This study aims to determine if transitioning from homogeneous ability classrooms to mixed-ability classrooms at Sand Rock High School improves student scores on the STAR mathematics test. Data shows proficiency drops after 4th and 7th grade when ability grouping begins. The researcher will create one mixed-ability 7th grade class and two homogeneous ability classes, with students switching teachers mid-year. Scores will be compared over the school year to see if the mixed-ability approach leads to higher proficiency. It is hypothesized that collaboration opportunities in mixed-ability settings will boost confidence and achievement for all students.
This study aims to determine the perceived impact of absenteeism on the academic performance of grade 12 students at Calamba Integrated School for the 2017-2018 school year. Specifically, it seeks to understand the demographic profile of students and assess the impact of absenteeism in terms of failing grades, low grades, and lack of learning. It also aims to identify potential action plans to reduce absenteeism, such as implementing an attendance policy, rewarding good attendance, and offering more school activities. The study is limited to 15 male and female students from two grade 12 sections and uses a questionnaire to collect data on absenteeism and its relationship to academic performance.
Lucia Martin & Ervin Patrick - Tracking & Ability Multimedia Presentationervinpatrick
The document discusses the practice of tracking and ability grouping in schools. It defines tracking as assigning students to different classes based on test scores, while ability grouping involves temporarily placing students in classes based on skill level. Research has found mixed results on the benefits, with high-achieving students showing higher achievement but lower-tracked students falling further behind over time. Critics argue tracking leads to inequitable resources and outcomes between groups and reinforces social stratification.
Academic performence and factors affecting it full 1PRASAN168
1) The document discusses factors that influence the academic performance of graduate students, including gender, age, schooling background, socioeconomic status, residential area, medium of instruction, tuition trends, and accommodation.
2) It reviews several previous studies on this topic and their findings that academic performance is positively associated with higher socioeconomic status, private schooling, urban residence, and English medium instruction.
3) The methodology section describes a study of 100 graduate students that uses questionnaires to collect data on independent variables and academic performance, which is then analyzed using statistical tests in SPSS and Excel.
Action Research Proposal: Problem, Purpose, and Research Questions J'Nai Whitehead, MSHRM
This is a draft of an action research proposal that includes an identified problem (issue, concern, or need) in my professional practice/workplace setting. I composed a problem, purpose, and research question(s) to guide my literature review and the action research study.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
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
This study aims to determine the perceived impact of absenteeism on the academic performance of grade 12 students at Calamba Integrated School for the 2017-2018 school year. Specifically, it seeks to understand the demographic profile of students and assess the impact of absenteeism in terms of failing grades, low grades, and lack of learning. It also aims to identify potential action plans to reduce absenteeism, such as implementing an attendance policy, rewarding good attendance, and offering more school activities. The study is limited to 15 male and female students from two grade 12 sections and uses a questionnaire to collect data on absenteeism and its relationship to academic performance.
Lucia Martin & Ervin Patrick - Tracking & Ability Multimedia Presentationervinpatrick
The document discusses the practice of tracking and ability grouping in schools. It defines tracking as assigning students to different classes based on test scores, while ability grouping involves temporarily placing students in classes based on skill level. Research has found mixed results on the benefits, with high-achieving students showing higher achievement but lower-tracked students falling further behind over time. Critics argue tracking leads to inequitable resources and outcomes between groups and reinforces social stratification.
Academic performence and factors affecting it full 1PRASAN168
1) The document discusses factors that influence the academic performance of graduate students, including gender, age, schooling background, socioeconomic status, residential area, medium of instruction, tuition trends, and accommodation.
2) It reviews several previous studies on this topic and their findings that academic performance is positively associated with higher socioeconomic status, private schooling, urban residence, and English medium instruction.
3) The methodology section describes a study of 100 graduate students that uses questionnaires to collect data on independent variables and academic performance, which is then analyzed using statistical tests in SPSS and Excel.
Action Research Proposal: Problem, Purpose, and Research Questions J'Nai Whitehead, MSHRM
This is a draft of an action research proposal that includes an identified problem (issue, concern, or need) in my professional practice/workplace setting. I composed a problem, purpose, and research question(s) to guide my literature review and the action research study.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
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
The document discusses factors that contribute to students' academic performance at the university level. It analyzes data collected from 100 students at Islamia University of Bahawalpur Rahim Yar Khan Campus in Pakistan. The study finds that age, father/guardian socioeconomic status, and daily study hours significantly impact students' grades. Previous studies have found mixed results on the relationship between prior academic performance and future university achievement.
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 ...
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Achievement Gaps In Education: Findings of Different Ethnic Groupskgballer23
The document discusses factors that contribute to achievement gaps between different ethnic groups. It finds that black and Hispanic students change schools more often than white students, which can negatively impact literacy rates. Students from low socioeconomic backgrounds and urban environments face greater psychological and physical barriers. Implementing learner-centered programs in schools has been shown to increase achievement scores and develop skills like self-efficacy. To close achievement gaps, teachers must raise students' self-concepts and support is needed from the government and society beyond just within schools.
The document discusses ability grouping in middle school mathematics classrooms. It reviews research on different types of ability grouping and their effects on student achievement. While high-ability students tend to perform slightly better in homogeneous groups, middle- and low-ability students generally achieve more in heterogeneous groups. The overall research suggests heterogeneous grouping is most effective, though there is still debate around balancing support for high-achieving students. Effective ability grouping involves flexible small groups for portions of the day rather than rigid tracking all day.
Absenteeism in the College Classroom.pdfRhonda Cetnar
This document discusses a study that explored student and teacher perceptions of absenteeism in college classrooms. Interviews were conducted with students and teachers to understand their experiences with absenteeism. Three primary themes emerged from the data: influence of student self-perception, influences outside the university, and influence of the university classroom. The results suggest absenteeism is a systemic issue that impacts academic performance. Understanding student and teacher perspectives could help educators address absenteeism in their courses to improve attendance.
Apa style dissertation why does effective leadership make a difference in hig...CustomEssayOrder
This document discusses the importance of effective leadership in high poverty schools. It begins by providing background on the challenges faced by high poverty schools and how some have overcome obstacles through strong leadership. The purpose is to examine how effective leadership impacts academic performance in high poverty elementary schools. A qualitative study using interviews and observations of principals in 20 Title I schools will determine the relationship between leadership and performance. Key research questions focus on identifying attributes of effective principals and the leadership styles and challenges they face in improving student outcomes.
Running head rough draft1 rough draft 15ssusere73ce3
This document summarizes and analyzes research on inclusion programs that integrate special needs students into mainstream classrooms. It discusses several studies from the 1980s that found inclusion led to closer peer relationships and a desire from both special needs and non-special needs students to remain in the same classroom. More recent research discussed found that inclusion is associated with higher academic achievement for special needs students and no negative impacts for non-special needs students. However, one study cited found physical education inclusion programs in Shanghai schools lacked resources and negatively impacted special needs students' self-esteem and socialization. Overall, the document analyzes research demonstrating cognitive and social benefits of inclusion for both groups of students when properly implemented.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
This document outlines a research study on the impact of gender-based education on academic achievement. The study utilized surveys to collect data from 60 male and female students aged 8-14 on their preferences and perceptions of single-sex versus coeducational classrooms. The results showed third grade students felt gender-based education would improve academics, while eighth graders were less interested. Overall, the benefits of gender-based education on aspects like behavior, self-esteem and achievement were found to outweigh the negatives, but more research is still needed.
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.
This document summarizes a study on the effectiveness of In-School Suspension (ISS) in reducing negative student behaviors. The study examined 6th-8th grade students at a rural middle school who had been assigned ISS during the 2014-2015 school year. Based on the results, ISS in its current form was found to not be an effective method for reducing negative behaviors or recidivism. An overwhelming majority of students receiving ISS were found to be male 7th grade students in regular education, indicating certain groups were disproportionately impacted. The study provides insight into one of the most commonly used forms of school discipline and questions its effectiveness.
GROUP 1- PRACTICAL Research paper for 12lynsumbrana
This document discusses factors that influence the strand preference of grade 10 students at Liloy National High School. It presents a literature review on interest in strand, peer influence, and parental support as key factors. Regarding interest in strand, personal interest is found to be the most influential factor in choosing a strand according to previous studies. Peer influence is also identified as a strong predictor that can affect students' decisions. Stable family support and socioeconomic status are shown to provide benefits that lead to higher academic achievement and influence the strand chosen. The study aims to investigate strand preferences and factors affecting preferences among grade 10 students at the school.
I selected a problem (issue, concern, or need) in my professional practice, discussed the problem and purpose and developed 3 research questions to guide the literature review for my action research proposal. In this paper, I drafted a literature review by selecting, evaluating, and synthesizing 5-6 peer-reviewed articles. My goal in conducting this literature review is to identify best-practice solution(s) or intervention(s) that I may implement related to the identified problem (issue, concern, or need) and then decide on the solution or intervention I will (propose to) implement in my action research proposal.
MarroquinRosalesNdomoLee et al. (2016)_CSUEB Science Ed Poster(1)Rodrigue Ndomo
This study examined differences in science achievement and self-efficacy among three subgroups of underrepresented middle school students: English Language Learners (ELL), students from low socioeconomic status (SES) backgrounds, and students who are both ELL and low SES. The results showed no significant differences in self-efficacy between or within the groups. For science achievement, the ELL group had the lowest gains and scores, while surprisingly the ELL/low SES group showed the greatest gains and highest post-test scores. This may be because students in this double category receive more support services in their schools.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Ability Grouping And Academic AchievementRenee Lewis
This document discusses ability grouping in education. It defines ability grouping as assigning students to different classes based on their abilities or academic achievement. The document examines various types of ability grouping, such as within-class grouping and between-class tracking. It explores research on the benefits and disadvantages of ability grouping, finding that it can benefit high-achieving students but may hinder low-achieving students or cause them to feel stigmatized. The document also analyzes factors that influence the effectiveness of ability grouping, such as subject area and student grade level.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Directions For each classmate post below reply with 200 words, de.docxmariona83
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
This document summarizes research on the impact of inclusion on general education students. It finds that while inclusion aims to promote equality, in practice it can negatively impact the academic achievement of general education students. Overcrowded classrooms with insufficient support for teachers makes it difficult for them to differentiate instruction to meet all students' needs. As a result, general education students may receive less individual attention or have their learning slowed down. While inclusion can benefit some lower-performing students, research has found it can cause test scores to stagnate or decline for higher-performing general education students. For inclusion to be effective, a consistent research-backed model and greater resources for teachers are needed.
Clinical Reasoning Case Study Total Parenteral NutritionName ____.docxAbhinav816839
Mrs. Morris is a 66-year-old woman with Crohn's disease and diabetes admitted to the hospital with a small bowel obstruction. She will require a bowel resection and will be NPO postoperatively, so total parenteral nutrition (TPN) through a peripherally inserted central catheter (PICC) line is ordered to provide nutrition for at least 10-14 days until her GI tract is accessible again. The nurse must assess relevant clinical data to determine nutritional needs, calculate caloric content of the TPN, and establish priorities to monitor for complications and engage with the patient.
Correctional Health Care AssignmentCourse Objective for Assignme.docxAbhinav816839
You have been assigned as the Case Coordinator for a state female correctional health care facility. Your task is to develop a strategic plan to organize the 300 monthly outside specialty medical appointments for inmates without impairing internal services. As your first step, you must write a memorandum addressing the challenges of providing health care in a correctional setting according to the 1976 Supreme Court ruling of Estelle v. Gamble and for the unique needs of the female inmate population. You will apply a strategic planning framework to guide your strategic thinking and decision making.
More Related Content
Similar to THE EFFECTS OF A MIXED-ABILITY CLASSROOM 1 Th.docx
The document discusses factors that contribute to students' academic performance at the university level. It analyzes data collected from 100 students at Islamia University of Bahawalpur Rahim Yar Khan Campus in Pakistan. The study finds that age, father/guardian socioeconomic status, and daily study hours significantly impact students' grades. Previous studies have found mixed results on the relationship between prior academic performance and future university achievement.
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 ...
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Achievement Gaps In Education: Findings of Different Ethnic Groupskgballer23
The document discusses factors that contribute to achievement gaps between different ethnic groups. It finds that black and Hispanic students change schools more often than white students, which can negatively impact literacy rates. Students from low socioeconomic backgrounds and urban environments face greater psychological and physical barriers. Implementing learner-centered programs in schools has been shown to increase achievement scores and develop skills like self-efficacy. To close achievement gaps, teachers must raise students' self-concepts and support is needed from the government and society beyond just within schools.
The document discusses ability grouping in middle school mathematics classrooms. It reviews research on different types of ability grouping and their effects on student achievement. While high-ability students tend to perform slightly better in homogeneous groups, middle- and low-ability students generally achieve more in heterogeneous groups. The overall research suggests heterogeneous grouping is most effective, though there is still debate around balancing support for high-achieving students. Effective ability grouping involves flexible small groups for portions of the day rather than rigid tracking all day.
Absenteeism in the College Classroom.pdfRhonda Cetnar
This document discusses a study that explored student and teacher perceptions of absenteeism in college classrooms. Interviews were conducted with students and teachers to understand their experiences with absenteeism. Three primary themes emerged from the data: influence of student self-perception, influences outside the university, and influence of the university classroom. The results suggest absenteeism is a systemic issue that impacts academic performance. Understanding student and teacher perspectives could help educators address absenteeism in their courses to improve attendance.
Apa style dissertation why does effective leadership make a difference in hig...CustomEssayOrder
This document discusses the importance of effective leadership in high poverty schools. It begins by providing background on the challenges faced by high poverty schools and how some have overcome obstacles through strong leadership. The purpose is to examine how effective leadership impacts academic performance in high poverty elementary schools. A qualitative study using interviews and observations of principals in 20 Title I schools will determine the relationship between leadership and performance. Key research questions focus on identifying attributes of effective principals and the leadership styles and challenges they face in improving student outcomes.
Running head rough draft1 rough draft 15ssusere73ce3
This document summarizes and analyzes research on inclusion programs that integrate special needs students into mainstream classrooms. It discusses several studies from the 1980s that found inclusion led to closer peer relationships and a desire from both special needs and non-special needs students to remain in the same classroom. More recent research discussed found that inclusion is associated with higher academic achievement for special needs students and no negative impacts for non-special needs students. However, one study cited found physical education inclusion programs in Shanghai schools lacked resources and negatively impacted special needs students' self-esteem and socialization. Overall, the document analyzes research demonstrating cognitive and social benefits of inclusion for both groups of students when properly implemented.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
This document outlines a research study on the impact of gender-based education on academic achievement. The study utilized surveys to collect data from 60 male and female students aged 8-14 on their preferences and perceptions of single-sex versus coeducational classrooms. The results showed third grade students felt gender-based education would improve academics, while eighth graders were less interested. Overall, the benefits of gender-based education on aspects like behavior, self-esteem and achievement were found to outweigh the negatives, but more research is still needed.
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.
This document summarizes a study on the effectiveness of In-School Suspension (ISS) in reducing negative student behaviors. The study examined 6th-8th grade students at a rural middle school who had been assigned ISS during the 2014-2015 school year. Based on the results, ISS in its current form was found to not be an effective method for reducing negative behaviors or recidivism. An overwhelming majority of students receiving ISS were found to be male 7th grade students in regular education, indicating certain groups were disproportionately impacted. The study provides insight into one of the most commonly used forms of school discipline and questions its effectiveness.
GROUP 1- PRACTICAL Research paper for 12lynsumbrana
This document discusses factors that influence the strand preference of grade 10 students at Liloy National High School. It presents a literature review on interest in strand, peer influence, and parental support as key factors. Regarding interest in strand, personal interest is found to be the most influential factor in choosing a strand according to previous studies. Peer influence is also identified as a strong predictor that can affect students' decisions. Stable family support and socioeconomic status are shown to provide benefits that lead to higher academic achievement and influence the strand chosen. The study aims to investigate strand preferences and factors affecting preferences among grade 10 students at the school.
I selected a problem (issue, concern, or need) in my professional practice, discussed the problem and purpose and developed 3 research questions to guide the literature review for my action research proposal. In this paper, I drafted a literature review by selecting, evaluating, and synthesizing 5-6 peer-reviewed articles. My goal in conducting this literature review is to identify best-practice solution(s) or intervention(s) that I may implement related to the identified problem (issue, concern, or need) and then decide on the solution or intervention I will (propose to) implement in my action research proposal.
MarroquinRosalesNdomoLee et al. (2016)_CSUEB Science Ed Poster(1)Rodrigue Ndomo
This study examined differences in science achievement and self-efficacy among three subgroups of underrepresented middle school students: English Language Learners (ELL), students from low socioeconomic status (SES) backgrounds, and students who are both ELL and low SES. The results showed no significant differences in self-efficacy between or within the groups. For science achievement, the ELL group had the lowest gains and scores, while surprisingly the ELL/low SES group showed the greatest gains and highest post-test scores. This may be because students in this double category receive more support services in their schools.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Ability Grouping And Academic AchievementRenee Lewis
This document discusses ability grouping in education. It defines ability grouping as assigning students to different classes based on their abilities or academic achievement. The document examines various types of ability grouping, such as within-class grouping and between-class tracking. It explores research on the benefits and disadvantages of ability grouping, finding that it can benefit high-achieving students but may hinder low-achieving students or cause them to feel stigmatized. The document also analyzes factors that influence the effectiveness of ability grouping, such as subject area and student grade level.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Directions For each classmate post below reply with 200 words, de.docxmariona83
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
This document summarizes research on the impact of inclusion on general education students. It finds that while inclusion aims to promote equality, in practice it can negatively impact the academic achievement of general education students. Overcrowded classrooms with insufficient support for teachers makes it difficult for them to differentiate instruction to meet all students' needs. As a result, general education students may receive less individual attention or have their learning slowed down. While inclusion can benefit some lower-performing students, research has found it can cause test scores to stagnate or decline for higher-performing general education students. For inclusion to be effective, a consistent research-backed model and greater resources for teachers are needed.
Similar to THE EFFECTS OF A MIXED-ABILITY CLASSROOM 1 Th.docx (20)
Clinical Reasoning Case Study Total Parenteral NutritionName ____.docxAbhinav816839
Mrs. Morris is a 66-year-old woman with Crohn's disease and diabetes admitted to the hospital with a small bowel obstruction. She will require a bowel resection and will be NPO postoperatively, so total parenteral nutrition (TPN) through a peripherally inserted central catheter (PICC) line is ordered to provide nutrition for at least 10-14 days until her GI tract is accessible again. The nurse must assess relevant clinical data to determine nutritional needs, calculate caloric content of the TPN, and establish priorities to monitor for complications and engage with the patient.
Correctional Health Care AssignmentCourse Objective for Assignme.docxAbhinav816839
You have been assigned as the Case Coordinator for a state female correctional health care facility. Your task is to develop a strategic plan to organize the 300 monthly outside specialty medical appointments for inmates without impairing internal services. As your first step, you must write a memorandum addressing the challenges of providing health care in a correctional setting according to the 1976 Supreme Court ruling of Estelle v. Gamble and for the unique needs of the female inmate population. You will apply a strategic planning framework to guide your strategic thinking and decision making.
Class Response 1 Making or implementing policies should ultima.docxAbhinav816839
The document discusses the Affordable Care Act (ACA) and efforts by Republicans to repeal or replace it. It notes that Republicans prioritize reducing costs and smaller government over improving health and equity, while Democrats prioritize the latter goals over reducing costs. There were many Republican attempts to repeal the ACA during the Obama administration that were unsuccessful. Efforts to repeal the ACA could be detrimental to peoples' health by reducing access to care and disadvantaging those with pre-existing conditions. The document also discusses how legislators' decisions are often driven more by getting re-elected than serving citizens' needs.
Chapter 3 - Evaluation Rubric Criteria Does Not Meet 0.01 .docxAbhinav816839
This document provides an evaluation rubric for chapters in a dissertation or thesis. It outlines various criteria that are evaluated on a scale from does not meet to meets/NA. The criteria include sections on the introduction, research methodology/design, population/sample, materials/instrumentation, operational definitions of variables, procedures, data collection/analysis, assumptions/limitations/delimitations, ethical assurances, and a summary. Meeting the criteria involves properly justifying and explaining these various components of the research process.
Chapter 4 (Sexual Assault)Points Possible 20Deliverable Len.docxAbhinav816839
This document provides instructions for an assignment on sexual assault. Students must write a 3-4 page response answering two of three questions about the historic court case Rightout vs. Oregon, why the actual number of sexual assaults is much higher than those reported to police, or whether there is any validity to Todd Akin's controversial comments distinguishing between "legitimate" and "illegitimate" rape. The assignment is worth 20 points total and is due on September 17th by 11:55 pm.
CS547 Wireless Networking and Security Exam 1 Questio.docxAbhinav816839
This document contains 10 exam questions for a wireless networking and security course. The questions cover topics such as simplifying trigonometric expressions, factors that affect transmission bandwidth and delay, fields in IPv4 headers, transmit power calculations, and diversity techniques in wireless systems. They assess understanding of wireless communication fundamentals including modulation, bandwidth, routing, and physical layer concepts.
Communicating professionally and ethically is an essential ski.docxAbhinav816839
The document provides guidelines for students at Strayer University on proper writing standards for various types of assignments. It addresses formatting and design standards for essays, presentations, discussion posts, and citing sources. Key points covered include using 12-point font, double spacing, section headings, title pages, in-text citations, source lists, paraphrasing, quoting, citing images and tables, webpage citations, and footnotes. The document aims to help students present their work professionally and ethically by avoiding plagiarism and giving proper credit to sources.
Case Study The HouseCallCompany.com Abstract The case.docxAbhinav816839
Dean Thomasson, president and CEO of The House Call Company, is grappling with the performance of his Service Manager Frank Whiting, who he had previously fired but recently rehired. Thomasson is losing confidence in Whiting's ability to effectively manage the service department and promote additional services to customers. Thomasson also wants to step back from day-to-day management and pursue a new business venture, so he is relying more on his new Operations Manager Ray Ward. The case explores the tension between Thomasson's desire to demonstrate faith through redemption and second chances, and his responsibility to effectively manage business growth.
CHAPTER 5Risk Response and MitigationIn this chapter, you will.docxAbhinav816839
This document provides an overview of risk response and mitigation concepts covered in Domain 3 of the CRISC exam. It discusses various risk response options such as mitigation, sharing, and acceptance. It also describes several risk management frameworks and standards that cover risk response, including the NIST RMF, ISACA Risk IT Framework, and COBIT. The document aims to help readers understand how to select, implement, and assess appropriate risk responses based on business needs and frameworks.
BiopsychologySensation and PerceptionInstructionsTake a mom.docxAbhinav816839
The document asks the reader to review parts of the brain and answer questions about which areas are responsible for problem-solving, processing memories, and processing emotions. It also asks the reader to discuss the most unusual concept about sensation and perception learned that week and support any opinions or ideas with citations in APA format.
Chapter 2Historical Perspectives on Case ManagementChapter In.docxAbhinav816839
This document provides an overview of the history and evolution of case management. It discusses four perspectives on case management that have developed over the past 40 years: as a process, with a focus on client involvement, examining the role of the helper, and utilizing review and cost-benefit analysis. The impact of managed care organizations is also addressed. A case study of "Sam" is used to illustrate how case management has changed from focusing solely on assessment and placement to a more comprehensive approach incorporating various services.
Compare and Contrast Systems Development Life Cycle (SDLC Mo.docxAbhinav816839
The document compares and contrasts two systems development life cycle (SDLC) models: the seven-step model and the four-step model. The seven-step model includes requirements, analysis, design, coding, testing, deployment, and maintenance phases. The four-step model includes planning, risk analysis, engineering, and evaluation phases. Both follow an iterative process, but the four-step model combines some phases.
C H A P T E R F O U R PROBLEMS OF COMMUNICATIONCri.docxAbhinav816839
This chapter discusses problems of communication in criminal justice organizations. It covers the basic theory of communication including encoding, transmitting, receiving and decoding messages. It also discusses additional challenges with communication in organizations, including filters, chain of command, informal communication networks, rules and social structures. The chapter addresses communication roles, developing informal networks, and the impact of technology. It concludes with a thinking point about how an increase in a city's Muslim population may or may not affect police work.
By Day 6 of Week Due 917Respond to at least two of your c.docxAbhinav816839
The document instructs students to respond to at least two colleagues on two different days for an assignment due on September 17th. Students are asked to expand on their colleagues' explanations by providing a supporting example or respectfully challenge their explanation with a counter example.
ASSIGNMENT 3 (CHAPTERS 8-9) QUESTIONS Name .docxAbhinav816839
This document provides questions for an assignment covering chapters 8-9 on intellectual property. It includes 24 multiple choice and short answer questions about various intellectual property concepts such as trademarks, copyrights, patents, trade secrets, and international agreements. Key topics covered are definitions of trademarks, copyright and patent infringement, fair use exceptions, and protections under international treaties like the Berne Convention and TRIPS agreement. Students are asked to email their answers in Word format to the provided email address.
3 pages excluding the title and reference page.Describe how Ph.docxAbhinav816839
The Phalen's/Tinel Test is used in healthcare to detect carpal tunnel syndrome. It is conducted by pressing on the median nerve at the wrist for 60 seconds and observing if tingling occurs in the fingers, indicating nerve compression. The test helps gather information about whether a patient has carpal tunnel syndrome based on whether they experience tingling in the fingers.
91422, 1134 AM Printhttpscontent.uagc.eduprintMcNe.docxAbhinav816839
The document discusses strategies and challenges for health analytics. It introduces a healthcare value framework for increasing revenues and reducing costs through analytics. Several fundamental questions are addressed, including defining the scope of health analytics, different ways to perform analytics, determining the business value of analytics, addressing privacy concerns, and learning best practices from other industries. Specific chapters are summarized that cover a taxonomy of healthcare analytics, an analytics "cheat sheet" reference guide, proving the business value of analytics, managing privacy and security issues, and cross-industry analytics adaptations.
All details are posted in the documentPlease use this topics for.docxAbhinav816839
This document discusses strategies for avoiding procrastination such as managing distractions, prioritizing tasks, and not taking on too many tasks at once. It also touches on the importance of delegation and ensuring others have the proper guidance, resources and authority to complete their assignments. Overall, the key ideas center around managing time effectively, focusing on the most crucial tasks, and making sure others have what they need to help share responsibilities.
1, Describe the mind as a stream of consciousness, and what it revea.docxAbhinav816839
The document discusses the concept of stream of consciousness and how it relates to our daily lives and internal thoughts. It questions whether streams of consciousness reflect our daily experiences and important goals and values. It also asks what topics may surprise us and what things are not mentioned in our streams of consciousness.
2Some of the ways that students are diverse in todays schools .docxAbhinav816839
This document discusses ways to be more culturally responsive in teaching diverse students. It provides examples of strategies teachers can use, such as learning about a student's culture from sources like books or websites. The document also discusses the differences between basic interpersonal communication skills (BICS) needed for social interactions, and cognitive academic language proficiency (CALP) required to understand academic content. Teachers are encouraged to use strategies like sheltered instruction, activating background knowledge, and differentiating instruction to help English language learners, especially those with disabilities.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 1 Th.docx
1. THE EFFECTS OF A MIXED-ABILITY CLASSROOM 1
The Effects of a Mixed-Ability Classroom on STAR
Mathematics Scores
Felisha N. Cleland
University of West Alabama
ED5049621FA1: Tech of Educational Research
Mrs. Annah Rogers, B.A., M.S.
October 4, 2021
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 2
Abstract
Many schools, including Sand Rock High School, track
2. students by ability even before
high school when natural tracking occurs. When this happens,
lower-ability students lose the
confidence they need to make progress, and all abilities lose the
opportunity to collaborate with
diverse peers. An alternative to this homogenous-ability
tracking is to create mixed-ability
classrooms. The purpose of this study is to determine the effect
of mixed-ability classes on
students of all ability levels. This proposal intends to
investigate whether a transition from
homogenous-ability classrooms to mixed-ability classrooms will
improve proficiency on the
STAR test in mathematics for 7th-grade students at Sand Rock
High School. This project predicts
that this transition from homogenous-ability classrooms to
mixed-ability classrooms will
improve student confidence and allow unique learning
opportunities such as students being able
to collaborate with diverse peers, which in turn, will increase
proficiency levels on STAR
mathematics scores for these students in 7th grade at Sand Rock
High School. Data will be
collected at the beginning of the experiment and then every 9
3. weeks for an entire school year
with the teachers changing mid-year.
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 3
The Effects of a Multi-Ability Classroom on Mathematics
Scores
Chapter 1: Research Problem
Introduction
At many schools in the United States, students are tracked or
grouped by ability even
before high school. Tracking is the process of grouping students
together by ability. According to
data from a 2017-18 National Teacher and Principal Survey,
nearly half of middle schools across
4. the country group students based on ability (Standing et al.,
2021). Some schools allow the
teachers do this within a classroom for differentiation purposes,
while other schools group entire
classrooms by ability. Entire classes being grouped by ability
means that students are labeled by
their perceived ability level as either above average, average, or
below average and divided up
into different classes based on these assignments.
At Sand Rock High School, the above-average classes are
generally the smallest in
number, whereas the other classes that contain the students that
need the most one-on-one from a
teacher have the larger class sizes. This is only one negative
from grouping this way. Far too
often, special education students, except for gifted students, get
placed in the average or below
average groups. Also, English Language Learner (ELL)
students, other minority students, and
low socioeconomic status students, and are too often
disproportionately placed in the average or
below average groups (Childhood Education, 2014). This type
of grouping is hazardous for all
levels of ability in that each group of students, once tracked,
5. tend to stay with that same group
until graduation, with very limited movement between groups
(Harklau, 1994). This deprives all
students of the ability to collaborate with diverse peers. It also
puts the lower ability students in a
classroom where the curriculum typically gets watered down
due to decreased expectations by
the teacher for that class (Losen, 1999).
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 4
It has also been shown that grouping by ability early on
negatively impacts students
psychologically. In a case study of 100 low-ability students in
three schools, the students were
asked about their perceptions of their ability to learn. Those
students overwhelmingly responded
with emotional words like “shame”, “upset”, and “inferiority”
(McGillicuddy & Devine, 2020).
Additionally, many high achieving countries use minimal ability
grouping as compared to the
United States.
Statement of the Research Problem
6. Despite the expansive research that shows the harmful effect on
students in lower tracks
and shows no significant advantages for higher-tracked
students, homogenous-ability classrooms
continue to be a widely used practice in American schools
(Childhood Education, 2014). One
reason for the continued use is the fact that many teachers find
that not grouping by ability is
difficult to do (Ambreen & Conteh, 2021). It has also been
shown that politically vocal parents
of the would-be higher-tracked students, who are
disproportionately likely to be white and well-
educated, stand in opposition to moving away from the status
quo of homogeneous ability
grouped classrooms (Childhood Education, 2014). Sand Rock
High School is no different in
terms of parents wanting to keep the status quo and keep their
students in the higher ability
grouped, nor in the fact that many teachers are fearful of the
required work needed to maintain a
successful classroom that is not grouped by ability.
Regardless of the above-mentioned roadblocks to change, data
from STAR scores at
7. Sand Rock High School show that change needs to be made.
Proficiency scores on the STAR
test show that the methods used currently at Sand Rock High
School are ineffective. Also, as a
teacher at Sand Rock High School, I have seen the negative
effects on students who are tracked
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 5
before high school. Lower-ability students lose the confidence
they need to make progress, and
all abilities lose the opportunity to collaborate with diverse
peers.
Teachers across the country have been making changes to their
ability grouping practices
to be able to meet the needs of all learners without grouping
them by ability (Spear, 1994). The
purpose of this study is to determine the effect of mixed-ability
classes on all students and to
determine if there is a link between mixed-ability classrooms
and increased student achievement.
It is hypothesized that students placed in mixed-ability
classrooms will outperform students who
are separated by ability.
8. Data Graphic and Discussion
The following table of data shows proficiency and non-
proficiency, as a percentage, in
mathematics at each grade level, 1st grade through 8th grade at
Sand Rock High School for the
2020-2021 school year. This data comes directly from STAR
reports. The data shows that there
is a noted drop in proficiency percentages in grades who initiate
the participation of the
technique of grouping students by ability, i.e., 4th and 7th
grades. It is also interesting to note that
beginning in 4th grade, more students are non-proficient than
are proficient. Prior to this, the
pattern is reversed. This shows that after tracking begins,
proficiency rates drop.
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 6
9. STAR Data (End-Of-Year) FY21
GRADE Students Proficient on
STAR
Student NOT Proficient on
STAR
1st 78 22
2nd 69 31
3rd 63 37
4th 43 57
5th 48 52
6th 55 45
7th 32 68
8th 35 65
Impact on Student Achievement
According to research and personal experience, there are many
reasons as to why a
mixed-ability classroom would be preferable to a homogeneous-
ability classroom for all students
10. involved. The main topic of opposition to the previous
statement pertains to the high-ability
students in mixed-ability classrooms. Many educators claim that
their desire to not have mixed-
ability classrooms is that these high-ability students will not
make as much progress as they
would in a classroom of just other high-ability students.
Research shows, however, that even
though high-ability students initially perform slightly better in
homogenous-ability classrooms,
the effects are temporary and are diminished in subsequent
years (Abadzi, 1985).
Many researchers discourage homogeneous-ability grouping
since it heavily limits
opportunities for students of all abilities to be abl e to “enjoy the
cognitive and social benefits of
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 7
group work despite sitting in groups for most of the time during
their lessons” (Ambreen &
Conteh, 2021). When students are not diversely grouped, they
lose the opportunity to have
conversations with peers who likely come from differing
11. backgrounds and may have different
opinions. In a Learner’s Perspective Study in which students
from 14 countries were asked to
identify the main event in a lesson from which they learned the
most. The most common
response from 13 out of the 14 countries was “something
another student said” (Clarke, 2021).
This is an important statement coming from students
themselves. This means that without this
interaction between abilities, lower ability students miss having
the quality of explanations that
come from their peers. Also, as said in many mathematics
classrooms, “If you don’t know it well
enough to explain it, then you don’t really understand it”. This
is a skill that the high-ability
students miss as it is unnecessary to try to teach another person
how to do a skill or how to
understand a concept if everyone around them is learning as fast
as they are.
Research Methodology
The experimental research plan involves creating three classes
of 7th-grade students at
Sand Rock High School. One class will be selected by random
sampling to create the mixed-
12. ability class. The sample chosen was because the 7th-grade
year was shown to have a large
decrease in proficiency levels on the STAR test from the
previous year. It was also chosen as the
sample since my position as the math department chair for Sand
Rock High School will enable
me to monitor the validity of the experiment without directly
affecting it as I do not teach 7th-
grade. The sampling technique is stratified random to ensure the
correct proportions of different
ability ranges be included in the mixed-ability class. The
mixed-ability class is pulled first from
each ability grouping randomly. Then remaining students will
be divided equally down the
middle of performance level on the previous year’s STAR test
to ensure two homogeneously
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 8
grouped classes by ability. Each student in 7th-grade will be
taught by the same teacher for the
first semester and then transition to a different teacher the
second semester. This will help to
13. ensure that any differences in proficiency from class to class
will not be related to a difference in
teacher. The two homogenous classes will be taught as normal
while the mixed-ability class will
have the ability to incorporate collaboration activities that are
otherwise impossible in a
homogenous-ability classroom. Students in all three classes will
be randomly assigned numbers
to protect their identities. Informed consent will be obtained
from parents and guardians since the
experiment involves minors.
Summary (of Chapter 1)
The data reflects a problem with proficiency levels on the
STAR mathematics test at
Sand Rock High School. This study will focus on the current
7th-grade class at this school. By
creating a mixed-ability instead of a homogenous-ability class,
it is expected that students in the
mixed-ability classroom will outperform students in the
homogenous-ability classroom. This will
be achieved by incorporating mixed-ability grouping best
practices, which will, in turn, increase
the confidence level of lower-ability students. It will also
provide valuable collaboration
14. activities among for ability levels.
Chapter 2: Literature Review
Introduction
The majority consensus in educational literature suggests that
ability grouping is harmful
to students. This is especially true for groups such as ELL
students and minorities, that get
disproportionally placed into the low-ability classes.
Unfortunately, socioeconomic status is also
a predictor of track assignment in public schools (Epple et al.,
2002). In addition, the literature
suggests that regardless of how students are grouped by ability,
achievement gaps are evident
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 9
between the tracks (Chmielewski, 2014). This indicates that no
matter how homogeneous ability
grouping was attempted, results were the same. Even for high-
ability students, it has been shown
to only contribute temporarily to the success of those students.
Educational literature about
15. ability grouping agrees on the wide range of benefits of mixed-
ability grouping to include both
psychological, social, and academic advantages.
Best Practices for Increasing Proficiency
The use of best practices in a mixed-ability classroom is vital
to maximize the learning
opportunities for all students. It is important for the teacher to
transition from teacher-centered to
student-centered instruction (Spear, 1994). Within the student-
centered classroom, there are tools
that the teacher can use to provide the proper support to
struggling students while challenging the
students who are moving through the task at hand at a quicker
pace.
In an article by Doug Clark (2021), he offers several ways to
accomplish this. The first is
to have a quick class discussion throughout the task at hand to
help provide encouragement and
clarification for students who might be struggling. He also
suggests the use of enabling prompts
which are only intended to get students initially on track and
are only used for students who
might need them. Additionally, Clark encourages the use of
extending prompts for students who
16. have finished the initial task quickly and need a challenging
continuation of the task.
In addition to the above-mentioned tools for differentiation, it
will be helpful for teachers
to incorporate peer tutoring and peer explanation into the
lessons. Many students learn better
from other students, so this is a very good benefit of having
mixed-ability classes. Because of
this, it will also be helpful to provide as much opportunity as
possible for students to work
together on a task so that they can talk through their problem-
solving ideas with one another. The
diversity of students in a mixed-ability classroom allows for a
more enriching group project
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 10
experience. In the end, the most important tools a teacher can
incorporate to making a mixed-
ability classroom successful are patience, flexibility, and
maintaining high expectations for all
students.
Chapter 3: Methodology
17. Introduction
With the population at Sand Rock High School trending
towards more non-
proficient students on the STAR mathematics test than
proficient, it will be important to examine
the link between how students are ability-grouped and these
proficiency scores. The plan for this
study is to compare the STAR mathematics scores of 7th graders
homogeneously grouped by ability
with those heterogeneously grouped by ability. Sand Rock has
three groups of 7th graders who are
typically divided up into three groups of ability: above average,
average, and below average. This
study will instead create a class of mixed-ability grouped 7th
graders, with two other classes who
remain grouped by ability. All students will then be assessed at
regular intervals to determine the
link, if any, between grouping practices and proficiency levels
on the STAR mathematics test. It
is proposed that the students who are not grouped by ability will
outperform the students who are
grouped by ability on the STAR mathematics test. It is also
proposed that there will be positive
18. changes in the students’ social and emotional health. The
impact of the results from this study
could affect grouping practices at Sand Rock High School,
which will, in turn, benefits student
proficiency levels for all grades at the school.
Population
Sand Rock School is a Pre-Kindergarten through 12th-grade
school, however, only 7th
graders at Sand Rock will be participating in this study. This
group was chosen as it is the first
grade considered high school at Sand Rock, therefore, they are
already in a year of transition
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 11
from middle to high school. This transition year will be taken
advantage of since doing the study
in other grades would risk interfering with the education of the
students as they are already in a
set routine in the other buildings. This grade was also chosen
because the two mathematics
teachers of students at Sand Rock High School are willing
participants in the study.
19. Sample
All seventy-five 7th-grade students will be subdivided into
groups of fifteen, separated by
their scores on the previous year’s STAR test. Five students will
be randomly selected from each
of the five groups to form the mixed-ability class. The
remaining students will be separated into
two equally homogeneous grouped ability classes.
Sample Technique
The sampling technique is stratified random. It is stratified to
ensure the correct
proportions of different ability ranges be included in the
sample, mixed-ability class. The mixed
ability class is pulled first from each ability grouping randomly.
The remaining students will be
divided equally down the middle of performance on the
previous year’s STAR test to ensure two
homogeneously grouped classes by ability.
Role of Participants and Impact on Participants
Each student in 7th-grade will be taught by the same teacher
for the first semester and
then transition to a different teacher the second semester. The
two homogeneous classes will be
20. taught as normal while in the mixed-ability classes, the teacher
will have the ability to
incorporate collaboration activities and best practices that are
otherwise impossible in a
homogeneous-ability classroom.
There is expected to be an immediate and positive impact on
students who are in the
mixed-ability grouped class. Those students are expected to
gain confidence in their math
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 12
abilities and be able to collaborate more effectively with diverse
populations, which in turn will
show an increase in proficiency scores on the STAR
mathematics test. Positive results from this
study will have the ability to impact practices at Sand Rock to
be able to help all other grade
levels of students.
Plan for Protection of Human Subjects
Students in all three classes will be randomly assigned numbers
to protect their identities.
21. The project director will be the only person who will have
access to the list of students and these
assigned numbers. In addition, although no harm is expected to
come from participation in this
study, informed consent will be obtained from parents and
guardians as this study does involve
minors.
Variables
The dependent variable in this study is the proficiency
percentages of the STAR math
scores of the 7th-grade students at Sand Rock High School
participating in this study as this is
what is expected to be affected by the independent variable. The
independent variable in this
study is the instruction techniques of mixed-ability grouping
that are unavailable in
homogeneously grouped classrooms. More specifically, this
would include collaboration
techniques that maximize the learning of all students.
Timeline
Students will be selected for each class prior to the beginning
of the school year based on
the previous year’s STAR mathematics scores. They will then
22. be reassessed in the first two
weeks of school to ensure there are no outliers in the grouping
of students. Students will not be
moved at that point; any outliers will just be noted in the data.
Additionally, all students will be
given the STAR assessment two additional times per semester,
at the first nine-week mark and
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 13
then at the end of the semester. The students will be assessed on
the same day, except for absent
students. Those students will be assessed on the first day of
their return, when possible. Potential
links between class ability grouping and STAR proficiency
scores will be determined at the end
of the school year.
Constitutive and Operation Definitions
The STAR mathematics test is an online assessment program
that assesses 49 sets of
math skills in 1st through 7th grade and 44 sets of skills in 9th
through 12 grades to determine a
student’s overall math achievement. The three classes of
23. students will be assigned the letters A,
B, and C. Class A will consist of the mixed-ability students.
Class B will consist of the
homogeneously grouped high-ability students, and Class C will
consist of the homogeneously
grouped lower ability students. The teachers will be assigned
the numbers 1 and 2. Teacher 1
will be the first-semester teacher, and Teacher 2 will be the
second-semester teacher.
Description of Data
The data will come from the STAR mathematics test given to
all 7th-grade students. The
test will be given once at the beginning of the school year and
then once at the end of each nine
weeks for a total of five assessments. Confirmation or rejection
of the hypothesis that the class of
mixed-ability students will outperform either class of
homogeneous ability grouped students will
occur only at the end of the year when all data has been
obtained. The arrival of the confirmation
or rejection of the hypothesis will be obtained from analyzing
the progress of students
individually and by class as a whole.
24. THE EFFECTS OF A MIXED-ABILITY CLASSROOM 14
Reliability and Validity of Instrument
The STAR test is widely used in all fifty states in the United
States to gauge the
proficiency levels of students in grades 1-12. It is also one of
the main instruments in Response
to Intervention (RTI) placement at Sand Rock School. The
STAR assessment will be given to
students on the same day, except for student absences, to limit
different extraneous factors from
student to student. Even though the teacher will change at the
semester mark, all 7th-grade
students will have the same teacher at the same time to ensure
that any differences in proficiency
from class to class are not related to a difference in teacher.
Limitations
Currently, there is a high rate of absenteeism especially due to
COVID quarantines. This
25. could affect individual student achievement. In addition, any
potential lack of ability of the
teacher to be able to incorporate sound techniques of mixed-
ability classes could also affect
student achievement of the classes. The current teachers of 7th
graders at Sand Rock High School
are willing participants, but if there were any changes to this
scenario, it would be important to
ensure that any teacher participating in this study does not have
potential biases about mixed
ability grouping that could affect the outcome of the study.
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 15
References
Abadzi, H. (1985). Ability grouping effects on academic
achievement and self-esteem: Who
performs in the long run as expected? The Journal of
Educational Research, 79(1), 36–
26. 40.
Ambreen, S., & Conteh, J. (2021). Children’s interactions in
ability-based groups in a primary
classroom. The European Educational Researcher, 4(1), 85–107.
Bui, S., Imberman, S., & Craig, S. (2012). Poor results for high
achievers. Education Next, 12(1),
70–76.
Childhood Education. (2014). Reiterates harm from “ability
grouping” in school. Childhood
Education, 90(2), 169.
Chmielewski, A. K. (2014). An international comparison of
achievement inequality in within-
and between-school tracking systems. American Journal of
Education, 120(3), 293–324.
Clarke, D. (2021). Calling a spade a spade: The impact of
within class ability grouping on
opportunity to learn mathematics in the primary school.
Australian Primary Mathematics
Classroom, 26(1), 3–8.
Epple, D., Newlon, E., & Romano, R. (2002). Ability tracking,
school competition, and the
distribution of educational benefits. Journal of Public
27. Economics, 83(1), 1–48.
Harklau, L. (1994). Tracking and linguistic minority students:
Consequences of ability grouping
for second language learners. Linguistics and Education, 6(3),
217–244.
Holmes, C. T., & Ahr, T. J. (1994). Effects of ability grouping
on academic achievement and
self-concept of African American and White students. The
Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 67(5), 294–297.
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 16
Losen, D. (1999). Silent segregation in our nation’s schools.
Harvard Civil Rights-Civil Liberties
Law Review, 34(2), 517–546.
McGillicuddy, D., & Devine, D. (2020). ‘You feel ashamed that
you are not in the higher
group’— Children’s psychosocial response to ability grouping
in primary school. British
Educational Research Journal, 46(3), 553–573.
Spear, R. C. (1994). Teacher perceptions of ability grouping
practices in middle level schools.
28. Research in Middle Level Education, 18(1), 117–130.
Standing, K., Lewis, L., & National Center for Education
Statistics. (2021). Pre-COVID ability
grouping in U.S. public school classrooms. Data Point. National
Center for Education
Statistics. Published.
Sullivan, J. F. (1998). Meeting the individual needs of all
learners in the inclusion classroom.
The Justice Professional, 11(1–2), 175–187.
Webel, C., & Dwiggins, A. (2019). Prospective elementary
teachers’ experiences with and
perspectives on grouping by ability in mathematics.
Mathematics Teacher Education and
Development, 21(2), 4–23.
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 17
Appendix A
Consent Form
29. Consent Form
Felisha Cleland
The University of West Alabama
Research Proposal Title: The Effects of a Mixed-Ability
Classroom on STAR Mathematics Scores
1. What is the purpose of the study? The purpose of this study
is to determine the effect of mixed-ability classes on all
students.
2. How was I chosen? You were chosen because you are a 7th
grader at Sand Rock High School. The 7th grade class was
chosen
to participate due to their being a noted drop in proficiency
levels in this grade in the past.
3. What will be involved in participating? You will be placed
in either a like or mixed ability class of students. Selection for
these groups is random, and you will not be informed as to
which group you are in. You will also be given 5 STAR math
assessments throughout the year. These assessments are not due,
but this is the data that will be used in this study.
4. Who will know what I say? You will be assigned a random
number at the beginning of research. Only Felisha Cleland, the
research director, will be aware of your specific number. That
way, anything you say will be associated with your number
instead
30. of your name. Also, any of your STAR scores will only be
associated with your number, not your name.
5. What risks and benefits are associated with participation?
There will be very little risk to you as you as every effort will
be made to ensure that your education is not hindered by this
study. However, it may be found that by your participation in
this
study, changes will be made at Sand Rock School to ensure that
learning is maximized for all students at Sand Rock.
6. What are my rights as a respondent? You may ask any
questions regarding the research, and they will be answered
fully. Your participation in the study is voluntary; you may
withdraw at any time.
7. What will be published? Following the completion of this
research proposal, I plan to maintain my records for use in
future
publications and scholarly presentations. I plan to publish my
findings as articles in professional journals, with the ultimate
goal
of publishing a book or a chapter in a book.
8. If I want more information, whom can I contact about the
study? This study has been approved by the University of West
Alabama’s Internal Review Board for the Protection of Human
Subjects. This board can be contacted through the office of
Mrs.
31. Patricia Pratt. In addition, my research advisor, Mrs. Annah
Rogers, can be contacted at [email protected]
__________________________
___________________________________
Felisha Cleland, Project Director Respondent’s
signature, Date
This consent form has all the required information from Federal
law.
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 18
Appendix B
Authorization for a Minor to Serve as a Subject in Research
Authorization for a Minor to Serve as a Subject in Research
I authorize the service of _____________________ as a subject
in the research investigation entitled: The Effects of
(name of minor)
a Mixed-Ability Classroom on STAR Mathematics Scores.
The nature and general purpose of the research procedure and
the known risks have
32. been explained to me. I understand that
_____________________ will be given a preservice
(name of minor)
explanation of the research and that he/she may decline to
serve. Further, I understand that he/she may terminate
his/her service in this research at any time he/she so desires.
I understand the known risks are the possibility of reading
scores not increasing or being given behavior
modification when it is not needed.
I understand also that it is not possible to identify all potential
risks in an experimental procedure, and I
believe that reasonable safeguards have been taken to minimize
both the known and the potential but unknown risks.
I agree further to indemnify and hold harmless the University
of West Alabama and its agents and
employees from any and all liability, actions, or causes of
actions that may accrue to the subject minor as a result of
his/her activities for which this consent is granted.
Witness_____________________________
Signed_____________________________
(parent or guardian)
33. Date_______________________________
To be retained by researcher
THE EFFECTS OF A MIXED-ABILITY CLASSROOM 19
Appendix C
Permission to Conduct Research
Permission to Conduct Research
Felisha Cleland, Teacher
40 Quail Drive
Centre, AL 35960
October 4, 2021
Mr. Ben East, Principal
Sand Rock High School
1950 Sand Rock Ave
Sand Rock, AL 35983
Dear Mr. East,
34. I would like to conduct a study using the 7th Grade classes of
Sand Rock High School. The study
proposes to research the effects of a mixed-ability classroom on
STAR mathematics scores. The results
of this study will improve the educational practices of teachers
and the school. It will also impact the
mathematical proficiency of the students at Sand Rock School.
The study will take place from August 1,
2022 to May 31, 2023. It will be conducted by me, Mrs. Felisha
Cleland, a current mathematics teacher.
I feel that this research study is a very worthwhile endeavor for
our students and school. Please
review the enclosed information in order to make a decision
concerning our school’s ability to conduct
this research. A consent form has been included.
Sincerely,
Mrs. Felisha Cleland
Mathematics Teacher
Sand Rock High School
35. THE SIGNATURE PROJECT FINAL SUBMISSION
The culminating requirement in ED504 is the final iteration of
your Signature Project Stage 1.
The Signature Project Stage 1 is your research proposal. It is
designed to guide candidates
through the steps for planning an experimental study to examine
an in-depth school
improvement project focused on improving teaching and
learning. The project involves an
opportunity for candidates to apply the knowledge, skills, and
behaviors they gain from their
respective programs.
· Cover Page
· Abstract
Chapter 1: Research Problem
· Introduction
· Statement of the Research Problem (include hypothesis)
· Data Graphic and Discussion
· Impact on Student Achievement
· Research Methodology
· Summary (of chapter 1)
Chapter 2: Literature Review
· Introduction
· Sub-headings (according to the organization of your study)
· Synthesis of Literature Review
Chapter 3: Methodology
· Introduction
· Population
· Sample
· Sample Technique (with justification)
· Role of Participants and Impact on Participants (with
explanation)
· Plan for Protection of Human Subjects
· Variables
· Timeline (with sequence of steps and timeline for data
36. collection)
· Constitutive and Operation Definitions Description of Data
(data needed) Reliability and Validity of Instrument Limitations
References
Appendix A: Consent Form
Appendix B: Permission to Study
Appendix C: Copy of the instrument or survey if one is used.
General Guidelines
APA format.
Double-space using Times New Roman 12 pt. font size. Follow
the example given.
Top, bottom and side margins must be 1 inch.
Pages must be numbered, top flushed right.
Organize the literature review according to themes important to
the study.
Direct quoting of other authors is not permitted. All written
text should be in your
own words.
Appropriately cite all information sources using APA.
Include a minimum of
ten scholarly sources,
five of these sources should come from the primary
literature (ED504 requirement). All ten sources should
primarily be from the past five years.
References should be in APA format and on a separate page in
the document.
If your scholarly literature sources were obtained from an
Internet site (e.g., online journal article), include the URL and
the date downloaded as part of the bibliographic details
presented. Check APA on formatting.
Grammar and spelling must be correct.