309-322.
Sutherland, K. S. & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders; 15(2) 103-118.
Running head: SHORTENED TITLE UP TO 50 CHARACTERS
1
SHORTENED TITLE UP TO 50 CHARACTERS
2
Add Title Here, up to 12 Words, on One to Two Lines
Author Name(s), First M. Last, Omit Titles and Degrees
Statement of the problem
The issue to be studied is determining whether or not the tutoring program is effective. There are 60 eighth grade students currently enlisted as tutors for sixth grade students; each tutor has to meet passing grade requirements and show efficiency in being a positive role model for these younger classmen. They have to demonstrate skills in organization, completing work within a timely manner, appropriate social skills, good study habits, etc. Researchers would like to see how effective this program has been for the younger students and see if they improve in grades and how these study habits are affected by the tutoring program.
STEM Program
This study conducted is based on students with disabilities who has entered the STEM program to enhance his and her learning. The disability is based on a learning disability in math. The article has presented how important tutoring younger children with the older grade has not only helped the tutors but the tutees self-esteem, it helps the teachers alleviate the stress of teaching. This article has shown how the younger student’s grades has improved due to the older grade children’s tutoring skills.
“At risk” and low-income students
This study was based on the performance of the middle school to high school students that are at risk for academic failure due to being low-income. The researcher includes how social communication and support can help to improve sociability. Data collected is based on low-income “at risk” students who had not much social support or communication. The study found that childre ...
Student Feedback and Progressive ReportingHobsons APAC
Our new piece of #HobsonsInsights is a K-12 focused analysis of recent research on student feedback and progressive reporting. We surveyed 1000+ Australian parents with children of various year levels, attending all different types of schools. The results are aligned to the national funding model and include state-by-state analysis.
Factors that Predict Persistence in College at the University of Wisconsin-Pa...Iowa Campus Compact
The presentation will explore whether
participation in service-learning is
related to persistence in college with a
focus on the University of Wisconsin-
Parkside.
Helen Rosenberg
Professor
University of Wisconsin-Parkside
NSI 2014: Postsecondary Success: How Do You Know?Naviance
Learn how one high school created a step-by-step process to gather, measure, and report post-secondary outcomes through the use of alumni surveys along with data from Student Tracker via the National Student Clearinghouse.
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Community Education Partners is headquartered in Nashville, Tennessee, but its operation isn’t limited to one state. Community Education Partners (CEP) has contracts in Georgia, Florida, Ohio, and Texas.
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docxaudeleypearl
References
Cozby, P. C., & Bates, S. C. (2015). Methods In behavioral research (12th ed.). Boston, MA:
McGraw-Hill Higher Education.
Lecorchick III, D., Maynard, J., Morin, M., Nichols, S., Peterson, B. & Ruesch, E. Y. (2018). School-based mentoring: high school students mentor elementary students. Journal of STEM
Mahon, G. A. (2010). Statistical Evaluation of Mutagenicity Test Data. Cambridge University Press.
McDonald, M. (2002). Systematic Assessment of Learning Outcomes: Developing Multiple-choice Exams. Jones & Bartlett Learning.
Nelson, G. & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities; 5(6) 523-539.
Rosenfeld, L. B., Richman, J. M. & Bowen, G. L. (1998). Supportive communication and school outcomes for academically “at risk” and other ow income middle school students. Journal of Communication Education; 47: 309-322.
Sutherland, K. S. & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders; 15(2) 103-118.
Running head: SHORTENED TITLE UP TO 50 CHARACTERS
1
SHORTENED TITLE UP TO 50 CHARACTERS
2
Add Title Here, up to 12 Words, on One to Two Lines
Author Name(s), First M. Last, Omit Titles and Degrees
Statement of the problem
The issue to be studied is determining whether or not the tutoring program is effective. There are 60 eighth grade students currently enlisted as tutors for sixth grade students; each tutor has to meet passing grade requirements and show efficiency in being a positive role model for these younger classmen. They have to demonstrate skills in organization, completing work within a timely manner, appropriate social skills, good study habits, etc. Researchers would like to see how effective this program has been for the younger students and see if they improve in grades and how these study habits are affected by the tutoring program.
STEM Program
This study conducted is based on students with disabilities who has entered the STEM program to enhance his and her learning. The disability is based on a learning disability in math. The article has presented how important tutoring younger children with the older grade has not only helped the tutors but the tutees self-esteem, it helps the teachers alleviate the stress of teaching. This article has shown how the younger student’s grades has improved due to the older grade children’s tutoring skills.
“At risk” and low-income students
This study was based on the performance of the middle school to high school students that are at risk for academic failure due to being low-income. The researcher includes how social communication and support can help to improve sociability. Data collected is based on low-income “at risk” students who had not much social support or communication. The study found that childre ...
Features MPM's K-12 Journey Map and a discussion of mentoring's impact on youth academic outcomes. Quality In Action webinar, hosted monthly by Mentoring Partnership of Minnesota. June 2, 2010.
Michael, There are two major flaws here, the first being that yourDioneWang844
Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
PROPOSAL Students need a better Education to be ready for Co.docxaryan532920
PROPOSAL
Students need a better Education to be ready for College
Today education in high school is different from what most students face in college. Every year many students graduate from high school from all around the world, but the question that many students do not ask themselves is “I am prepared to move forward.” Many students struggle when they take classes at colleges. Sometimes they fail, do not do well in college and they feel disappointed and drop out of college. Many students feel that everything is new for them because the way that they had been taught was different or maybe it was a basic style. Students believe that high school should be more like preparation to enter to college; teachers should teach as college professors do, so that the students do not get surprised when they enter into a college institution.
High school is the end for some students, but for other, it is only a new beginning. Students face many responsibilities, new ways of learning, and different ways of teaching when they are introduce into a college institution. For some students, it is hard to adapt to this new ways of learning because in high school it was different. Yates Kathy Jo Ed Ph. made a survey to find out if students were prepare for college.
‘The analysis indicated that students who entered college prepared for college-level work, based on earned ACT scores, were much more likely to graduate within 3 years as compared to students who entered college underprepared and required to take developmental courses. Further, the study revealed that the number of developmental courses and the number of developmental academic subject content areas students were required to take was inversely related to the 3-year persistence-to-graduation rate.’ (Graduation rates: A comparison of first-time, full-time freshmen who entered a community college prepared and those who entered underprepared for college-level work) (Yates, 2011)
Some examples are, in high school, teachers grade students for the effort and not for doing it the right way, another example is the discipline of doing things in a professional way, not in a basic way. Students got used to being baby-sat in high school. In college, students feel that teachers do not care about them because teachers do not tell them what they did wrong. Students need to know that high school is not the same as college. This is the big surprise that students find when they enter into an institution. Teachers treat students as an adult and that most students do not understand it.
For the most part students in high school learn in only one learning style. Students learn the basic subjects in an easy way, not like college level. Crosby, Lynne Sponaugle, Ph.D survey was that,
‘The results of this study can support community college faculty and administrators' efforts to prepare their students as actively engaged and effective citizens. The findings suggest that students may benefit from meaningful civic activities an ...
INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILLHoly Angel University
This presentation was orally presented in National Marketing Educators Conference for technical review intended for Research Journal Publication. The conference was held in Saint Louis University, College of Business and Accountancy, Baguio City, Philippines. I hope this could be of help to other researchers with studies of parallel to this topic on Academic Delinquencies and Image Building
1. Helping All Students Achieve Academic Success!
Daniel Montemayor
Lamar University – EDLD 5326
2. The Facts…
8% of students failed at least one class for the 1st
semester
5% of students failed two or more
Teachers report difficulty establishing open lines of
communication with parents.
Personal interviews with failing students indicate a
lack of enthusiasm towards school.
Many students don’t “see the point”.
3. What the Research Says…
A study of the impact of the Big Brothers Big Sisters mentoring program
reports that after just 5 months of a mentorship students showed
improvements in the following areas:
Overall academic performance
Quality of class work submitted
Number of assignments turned in
Attendance rates
Additionally, a decrease in discipline issues for students in the program
was seen, and they reported feeling “more competent academically”.
Herrera, C., Grossman, J. B., Kauh, T. J., Feldman, A. F., & McMaken, J. (2007). Making a difference in school: the big
brothers big sisters school-based mentoring impact study. Retrieved from http://www.bigsister.org/bigsister/file/Making a
Difference in Schools.pdf
4. How Mentors Can Help…
Mentors will meet with student on a weekly basis to
establish rapport, help with academics, and provide an
overall positive example and influence.
Academic Help:
Homework time
Study skills
Activities:
Sports
Games
5. The Next Steps…
Obtain Funding
Recruit Volunteers/Mentors
Identify Student Participants
Train Mentors
Match Mentors with Students
Monitor and Evaluate Program Effectiveness
Identify Gaps and Make Improvements
6. How You Can Help…
Get Involved!
Join the Mentors Make a Difference planning committee
Volunteer to be a mentor
Spread the word!
Know someone who would make a great mentor?
Have a business willing to make a contribution?