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
This PPT was used in a research presentation at the National Marketing Educators Conference held in Baguio City on April 25-26, 2014. Participants from Appari to Zamboanga, Philippines gathered for sharing, networking and benchmarking of small and big schools, colleges, and universities nationwide that concerns research thru the Association of Marketing Educators who celebrated its 25th years of continuous service to industry partners.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
This PPT was used in a research presentation at the National Marketing Educators Conference held in Baguio City on April 25-26, 2014. Participants from Appari to Zamboanga, Philippines gathered for sharing, networking and benchmarking of small and big schools, colleges, and universities nationwide that concerns research thru the Association of Marketing Educators who celebrated its 25th years of continuous service to industry partners.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
Philip Ryan Johnson Curriculum Vitae (CV) August 2014 @PRjohnsonPhilip Ryan Johnson
August 2014 Curriculum Vitae (CV) for Philip Ryan Johnson, Philip R. Johnson, @PRjohnson, S.I. Newhouse School of Public Communications, Syracuse University, Syracuse, NY, New York.
Foss, nate the experiences of early service teachers using facebook nftej v23...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON ...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS - Dissertation Proposal by Sheri L. Miller-Williams - Dissertation Chair: William Allan Kritsonis, PhD
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Almost 30% of youth in the United States (or over 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both.
In a recent national survey of students in grades 6-10:
13% reported bullying others
11% reported being the target of bullies
6% said that they bullied others and were bullied themselves.
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.
Handout 4.3 Leadership StrategiesModule 4 The Center on tJeanmarieColbert3
Handout 4.3: Leadership StrategiesModule 4
The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel Rev. 2/10 H 4.3
(p.1/2)
“From the last two decades of research, it is unequivocally clear that children’s emotional and
behavioral adjustment is important for their chances of early school success.” (Raver, 2002)
There is mounting evidence showing that young children with challenging
behavior are more likely to experience early and persistent peer rejection,
mostly punitive contacts with teachers, family interaction patterns that are
unpleasant for all participants, and school failure (Center for Evidence-Based
Practice: Young Children with Challenging Behavior, 2003). Conversely,
children who are emotionally well-adjusted have a greater chance of early
school success (Raver, 2002). Social and behavioral competence in young
children predicts their academic performance in the fi rst grade over and above
their cognitive skills and family backgrounds (Raver & Knitzer, 2002).
Science has established a compelling link between social/emotional
development and behavior and school success (Raver, 2002; Zins, Bloodworth,
Weissberg, & Walberg, 2004). Indeed, longitudinal studies suggest that the
link may be causal….academic achievement in the fi rst few years of schooling
appears to be built on a foundation of children’s emotional and social skills
(Raver, 2002). Young children cannot learn to read if they have problems
that distract them from educational activities, problems following directions,
problems getting along with others and controlling negative emotions, and
problems that interfere with relationships with peers, teachers, and parents.
“Learning is a social process” (Zins et al., 2004).
The National Education Goals Panel (1996) recognized that a young child
must be ready to learn, e.g., possess the pre-requisite skills for learning in
order to meet the vision and accountability mandates of academic achievement
and school success. Academic readiness includes the prosocial skills that
are essential to school success. Research has demonstrated the link between
social competence and positive intellectual outcomes as well as the link
between antisocial conduct and poor academic performance (Zins et al., 2004).
Programs that have a focus on social skills have been shown to have improved
outcomes related to drop out and attendance, grade retention, and special
education referrals. They also have improved grades, test scores, and reading,
math, and writing skills (Zins etal., 2004).
Social skills that have been identified as essential for academic success include:
getting along with others (parents, teachers, and peers),
following directions,
identifying and regulating one’s emotions and behavior,
thinking of appropriate solutions to confl ict,
persisting on task,
www.challengingbehavior.org
Recommended Practices
Linking Social Development and Beh ...
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Dropout Prevention in California Schools through Civic EngagementMichelleHerczog
Learn how civically engaging students through service-learning is a proven methodology for reducing dropout rates, building resiliency, and motivating students to become successful learners and effective citizens.
Philip Ryan Johnson Curriculum Vitae (CV) August 2014 @PRjohnsonPhilip Ryan Johnson
August 2014 Curriculum Vitae (CV) for Philip Ryan Johnson, Philip R. Johnson, @PRjohnson, S.I. Newhouse School of Public Communications, Syracuse University, Syracuse, NY, New York.
Foss, nate the experiences of early service teachers using facebook nftej v23...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON ...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS - Dissertation Proposal by Sheri L. Miller-Williams - Dissertation Chair: William Allan Kritsonis, PhD
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Almost 30% of youth in the United States (or over 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both.
In a recent national survey of students in grades 6-10:
13% reported bullying others
11% reported being the target of bullies
6% said that they bullied others and were bullied themselves.
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.
Handout 4.3 Leadership StrategiesModule 4 The Center on tJeanmarieColbert3
Handout 4.3: Leadership StrategiesModule 4
The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel Rev. 2/10 H 4.3
(p.1/2)
“From the last two decades of research, it is unequivocally clear that children’s emotional and
behavioral adjustment is important for their chances of early school success.” (Raver, 2002)
There is mounting evidence showing that young children with challenging
behavior are more likely to experience early and persistent peer rejection,
mostly punitive contacts with teachers, family interaction patterns that are
unpleasant for all participants, and school failure (Center for Evidence-Based
Practice: Young Children with Challenging Behavior, 2003). Conversely,
children who are emotionally well-adjusted have a greater chance of early
school success (Raver, 2002). Social and behavioral competence in young
children predicts their academic performance in the fi rst grade over and above
their cognitive skills and family backgrounds (Raver & Knitzer, 2002).
Science has established a compelling link between social/emotional
development and behavior and school success (Raver, 2002; Zins, Bloodworth,
Weissberg, & Walberg, 2004). Indeed, longitudinal studies suggest that the
link may be causal….academic achievement in the fi rst few years of schooling
appears to be built on a foundation of children’s emotional and social skills
(Raver, 2002). Young children cannot learn to read if they have problems
that distract them from educational activities, problems following directions,
problems getting along with others and controlling negative emotions, and
problems that interfere with relationships with peers, teachers, and parents.
“Learning is a social process” (Zins et al., 2004).
The National Education Goals Panel (1996) recognized that a young child
must be ready to learn, e.g., possess the pre-requisite skills for learning in
order to meet the vision and accountability mandates of academic achievement
and school success. Academic readiness includes the prosocial skills that
are essential to school success. Research has demonstrated the link between
social competence and positive intellectual outcomes as well as the link
between antisocial conduct and poor academic performance (Zins et al., 2004).
Programs that have a focus on social skills have been shown to have improved
outcomes related to drop out and attendance, grade retention, and special
education referrals. They also have improved grades, test scores, and reading,
math, and writing skills (Zins etal., 2004).
Social skills that have been identified as essential for academic success include:
getting along with others (parents, teachers, and peers),
following directions,
identifying and regulating one’s emotions and behavior,
thinking of appropriate solutions to confl ict,
persisting on task,
www.challengingbehavior.org
Recommended Practices
Linking Social Development and Beh ...
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Dropout Prevention in California Schools through Civic EngagementMichelleHerczog
Learn how civically engaging students through service-learning is a proven methodology for reducing dropout rates, building resiliency, and motivating students to become successful learners and effective citizens.
The outcomes for students with Emotional/Behavior Disorders are glim at best. This is the state of outcomes and the rational for change in the way we service and educate this population of student.
The extent of absenteeism among the senior high school student basis for the ...susanlabadan1
Attendance is an important factor in school success among children and youth. Studies show that better attendance is related to higher academic achievement for students as compared to those who are always absent in their classes. Absenteeism particularly in a chronic and habitual extent is considered as one of the hindrances to successful and effective schooling of the learners that indicates low academic performance and achievements. This Descriptive-Survey study determined primarily the functions to describe the selected students-absentees from grade eleven to grade twelve of Baungon National High School-Danatag Annex. The study was focused on the senior high school participants who were frequently absent from their classes including their perceptions, conditions, experiences and level of competencies and other attributes. Data was treated using descriptive and statistical (frequency count, percentage and weighted mean).Results revealed that majority of the student-absentees were males. Youth labor, financial problems and poverty-related problems of the family were the two leading factors or causes that led to students’ chronic absenteeism. Also, the numbers of absentees were reduced after the implementation of the HRP approach. Thus, the HRP approach was effective in addressing problems on students’ absenteeism. We look at the role of parents, educators, schools, government and institutions policy, develop and implement projects, programs, innovations involving various developmental aspects that appeal to learners’ interest and motivation, and organize a specialized working committee composed of faculty members and parents tasked to assess the level of school and to monitor the cases of absenteeism.
NCFR 2021 Conference
The Science of Families: Nurturing Hope, Happiness and HealthSymposium 226-03: Impact of Science and Technology on Parenting and Services From an International Perspective, November 3, 2021
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
Respond to at least two colleagues by offering critiques of their .docxwilfredoa1
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. Identify ways your colleagues might improve their presentations. Identify potential needs or questions of the audience that they may not have considered. Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Student #1 (Janis):
The evaluation report I selected, the school success program: Improving maltreated children’s academic and school-related outcomes. I would present the results of the evaluation on maltreated children academic and school-related by first giving writing materials with data showing the percentage of academic of maltreated children. Present historical information on known facts of children of maltreatment struggling to being successful in school.
They need to know what types of maltreatment children are experiencing: physical, sexual, and psychological abuse. Children who experience different abuse have low school performance, mental health problems, use drugs, and staying in trouble in school. They are more likely to drop out of school, growing up being in and out of Jail. They are more likely to be held back a grade. They enter in school behind their peers. One sign of a children being maltreated is they have higher rate of being absent from school than children who are not maltreated. They are less motivated, engaged in their work, and lack good effective work habits (Mallett, 2012).
They need to know that maltreated children have been shown to increase their knowledge when they have a support system. Having help from children in the class room help them to become successful. I would show data where children have benefited from having tutors, mentors, and programs like Big Brother/Big Sister. The supportive program has been shown to improve the children academic. The programs are very effective in improved academic, behavior, and improvements with their parents, teachers, and peers (Mallett, 2012). Some questions that may be asked is: How to help the maltreated children focused on setting high goals for themselves? Do the maltreated children in the program continue to improve their life once they complete High School?
References
Mallett, C. A. (2012). The school success program: Improving maltreated children's academic
and school-related outcomes. Children & Schools, 34(1), 13–26.
Student #2 (Wilma)
The evaluation report that I chose was The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes. This evaluation report introduces a School Success program for maltreated children in schools. It introduces interventions for these children that consists of certified teachers and tutors to address their poor academic issues. An analysis of how I would present the results of the evaluation to a group of social work colleagues is t.
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 ...
Zubaidah AlamerSummary of Cross-Class Friendship and Academic Ac.docxgerardkortney
Zubaidah Alamer
Summary of Cross-Class Friendship and Academic Achievement in Middle School
In the middle school years, there are differences in academic achievements that are based on the parental education given to the child. Parental education is very important for the success or failure of the student when it comes to academics. This can be attributed by readily providing the necessary academic resources or social capital which is a very important attribute to the success of the student in school. These resources are directly linked to the success of a child in the elementary school (Lessard & Juvonen, 2019). Early adolescent usually acts as a window that can either boost the academic achievement of the child before everything starts to fall apart and others start leaving school because they think it is not a good place to be. However, very little is known about the factors available that might make it possible to moderate the differences that exist pertaining to parental education at the time when their child is at middle school. Comment by Microsoft Office User: This could be put more clearly. Parental education is a marker of socioeconomic status and a correlate of academic achievement.
One of the basic factors that lead to academic achievements disparities during the early stages of adolescent is the choice of friends that these young people keep. At this period there is high independence on parents and high dependence on friends. Friendship that exists between students who come from different family backgrounds which can be categorized as cross-class friendship may make it possible for the students to equalize their academic opportunities and thus replicate the same in their academic performance.
As much as the socioeconomic status of the parent, their occupation, their monthly income and education are related to the way a student performs in school, parental education given to student is the cornerstone of good or poor academic performance in school. For instance in a situation where a student has high school educated parents, 13% of them will work hard and in the end obtain a bachelor’s degree. This is compared to 49% of students who have parents with a bachelor’s degree. When an adolescent has a mother who attained a college degree, there are more than 230% chances that the child will complete his or her college studies. (Wohn et al., 2013). It is clear that all parents with different education levels value the level of education that their children can achieve but parents with high school education level find it very difficult to trace relevant resources that can help their children go through the process of education smoothly. Developmental scholars have been able to recognize that peer interactions have a great impact on learning and cognitive development. Comment by Microsoft Office User: It’s not “given to” the student. It’s just the parent’s level of education. Comment by Microsoft Office User: ?
When adolescents from dif.
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
Similar to INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILL (20)
This lesson Plan is an attachment to the PowerPoint Presentation for the actual execution of this report for student pastors, clergies, and theologians enrolled in the MA in Diivinity and MA in Christian Education.
This topic titled "Teaching as Vocation, Vision and Profession" is a Graduate School Lesson Plan intended for a group of Pastors, Cregy, and Theologians enrolled in their Masters in Divinity and Master of Arts in Christian Education. Other audiences/ readers may also use this as basis in preparing their lesson plans in Powerpoint Presentation. Attached is also a Word Document to support this lesson plan before their execution in classroom.
The introduction to quality and performance excellence was used in the lecture-discussion for students at Holy Angel University. Related issues that confront today's topic on quality and performance can use this in their lessons.
This module is part I on the topic legal regulatory and political issues confronting government and business. It is intended for classroom discussion and reflective communication by the participants.
This lesson deals with the meanings, differentiates and correlates of stakeholders and shareholders: the participation of the two major leads in corporate governance and management.
A lesson in Chapter 4 that includes two parts: Marketing Research and Sales Forecasting. This is the part I of Lesson 4 in Chapter 4 which specifically discusses primer of Marketing Research and Analysis.
A lesson on Consumer Behavior basically used for lecture discussion at Holy Angel University undergraduate students of the School of Business and Accountancy.
This is a module type training material in PowerPoint Presentation Form intended to enhance knowledge of higher education teaching personnel. This can be used by supervisors, heads, and faculty of educational institutions to improve their traditional type of teaching delivery to a progressive one.
This PowePoint presentation is a support visual aid/tool presentation of instructional materials in Marketing Principles intended for basic core subject in the undergraduate courses of Bachelor of Science in Business Administration and other business cluster courses in Marketing Communications.
HARDINESS IN PEOPLE AT WORK AS A MEANS OF CORPORATE COMMUNICATIONHoly Angel University
This presentation was used in the International Conference on Communication and Media (i-COME 2014) held in Langkawi, Malaysia from October 18-20, 2014. The paper was refereed by technical reviewers of Procedia and Elsevier Research Journals through the Universiti Utara Malaysia School of Multimedia Technology and Communication, College of Arts and Sciences. I hope this can help or the reverve by commenting for its improvement.
This presentation introduces the viewer with meanings, differences, and objectives of Outcomes Base Education and Evidence Based Instruction. Its highlight is to clarify the importance, uses and differentiates of these two programs of Higher Education Institutions in the Philippine Setting.
This module on stress management is a follow-up module to a 2 day training on personality development. Before the lecture and discussion, the Novaco Anger Scale will be aministered as bases for reflections and discussions during the workshop activity. Implications of some actions in dealing with job pressures are also included part of the discussions.
This module iintends to support a lecture on good grooming, proper posture and how to be confident in social activities in work environment. In a two-day seminar workshop on psychosocial self support program to stress management. Psychotesting is also included in a separate documentation to be effective in training the participants.
This is a lesson in Research for the undergraduate course where writing a questionnaire is the main concern in the preparation of a PowerPoint Presentation. It provides added information on how to write an effective tool of gathering a data for Descriptive Research.
This is a lesson in Research 1- Basic Research and is good for a 1.5 hours classroom activity. It covers images that can motivate undergraduate students from class participation during the class activity.
This Module in Advanced Research intends to assist undergraduate students in editing their first part of their Research in journal type and narrow down a broad topic of their discussion. The lesson is good for 1 hour and 30 minutes with inclusion of objectives and assignment for the next lesson.
The Team Member and Guest Experience - Lead and Take Care of your restaurant team. They are the people closest to and delivering Hospitality to your paying Guests!
Make the call, and we can assist you.
408-784-7371
Foodservice Consulting + Design
Modern Database Management 12th Global Edition by Hoffer solution manual.docxssuserf63bd7
https://qidiantiku.com/solution-manual-for-modern-database-management-12th-global-edition-by-hoffer.shtml
name:Solution manual for Modern Database Management 12th Global Edition by Hoffer
Edition:12th Global Edition
author:by Hoffer
ISBN:ISBN 10: 0133544613 / ISBN 13: 9780133544619
type:solution manual
format:word/zip
All chapter include
Focusing on what leading database practitioners say are the most important aspects to database development, Modern Database Management presents sound pedagogy, and topics that are critical for the practical success of database professionals. The 12th Edition further facilitates learning with illustrations that clarify important concepts and new media resources that make some of the more challenging material more engaging. Also included are general updates and expanded material in the areas undergoing rapid change due to improved managerial practices, database design tools and methodologies, and database technology.
Oprah Winfrey: A Leader in Media, Philanthropy, and Empowerment | CIO Women M...CIOWomenMagazine
This person is none other than Oprah Winfrey, a highly influential figure whose impact extends beyond television. This article will delve into the remarkable life and lasting legacy of Oprah. Her story serves as a reminder of the importance of perseverance, compassion, and firm determination.
Artificial intelligence (AI) offers new opportunities to radically reinvent the way we do business. This study explores how CEOs and top decision makers around the world are responding to the transformative potential of AI.
INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILL
1. Indicators of Academic Delinquencies
as a Means of
Promoting Goodwill
by
Marita Garcia-Sanchez
atiram40@yahoo.com
2. LOW GRADES
FAILED/ FDA
DROPPED
INC Grades
Proven Reasons:
Parent Factor
Personal Factor
Peer Pressures
Issue: Academic
Delinquency among
college students that
affect s the Student-
Teacher Relationship
and connects it to the
need of building
goodwill or Public
Relations.
3.
4. OBJECTIVES
BRIEFLY DISCUSS THE
INDICATORS OF ACADEMIC
DELINQUENCIES (Parent, PEER,
Personal Factor)
EXAMINE THE CAUSES OF
ACADEMIC DELINQUENCIES
POINT OUT THE POTENTIAL
CHALLENGES OF A MARKETING
COMMUNICATION THAT IS FOCUS
ON GOODWILL BUILDING OF A
5. Techniques of building and managing relationships; Differences
between Marketing and PR; Strategic Communications Planning;
Marketing Services VS Communications Services
Creative Services and Special Events (4 Areas/Divisions)
7. Methodology
Exploratory Method- Various Studies 2012-14
Problems on Academic Delinquencies, pressures of work
–Home and School Environment
Content Validation- Comparative Analysis
Students (16) Faculty/staff (12)
Means, frequency-Percentage Counts
214 student respondents on Acad. Delinquencies
61 students; 37 Managers/Staff/Faculty Respondents
8. Results & Discussion
3= INC 73- 74%
2= Low 71- 72%
1= Failed/FDA 70% below
Parent Factor -2nd
Student Personal Factor - 1st
Peer Related Factor -3rd
INC= 80 or
37.38%
Low A G= 58 or
27.10%
Failed= 76 or
35.51%
9. Indicators of Academic Delinquency
PARENT FACTOR
1. Dependent from Children
2. Limited Knowledge/ skills
3. Alcoholic Parents/ Abuse
Children
PEER PRESSURES/ RELATED
1. Involvement in C0-curricular/
Extra curricular led them more to
academic delinquencies
2. Classmates/Friends affect time
and studies
3.Pressures to Approval in Groups
10. Causes of Academic Delinquency
1. Strict parents
2. Too busy and no time
3. Single parenting
4. Alcoholic/ Dependent
5. Take care siblings,
6. Do household chores
7. Support from other
significant persons
11. Extent of Reasons
and Causes of
Academic
Delinquencies
STUDENTS: Home and Family pressures caused student delinquencies
FACULTY : Disagreed in most of the items the students responded
Variables
Compared
Faculty Responses
N Mean SD
Student Responses
N Mean SD
Mean
Diff
Cal t Crit t
@ .05
Parents 13 22.15 7.41 214 22.24 4.82 0.09 1.36 Accept
Siblings 13 17.85 2.35 214 19.60 0.25 1.75 3.95 Reject
Significant
13 20.31 3.74 214 20.00 4.09 0.31 17.92 Reject
Persons
Reasons of AD are siblings & significant persons: Low Grades, FDA, Dropped, INC Grades
13. Implications of PR Plans
1. STUDENT FACTOR-major indicator of Academic Delinquency, FOCUS on
INTERNAL COMMUNICATION; Through the TEACHER - MENTORING- Online
/Offline
2. PARENT FACTOR- subject of EXTERNAL PR COMMUNICATION- Invitational
FORUM First Semester -Orientation on Policies;
Second Semester- OPEN HOUSE or Parents Forum
1. TEACHER- as major player of Internal/External Marketing Communication
2. EXTERNAL PUBLICS- Regular Visit or Community Service
14. • Consider academic advising inclusive of online means aside from the
usual offline mentoring/ advising
• Monitor problems encountered by students, those they considered
significant persons
• Connect with parents/ guardians semi annually
• Limit extra curricular activities that affect academics, instead
integrate them in classroom settings instead from separating from
academic activities
• Develop faculty and employees to use online mentoring/counseling to
monitor online activities of students using social media and electronic
means
• Create compensation plan that motivates faculty to perform
additional counseling/ advising in both online and offline means.
15.
16. References
Barth, Roland S. (1998) Teachers, Parents and principals Can Make the Difference (Retrievd on March 12, 2014)
Bourne, Hallie. Peer Pressure.(August, 2009) Philippines: The Mindanao Examiner
Buzzle Staff and Agencies (2011) How to get Good Grades in College. PA: Dorrance Publishing
Bortar, Rujuta (2010) Peer pressures Statistics. How Parents can help Teens to deal with Peer pressures
Carlie, Michael K. (2002) School Failure and Delinquency are the result of a Third Factor: The Problem Behavior
Syndrome. Pubmed. PMID; http://www.ncbi.nih.gov/pubmed/12779945
Carvalho, Esly Regina (2010) Pressures on the Family in a Changing World. PA., USA: Dorrance Publishing
Chen, JJ (May 2005) Relation of Academic Support fromParents, teachers and peers to Hong Kong Adolescents’
Academic Achievement: The Mediating role of Academic Engagement. NJ 07083, USA: Keen University,
Department of Early Childhood Education and Family Studies. jchen@kean.edu
Cronginger, Robert and Valerie Lee(2001) Scial Capital and Dropping Out of High School: Benefits to at-risk
students of teachers support and guidance. Williamstown, MA01267. Williams College.
17. References
Damiar, Naomi A. (2008) The Performance of Parents-Teachers Association in San Isidro District, Division of Northern
Samar. Masters Thesis. Northern Samar, Philippines: University of the Philippines, University Town. IS-ix, 78 leaves. 71-73.
National Library of the Philippines.
Garcia, Leonardo R. Jr.(2010) e Marketing Revised edition. Philippines. Anvil Publications
Gonzales, Virdi C. (2010) CVEGrade-isys:a computerized grading system validated and developed. Classroom Based
Research. Santiago City , Philippines: Cagayan Valley Computer & Information technology College, RPPO.
Kelly, Joan B. (August, 2000) Children’s Adjustment in Conflicted Marriage and Divorce:: A Decade Review of Research.
Journal of American Academy of Child and Adolescent Psychiatry. Vol 39, Issue 8, pages 963-973
Lake, Laura. (2013). Public Relations and Social Marketing . Toronto Canada: Topstory.ca. Al Czarnecki Communications
Laurie, Wilson and Ogden Joseph. (2012) Strategic Communications Planning for Effective Public Relations and Marketing.
University of North Carolina Chapel Hill School of Medicine
Manohar, Uttara.(2010). Negative and Positive Effects of Peer Pressures. PA. Dorrance Publishing
Maguin, Eugen and Rolf Loeber (2006). Academic Performance and Delinquency. USA: Masters Thesis University of
Chicago. http://www.jrank.org/pages/1265/Peer -Influence.html
18. References
Murillo, Joanne Kautzmann. (2011). Dropout and delinquency: Mexican-American and caucasian non-hispanic
youth.http://family.jrank.org/pages/1265/Peer-Influence.html
Ross-Kidder, Kathleen. Ph.D.(2002). "Learning Disabilities, ADHD and Delinquency: Is there a link?". Parrini,
Michelle Law-Related Education and Delinquency Prevention. Michigan, ERIC Digest.
Rutherford, R.B., Bullis, M., Anderson, C.W., & Griller-Clark, H.M. (In press, 2011) Youth with special education
disabilities in the correctional system: Prevalence rates and identification issues. Youth with Learning and
Other Disabilities in the Juvenile Justice System. Washington, DC: US Department of Justice.
Siegel, Ayon Kay Larry J. and Brandon Welsh.(2009). Juvenile Delinquency: theory, practice, and law.
Philippines: Cengage Learning. National Bookstore.
Sjit Administrator. Academic Delinquency. (April 2011). Butuan City, Philippines.Saint Joseph Institutte of
Technology. www.sjit.edu.ph/index.php?option =com_content...id
Wadhwa, Vivek. (2012) 7 Ways to get Great PR. Arthur & Toni Rembe Rock Center for Corporate Governance,
Stanford University.
Zamora, DeyanirA, M.S.(2010) Levels of Academic Achievement and Further Delinquency Among Detained
Youth. Downloaded June 2012. http://swjcj.cjcenter.org/archives/2.1/zamora.pdf.
Zolten, Kristen, M.A. and Nicholas Long, PhD. (1997). Negative and Positive Effects of Peer Pressures. USA: Department of
Pediatrics, University of Arkansas for Medical Sciences. Little Rock Center: Center for Effective Parenting. (501) 364- 7580.
Editor's Notes
This research is exploratory. Data from various studies conducted from 2012 to 2014 on problems of academic delinquencies, pressures of work in school and home environment of respondents were evaluated in a descriptive survey using a questionnaire validated through comparative analysis from the responses made by faculty and students on causes of academic failure, dropping from midterm, and receiving low grades and incomplete marks. Furthermore, those identified students who received low grades, incomplete marks and dropped due to absences were purposely located to answer the questionnaire and utilized as major source of needs identification for the intended marketing PR communication plan by the corporate managers to be implemented to various internal publics.