How crowded is your class
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The document discusses the impact of class size on student achievement. It notes that recent budget cuts have led to increased class sizes. Research shows that smaller class sizes (under 20 students) are associated with higher test scores and student achievement. Smaller classes can reduce noise and behavior problems while allowing teachers to give each student more individual attention. While budgets are tight, alternatives like reallocating staff may allow schools to maintain the benefits of smaller class sizes.
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Research powerpoint - Class Size
The document discusses the impact of class size on student achievement. It notes that recent budget cuts have led to increased class sizes. Research shows that student achievement decreases as class sizes increase above 18 students. Smaller class sizes are associated with higher test scores, less noise and distraction, and more individual attention from teachers. While smaller class sizes benefit students, schools must find cost-effective ways to implement them with tight budgets.
Research Paper
This document discusses the issue of increasing class sizes in schools due to budget cuts. It outlines how larger class sizes negatively impact both student and teacher performance, with students receiving less individual attention and teachers facing increased demands on their time. While some propose better teacher training as a solution, many argue that meaningful class size reductions are still needed to improve education outcomes. The long term effects of rising class sizes remain unclear as budget pressures continue to challenge the school system.
Does Size Really Matter
Class size refers to the ratio of students to teachers. Research has found that smaller class sizes are generally associated with better student outcomes, especially in elementary school. A famous Tennessee study in the 1980s found that elementary students in classes of 13-17 students achieved higher marks than those in larger classes. While the effects were smaller, smaller class sizes in middle and high school have also been linked to higher achievement, more advanced coursework, and lower dropout rates. However, larger class sizes may provide financial benefits to schools. There continues to be debate around the complex issue of class size and its impact on learning outcomes.
Wetherly, brock the first year teacher in a critical needs school
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Wetherly, brock the first year teacher in a critical needs school
This document summarizes the challenges that first-year teachers face in teaching content in "critical needs" schools, where students often have personal and behavioral issues that interfere with learning. It discusses common problems like large class sizes, behavior problems, absenteeism, and low reading/writing abilities among students. The purpose is to help new teachers understand these issues and prepare strategies to address them so they can focus on teaching their subject areas. Research suggests teachers need training to develop classroom management skills and strategies to engage diverse students and improve their literacy. Administrators should also provide support to help new teachers handle challenges and prevent teacher burnout.
Agnes, cave when learning is at stake nftej v20 n3 2010
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Article published by NATIONAL FORUM JOURNALS
The teaching gap
The document discusses the need to improve teaching in the United States. While standards and assessments are necessary, they are not sufficient on their own to improve student learning. Teaching must be dramatically improved for students to achieve higher standards. Popular reforms like reducing class sizes or implementing school choice programs will fail unless they fundamentally improve classroom instruction. International test scores show U.S. students lag far behind students in other countries, indicating teaching needs to be improved to better educate students.
High School Math and Reading Readiness
The document discusses strategies to improve high school math and reading skills. It finds that many students enter high school performing below grade level in these areas. To address this, it recommends aligning curriculum to state standards, using regular assessments to monitor progress, and providing remedial classes, tutoring, and technology tools for students struggling in math and reading. The goal is to better prepare all students for college and career readiness.
1 discussion issues on the disparities in achievement of students (rural urb...
1 discussion issues on the disparities in achievement of students (rural urban, cultural influences etc). (1)
Fighting Education Inequality
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
Financial Education for School Youths Curriculum
There are still many prevalent problems surrounding the high school curriculum. This can be seen with
many teachers still struggling with students’ retention on subjects being taught, as well as students having
difficulty with test taking. A focal point with the matter is the subjects themselves that are taught, as both teachers
and students complain about how many of the school subjects do not object towards practical skill sets needed
towards real life. In several countries, students are taught subjects related to vocation, career, finances, and even
investment. A main reason as to why these countries suffer less from economic distress, as well as having more
successful outputs for students, is because financial education is well implemented into the high school curriculum.
The purpose for this paper is to show case studies of various countries showing success due to financial education
taught in schools, and to therefore prove the point that financial education is needed all around for the youth.
Persuasive Essay Final Draft DirectionsThis essay explores the p.docx
Persuasive Essay Final Draft Directions
This essay explores the persuasive mode, one of the more common kinds of writing you’ll experience throughout your college and professional career. Your goal is to persuade your audience to consider your position on a controversial subject. Understand, there is seldom a definitive right or wrong answer in anything. You should anticipate the real possibility that some of your readers will not initially agree with you on your stance. Part of this essay requires that you take opposing viewpoints into consideration when making your argument. By truthfully representing the strengths of your opponent’s point of view, you show that you have considered more than one option when making your decision. This gives you more clout with your audience.
Criteria
The final draft of your essay should contain the following basic features:
· A well-defined issue that is controversial by nature
· A clear thesis statement that demonstrates the position you will be taking throughout this essay
· A treatment of at least three reputable sources, at least one drawn from the EBSCO database, and at least one of them supporting your claim
· A counter argument with at least one credible source defending the opposing viewpoint
· A refutation to or compromise with the counter argument
In addition to the above, the final draft of your essay should be:
· From 900 to 1200 words in length, typed in Times New Roman, 12pt. font, double-spaced, with one inch margins
· Written primarily in third person
Edited for spelling, mechanical, grammatical, and typing errors
Persuasive Draft
Larger class sizes offer some variety alternatives to tutors in selecting students with talents and skills that match a variety of specifications in school management and extracurricular activities. School managers can assess individual expertise and recommend the best-suited learners to be assigned specialized tasks. However, the large classes present some challenges to both the tutor and student body, including overcrowding, inability to learn students at an individual level and absence of personal connections with respective faculty and students (Greenberg & Carbone, 1998). In many cases, administrators only focus on the financial implications associated with bigger numbers and neglecting core objective of producing accomplished scholars.
The major drawback that students face while attending larger high school is the overcrowding issue. School administrators enroll more students to the already full learning institutions, causing a possible strain on the available social amenities. Thus, it will, in turn, create a habit of a struggle for existence and eventually leading to stiffer competition for the available resources. Right from the classroom situation to the halls of residence, learners who may not withstand the struggle in sourcing for the available tools of learning will lose out. With crowded hallways, students become overwhelmed and experience delay.
School and Work and Life as Learning
From the Penn IUR and Penn GSE sponsored conference:
“Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues"
May 25-26, 2011
Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment.
“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?
“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”
Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University.
“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.
The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.
Top Ten Issues Facing American Education
Highlights the historical role of the visual arts in America's public school system.
Discussing: Challenges, Conflicts, Benefits and Drawbacks
Agonquin College Keynote
1. The document discusses the disruptive nature of e-learning and how it will transform education. E-learning provides greater flexibility, accessibility of content, and opportunities for interaction compared to traditional models.
2. Research shows that online and blended learning can be as effective as face-to-face instruction and may produce better learning outcomes. E-learning offers the potential to enhance teaching and learning if implemented properly.
3. For institutions and educators to take advantage of e-learning opportunities, they need strategies to develop quality online content and programs, support teachers and students, and measure the impact on learning and costs. Adopting disruptive technologies requires an organizational change management approach.
Wsrc hlm district size final 10 2-02
This technical report summarizes a study that replicated research from Georgia on the influence of district size, school size, and socioeconomic status on student achievement in Washington state. The study used hierarchical linear modeling to analyze the joint effects of school and district variables on 4th and 7th grade test scores. It found that large district size has a detrimental effect by strengthening the negative relationship between school poverty and student achievement. The negative relationship between school poverty and achievement is also stronger in larger districts. Additionally, the effect of school-level poverty on achievement is smallest when both the district and school are small.
Wsrc hlm district size final 10 2-02
The document summarizes a technical report that uses hierarchical linear modeling to replicate a previous study examining the influence of district size, school size, and socioeconomic status on student achievement in Washington state. The study analyzes 4th and 7th grade test score data and finds that:
1) Large district size is detrimental to achievement as it strengthens the negative relationship between school poverty and student achievement.
2) The negative relationship between school poverty and achievement is stronger in larger districts.
3) Small schools appear to have the greatest equity effects, with the effect of school-level poverty on achievement being smallest when both the district and school are small.
Wsrc hlm district size final 10 2-02
“We found that large district size is
detrimental to achievement in Washington 4th and 7th grades in that it strengthens
the negative relationship between school poverty and student achievement.”
Further, they state, “the negative relationship between school poverty and
achievement is stronger in larger districts,” and “small schools appear to have the
greatest equity effects.” In other words, when school poverty is high, children
ii
perform better in small districts, and the effect of school level poverty on
achievement is smallest when both the district and school are small.
Damian Bebell- '1:1 Computing Research: Informing effective policy development'
The document summarizes research on 1:1 computing programs in K-12 education. It finds that while access to technology has increased, implementation and outcomes varied widely between schools. Standardized test scores in some cases increased slightly for students in 1:1 programs, but tests are a limited measure of success. Long-term impacts are still unknown due to most programs being recently established and underfunded research efforts. Teacher beliefs and leadership strongly influence how technology is used in classrooms.
Med 560 unit 1 globalization presentation
This document discusses trends, issues, and challenges in globalized education. It explores how trends like literacy coaches and an expanded definition of literacy are impacting schools. A major issue is rising student anxiety from increased global expectations. Challenges include addressing this anxiety through collaborative rather than competitive learning and implementing the "Care Theory" to improve student well-being and performance. Overall, the interconnected trends, issues, and funding pressures schools face in a global context are exacerbating student stress levels.
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Agnes, cave when learning is at stake nftej v20 n3 2010
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How crowded is your class
- 1. How crowded is your class? By: Linzi Sims
- 4. Larger class sizes can cause a decrease in student achievement.
- 11. Class size averages among other countries http://www.usatoday.com/news/education/2008-03-24-small-classes_N.htm
- 12. Class size is on the rise http://si.wsj.net/public/resources/images/NY-AZ016_NYCLAS_NS_20110526184510.jpg Martinez (2011)