Suchergebnisse

Abstract:Increased parent school involvement is associated with better academic outcomes; yet, proximal contributors to this effect remain understudied. We focus on one potential proximal contributor, youth's positive and negative future self‐images or "possible selves," reasoning that if parent school involvement fosters possible selves, then interventions aimed at enhancing youths' possible selves should moderate the negative effect of low parent school involvement. We examine a 2‐year follow‐up of a randomized clinical trial of a possible self‐based intervention (N= 239), demonstrating with regression equations that the intervention moderated the association of low parent school involvement with worse grades and less school‐engaged behavior. Low parent school involvement negatively influenced achievement among control, not intervention youth, suggesting that school‐based, possible self‐focused interventions can moderate the undermining effect of low parent school involvement.

Since the passage of the federal legislation known as No Child Left Behind, school districts are under increasing pressure to decrease high school dropout rates and to increase high school graduation rates. There is a critical need for schools to develop and implement programs designed to maximize academic success for all high school students. The purpose of this present research was to investigate the perceptions of high school teachers and high school students about barriers to high school student academic success. For purposes of this study, high school academic success is defined as the completion of all high school diploma requirements within the usual four-year time span. Data for this study were obtained through individual face-to-face interviews with eight high school teachers and two focus group interviews of students. Data analysis focused on the identification of barriers to high school student academic success. Factors related to the following contexts emerged as recognizable academic success barriers: (a) the individual student, (b) the family, and (c) the educational institution. Teachers and students recognized high school student dropout risk factors to include low prior academic achievement, being over age for grade level, failure to accrue credits, and poor quality communications between the school and the home. The researcher concluded that both participant groups are aware of many academic success barriers. Study findings suggest that all stakeholders wishing to improve academic outcomes should become familiar with potential success barriers and take action to alleviate those amenable to change. Study data suggest that improved relationships among the following could potentially improve academic outcomes for students, and for at risk high school students, in particular: (a) teacher - student, (b) teacher - parent, (c) school - community. This study has policy and practice implications for public high schools and secondary school educators.

The paper is about the selected aspects of communicative competences of pupils in the primary education focusing on speech skills and reading literacy. The text deals with the reading literacy within the context of communication competence. It focuses in detail on the processes of reading comprehension and reading intentions in the selected group of pupils of various kinds of primary schools in the primary education. It also presents the results of current research findings. Comparative analysis procedure was used to assess an educational progress in pupils of 3rd classes in the selected areas of literacy. There were described the strengths and weaknesses of the educational reality related to the curricular postulates. Based on the results of the research there were submitted proposals and measures for the special pedagogical theory and practice at a general, legislative and curriculum level.

Made possible through support from the Graduate Management Admission Council (GMAC),this paper highlights findings from schools at Syracuse University. The goal of this study and paper is twofold: to identify challenges and best practices with creating, recruiting, and sustaining veteran-friendly programming and initiatives and to share recommendations for other schools and college campuses on how to become more veteran-friendly, with particular emphasis on addressing the needs of today's student veterans

Creating successful schools is a priority for governments, district officials, administrators, teachers and parents around the world, but just what does 'school success' mean? Grounded in theories of collective sense-making and learning, this article presents how school success is defined in three schools in Ontario, Canada, and draws on Ball, Maguire and Braun's theory of policy enactment to explain similarities and differences between the schools' definitions. A comparative case study of three elementary schools in the same neighbourhood finds that students' happiness and academic learning (rather than achievement on standardized tests) are common aspects of each school's multifaceted definition of success. Each school also has unique elements in its definition that can be attributed to differences in the schools' situated, material, and professional contexts. In addition to local influences, class-based deficit ideology and professional discourses in their external contexts impact the schools' definitions of success. Notably, the schools' definitions emphasize individual growth and outcomes that reproduce rather than transform social inequities.