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Learning Styles and Student Achievement, 2008.
An examination of several learning and teaching styles and how student achievement can be maximized by the choice of appropriate styles.
10,296 words (approx. 41.2 pages), 17 sources, APA, $ 206.95
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Abstract
This paper presents and discusses the implications of the findings of a study of two high school classes, one taught in the traditional way, and one where different learning styles were used. The author discusses the importance of reaching students and opening up to them, and different kinds of intrinsic and extrinsic motivation that can be used by their educators. Effective use of motivation and rewards can contribute to a student's success both in high school and in life. The author explains that diversity in teaching styles allows all of the students to benefit from the lesson, instead of only those students that have a particular, specific learning style. The author points out the limitations of the study and provides recommendations for further research. The paper includes tables.
Outline:
Chapter 1
Introduction
Description of Findings
Summary of Results
Summary
Chapter 2
Introduction
Conclusion
Implications
Recommendations
Summary
From the Paper
"Opening up to students is very important for teachers. While it is obviously not appropriate for a teacher to confide intimate personal details to the class, or gossip about others to try to be more accepted, there are ways that a teacher can seem more 'real' to the students. For example, crying over something very sad or letting the students know when the teacher is getting angry with their misbehavior goes a long way toward having students see teachers as real people. Children in the second and third grades often react very positively to this behavior, but there are ways to reach high schoolers and older students as well."
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Plagiarism, 2008.
An analysis of the problem of plagiarism in colleges and schools and possible solutions to the problems.
890 words (approx. 3.6 pages), 4 sources, APA, $ 31.95
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Abstract
This paper discusses the growing problem of plagiarism, not only on college campuses, but also in middle schools and high schools. The paper shows all sides of the arguments surrounding plagiarism and presents incriminating data about plagiarism that cries out for a solution. The paper provides literature reviews of articles that discuss the issue.
Table of Contents:
Thesis Statement
Article #1: Education Digest
Article #2: College Student Journal
Article #3: Time
Conclusion
From the Paper
"The Education Digest article offers several ways in which teachers may discourage or prevent cheating in classrooms, and offers opinions from students on why they cheat. But the salient point of the piece is that younger students are developing habits involving plagiarism and it's reaching a point of national disgrace. To wit, The Center for Academic Integrity surveyed middle schools nationwide and discovered that 73% of 7th graders and 66% of 6th graders admitted to"...regularly borrowing materials" - in a cut-and-paste style of cheating from Internet sources - without giving credit."
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A Peer-Assisted Learning Program, 2008.
Presents an evaluation of a peer-assisted learning program for elementary schools called 'Tall Buddies'.
6,715 words (approx. 26.9 pages), 25 sources, APA, $ 153.95
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Abstract
This research study provides a critical review of the relevant peer-reviewed and scholarly literature concerning peer-assisted learning in general and how these programs have been used to help young readers in particular. The paper also presents a case study of the effectiveness of this initiative at an elementary school that provides services to at-risk 6th graders due to emotional, social or behavioral problems and 1st grade struggling readers. The paper explains that the product of the study will be a best practices guide to help educators at all levels identify which peer-assisted technique might be best suited for their individual needs, how to implement it, and how to monitor its effectiveness to ensure long-term success.
Table of Contents:
The Problem
Purpose of the Study
Importance of the Study
Review of Literature
Introduction
Background and Overview
Benefits of Mentoring
Table: Key Benefits of Mentoring in Peer Tutoring Settings
Implementation
Evaluation and Monitoring
Summary
Procedure
Development, Purpose and Approval of Project
Who did You Involve in the Developmental Process and Why?
Implementation
Evaluation
Table: First and Sixth-Grade Teacher Feedback Concerning Efficacy of Tall Buddies Reading Initiative
From the Paper
"The benefits of mentoring are also well established. According to Barton-Arwood and her colleagues (2000), a wide range of benefits have been cited in the literature for differing professions, ages, and populations that have used mentoring; these benefits include: (a) development of emotional supports and friendships, (b) improved self-esteem and confidence for mentor and mentee, (c) an increased set of knowledge and skills (e.g., academic achievement), and (d) an improved social network. While methods and roles differ, the reported outcomes and benefits are similar across populations."
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Promoting Classroom Discipline, 2008.
An informative account on good teaching strategies to promote classroom discipline.
1,666 words (approx. 6.7 pages), 8 sources, APA, $ 54.95
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Abstract
The paper states that classroom discipline has been a topic of much research for many years. Many scholars have offered their discipline models each believing it would provide a classroom that is well-managed and one that would provide a maximum learning situation. The paper records the names of many great teachers of discipline and comments that they all offer a focus, logic, and implementation strategies. The paper states that these models appear very effective, but they cannot stand by themselves without good classroom teaching practices. The paper concludes that with good teaching practices and one or more of these models, teachers can create the best classroom setting for learning.
Outline:
Abstract
Co-operative Learning
What Research Shows
Differentiation
The Gifted Learner
Classroom Practice
Differentiated Learning
Conclusion
From the Paper
"Research shows there are many benefits to this teaching practice. Cooperative learning, the Johnsons discovered, has many positive outcomes. Their research shows that cooperative learning improves students' efforts to achieve. They work harder, achievement levels go up, material is remembered longer, higher-level reasoning is used more, and it provides not just external motivation but also intrinsic motivation. What interests the Johnsons even more is that cooperative learning methods also improve interpersonal relationships among those working together. Students working cooperatively tend to like each other better, including groups with both able-bodied students and students with disabilities, groups with students of different ethnic backgrounds, and groups with both genders."
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A Review of Multicultural Issues in Deaf Education, 2008.
This paper gives an overview of multicultural issues relating to deaf education in the U.S., identifying relevant issues and citing practical implication of the current research.
4,649 words (approx. 18.6 pages), 19 sources, APA, $ 120.95
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Abstract
This paper provides a critical review of the peer-reviewed and scholarly literature to identify relevant multicultural issues involved in the education of deaf children in the United States today. A discussion of the practical implications for a deaf education classroom based on the critical review of the literature and application of the research is provided in the conclusion.
Outline:
Review and Analysis
Background and Overview
Deaf Education in a Multicultural Classroom
Steps to Improve Education in the Deaf Classroom
Conclusions and Implications for Classrooms
From the Paper
"In recent years, as deaf adults began participating in and directing the policymaking deliberations concerning the education of deaf children, these longstanding concepts and erroneous assumptions concerning the needs of deaf students were transformed somewhat, but the process has taken longer and required more effort than anyone might have expected. For instance, in recent years, 'Descriptions of deaf children as disabled persons needing auditory and speech rehabilitation began to fade. In their place, descriptions of deaf people as an ethnolinguistic group arose, where the young need 'bilingual education' using ASL as the medium of instruction, not 'special education' using invented or artificial languages or mechanistic methods. This cultural view of deaf people, existing alongside recent realizations of the multicultural nature of contemporary American life, has given rise to a new deaf education pedagogy, termed bilingual-bicultural (or bi-bi) education' (Flood et al., 2005, p. 313). The introduction of these educational techniques has also introduced yet another misconception concerning the education of deaf children. The implications of these trends on education in an increasingly multicultural deaf classroom are discussed further below."
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Learning Disabilities, 2008.
Explores the relationship between learning disabilities and emotional problems such as depression and anxiety.
1,660 words (approx. 6.6 pages), 11 sources, APA, $ 53.95
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Abstract
This paper explores learning disabilities that affect academic performance. Some of the more common forms of this category of learning disability is dyslexia (problems reading, or understanding what is written), dysgraphia (problems with handwriting or writing in a way the makes sense), and dyscalculia (problems with abstract math or calculations). The paper discusses how children with learning disabilities may be affected, how depression is often the primary cause of learning disabilities in children, treatment approaches, and the importance of the teacher in obtaining help for children with learning disabilities.
Table of Contents:
Understanding Learning Disabilities
Effects on the Home and School Environment
The Teacher and the Child with Learning Disabilities
Treatment and Help
From the Paper
"The connection between learning disabilities and depression needs to be taken seriously by teachers. Students with poor reading skills are more likely to drop out of school and have a suicide rate that is three times that of the normally reading population. The school plays an important role in the development of the child's emotional development. Difficulties at school can lead to difficulties in the emotional, social and family functioning of the child. It is estimated that only 1/4 to 1/3 of the children needing school receive the needed treatment."
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African American Students, 2008.
A research proposal to identify the factors that affect the academic achievement of African-American students and specifically the structural barriers or factors that negatively affect their achievement.
2,478 words (approx. 9.9 pages), 15 sources, APA, $ 75.95
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Abstract
The paper discusses a research proposal focused upon the academic achievement of African-American students and what may be done by educators to promote academic achievement among these students. The research takes a close look at cultural issues, community issues, family and ethnic issues and then reviews the methods traditionally used by educators in providing instruction to this set of students. The paper states that this research proposes addressing the all-encompassing factors after having identified those that have an effect upon the academic achievement of these specific students.
Outline:
Introduction
Statement / Background of the Problem
Purpose of the Study
Research Questions
Review of Literature
Definition or Terms of the Study
Research Design & Procedures
Research Design & Theoretical Framework
Setting/Participants
Anticipated Ethical Issues
Significance of the Study
Expected Outcomes
Timeline and Appendices
From the Paper
"The work of Lewis and Moore in the work entitled: "African American Students in Kindergarten to Twelfth Grade Urban Settings" relates that over the past two decades a great amount of research has been conducted related to academic achievement of African American students and the fact is that: "Far too many urban African American students...are not making adequate progress in their academic subjects and on various high-stakes standardized tests." Included is research conducted and reported by Grantham & Ford ; Flowers, Milner & Moore ; Moore, Madison-Colmore & Smith . This work seeks to specifically identify structural barriers in the lives of African American students whether those barriers be within the home of students presented in the form of cultural factors such as the importance assigned to academic achievement in the student's family or whether those barriers present in the community culture assigning little or no importance to academic achievement. Finally, this work seeks to identify any barriers that present to academic achievement of African American students in the structure of the educational institution or school at focus in this study."
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A Pre-School Program, 2008.
This paper outlines the design of an engaging pre-school program based on the principles developed by Maria Montessori.
1,166 words (approx. 4.7 pages), 5 sources, APA, $ 40.95
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Abstract
The paper describes a preschool program for ages 3 to 5 years that employs Maria Montessori's principles, albeit with some refinements. The paper explains the space and material requirements and looks at the teacher assistance to be provided. The paper reveals that the preschool program envisioned has been shown to be effective in thousands of preschool settings and it can be successful in thousands of others as well.
Outline:
Space Requirements and Materials
Teacher Assistance Required and Classroom Administration
Summary and Conclusion
From the Paper
"The space provided by this envisioned pre-school program would require an typical classroom environment, with designated play, reading, art and rest areas; other features would include age-appropriate reading materials (e.g., Cat in the Hat et al.), tables and chairs, and basic art supplies (i.e., Elmer's, construction paper, crayons, modeling clay, paints and brushes, pipe-cleaners, glitter [teacher discretion], etc.), and toys and games (i.e., Chutes 'n Ladders, Candyland, balls, jacks, pick-up-sticks, jigsaw puzzles, etc.). Regardless of what type of materials are provided in the preschool classroom using this approach, though, it is important to keep in mind the Montessori principle of a providing a controlled (i.e., limited) environment."
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The No Child Left Behind Act, 2008.
An analysis of the adequate yearly progress (AYP) objectives that the No Child Left Behind Act requires and their limitations.
6,522 words (approx. 26.1 pages), 13 sources, APA, $ 150.95
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Abstract
This paper discusses the No Child Left Behind Act and the adequate yearly progress (AYP) objectives that the Act requires each state to develop. It describes and defines AYP and the number of students that are required in order to form a subgroup that is statistically valid. Specifically, the paper analyzes the benefits and limitations of the AYP requirements.
From the Paper
"Further, these schools have to be able to provide both support and maintenance for the technology that they have. Many of these more rural schools are not able to afford to employ an on-site coordinator to provide the support that is needed for the technology (Reeves, 2003). Once again, the most significant obstacle that is facing the rural school districts is the lack of access to the resources that they need. Under the current funding formulas that are used, there are many rural districts that do not have the access to financial resources that they need in order to be able to take advantage of the latest and greatest in technology (Reeves, 2003). Programs like the one that is offered in Missouri are one step closer to helping many rural schools to address the problems that are often associated with being both small, rural, and dealing with The No Child Left Behind Act."
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Problems with Bilingual Education, 2008.
Argues that a slow transitional approach to bilingual education best suits ESL student's long-term academic needs rather than short-term proficiency to meet narrow standards of literacy.
2,013 words (approx. 8.1 pages), 10 sources, MLA, $ 63.95
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Abstract
This paper discusses the debate over the best way to conduct bilingual classes for children. The paper reviews the literature on different approaches to bilingual education and argues that a transitional, rather than an immersive approach is the superior strategy to pursue with children. It also looks at the problems that there have been in implementing successful bilingual education classes and looks at possible solutions.
Table of Contents:
Introduction
The Stakes of the Debate
Immersion versus other Methods of Instruction
What Approach is Best?
Conclusion
From the Paper
"A fundamental paradigm shift is needed. Instead of asking what is the correct 'image' of American education, educators must ask what is the best way to teach students, and embark upon long, rather than short-term research studies of a variety of transitional approaches to determine the right way to strike an effective balance between English education immersion and bilingual support in other academic areas. The approaches must be logistically feasible, given the limited resources of many ESL programs, but must attempt to improve student's academic performance in the long, rather than the short term. A slow, transitional, combined approach seems to be supported in developmental theories of linguistic development and the research that exists regarding the different approaches: immersive, transitional, and developmental. Although further long-term study is needed, the currently popular immersive approach and approaches that fast-track ESL students into 'regular' classrooms serve the electoral needs of politicians better than the educational needs of ESL students."
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Strategy/Implicit Instruction, 2008.
This paper explores the strategy/implicit instructional strategy as suitable for a middle school mathematics class.
1,117 words (approx. 4.5 pages), 3 sources, APA, $ 38.95
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Abstract
The paper explains that strategy/implicit instruction is a student-centered approach, which focuses on the general skills, rules and processes required for learning a particular concept. The paper highlights the advantages of using this method and refers to several literary sources on the strategy/implicit instruction. The paper presents the conclusion that the combination of strategy/implicit instruction and direct instruction is the ideal method for teaching mathematics in the classroom.
From the Paper
"In order to make the right decision concerning the choice of instructional strategy for middle school mathematics class it appears necessary to take into consideration the general school mathematics standards and the peculiar needs, behaviors and interests of middle school students. Besides complying with the standards, an efficient strategy should promote successful and productive learning. When it comes to middle school, the instructional elements, which could be extremely useful, are the following: clear routines, integrated curriculum, cooperative groups, combination of challenge and support, resorting to real-life connections. All of the above can provide valuable assistance to the teacher. The environment in the class should promote inquiry- and project-based, cooperative instruction. Engaging activities and connections with real life are sure to increase students' motivation and involvement. Thus, the challenging material will be easily tackled by them."
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Direct Instruction, 2008.
An analysis of the process and benefits of the direct instruction approach to teaching.
1,238 words (approx. 5.0 pages), 5 sources, MLA, $ 42.95
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Abstract
This paper examines the direct instruction approach to teaching that requires interaction between the teacher and their students. The paper describes the history of the approach and its application within the classroom. It discusses why and in what ways this approach has proven to be successful. It also looks at the population groups that the approach benefits most.
From the Paper
"Direct Instruction is distinguished among other approaches by its highly-scripted, teacher-directed methods that are not as flexible as the usual ones. Nevertheless, these methods work, and this is what is important. Although this opinion is shared by more than twenty researchers, there is an exception. Randall Ryder provided his own research that, according to his words, showed that the Direct Instruction is not always effective. Randall Ryder (2006), who is the Professor of Curriculum and Instruction at the University of Wisconsin-Milwaukee's School of Education, says that "Direct Instruction should be used only in certain, limited situations (p. 182). He also mentions that the lack of sensitivity of Direct Instruction towards the issues of race, poverty and religion, worsens the educational atmosphere (p.184)."
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