To track or not to track : refining middle school mathematics

Includes bibliographical references.This research project discusses the issue of tracking, or ability grouping, in the education system. Using this type of system, students are grouped into low, medium,and high ability groups in all or at least several of their subjects in school. This type of grouping is the most commonly used instructional method to facilitate for students' differences. However, educational literature and research shows that although students have differences in abilities and learning styles, tracking is not the most effective, efficient, or equitable way of accommodating for these differences. Hence, this research project not only discusses the evidence for and against tracking, but it also discusses ways to effectively reach all students without homogeneous ability grouping. The other section of this project discusses how to apply these ideas of heterogeneous grouping in a middle school mathematics classroom. Since middle school is an extremely critical time academically and socially for many students, it is imperative to use the most effective instructional strategies to reach them. Thus, the restructuring of the middle school mathematics classroom into an active, group building environment is necessary.B.S.Ed. (Bachelor of Science in Education

To Disclose or Not to Disclose: The Dilemma of the School Counselor

Symposiuim on Education La

To Tell or Not to Tell: Student Responses to Negative Behavior in Elementary School

In this article I examine the factors that influence fifth grade student decisions regarding whether or not to report negative interactions to adults. Data from observations and interviews with students and adults show that there are many factors influencing the reluctance to tell on others. Among them is a school context in which verbal attacks are downplayed and telling is seen as ineffective and stigmatized. This context prevents bystanders from reporting what they have observed and places those with a lack of social support at a significant disadvantage when dealing with negative behavior

To disclose or not? Children’s tendency to disclose peer victimisation in elementary school

This study aimed to shed light on the prevalence of chronic peer victimisation among Dutch elementary school children and factors associated with (non-)disclosure of such experiences by victims. 5,961 students from 73 schools participated (51.5% male; Mage 9.96; 77.7% native Dutch). Results showed that 12.3% of all children were victimised chronically, of which 29.4% did not disclose. Multilevel logistic regressions indicated that girls, older and native Dutch children were more likely to disclose. Moreover, experiencing depressive symptoms prompts disclosing victimisation. Anxiety, high emotion regulation skills, and perceptions of cohesion in the classroom were negatively associated with disclosure. The disclosure was not related to frequency or duration of victimisation, self-perceived social acceptance, self-worth, impulse control, or perceived classroom climate. Our study reveals information on the prevalence of peer victimisation and its disclosure, based on a nationwide study conducted in 2016–2017. It gives important insights into factors associated with disclosing victimisation experiences

To Be or Not to Be...A School Leader: Motivators of Educational Administration Candidates

Leading a school presents unique opportunities and obstacles to the individuals who may aspire to become a principal. The balance between incentives and disincentives to seek building leadership is currently shifting as the pool of qualified candidates willing to assume positions in school leadership is growing smaller (Browne-Ferrigno, 2003; Carr & Million, 2010; Sava, 1998). At the same time, record numbers of school administrators are now reaching retirement age; so many school districts are finding it increasingly difficult to fill vacancies (Howley, Andrianaivo, & Perry, 2005). Strong leadership by the principal is a crucial ingredient in school improvement (Berry, 2009; Evans, 1996: Fink & Brayman, 2004: Fullan, 1997; Quinn, 2002). Thus, the increasing responsibility and accountability demands placed on principals add new challenges, as standards are raised by state and federal government to address critical issues faced by public schools (Cranston, 2007; Hill & Banta, 2008). The declining numbers of teachers seeking administration certification and the fact that many who are studying for the degree do not plan to seek an administrative position exacerbates the problem so that even when there may be sufficient numbers of candidates qualified for vacancies, candidates are not motivated to pursue school leadership (Cranston, 2007; Grubb & Flessa, 2006; Mezzacappa, 2008; Winter & Morgenthal, 2002). Within this climate, persuading the best educators to become building administrators requires a clearer understanding of the reasons candidates are attracted or hesitant to take on leadership roles--leading to improved recruitment and retention. Motivational theory may provide insight regarding the interrelationship between those incentives and disincentives associated with the decision to seek an assistant principal/principal’s position. For example, Alderfer’s (1972) ERG Theory identifies three categories of needs ordered in a non-sequential hierarchical manner. Alderfer first categorizes existence needs, which includes a person’s physiological and physically related safety needs such as food, shelter, and safe working conditions. Relatedness needs include a person’s need to interact with others, receive public recognition, and feel secure around people. The third category is growth needs, consisting of a person’s self-esteem through personal achievement. Incentives and disincentives associated with the position of assistant principal or principal could readily fall into each of the three categories (Cooley & Shen, 1999; Cusick, 2003; Howley, Andrianaivo, & Perry, 2005). While this theory may help explain in a broad sense what motivates educators to become school leaders, understanding specific factors can assist those who train, hire, and coach potential administrators to make the critical task of building leaderships more inviting. These factors may not fall into the traditional hierarchy, as the expectations and roles of school principals have evolved over the last decades (Evans, 1996; Hinton & Kastner, 2000). Therefore, the purpose of this study was to determine specific motivators affecting the decision to seek or not seek a position as a school assistant principal or principal

To work or not to work... Before law school: apprehension, confidence, and cynicism among law students

 Most socio-legal scholarship does not examine pre-law school preparation, more specifically, work experience. The recent American economic recession brought many working adults back into the fold of school. With regard to legal education in particular, how might work experience before law school affect students’ perceptions of the profession, themselves, and their career trajectories? And, how do these experiences vary between law schools, and among law students? Drawing on an ethnographic study at two divergently-ranked American law schools between 2009-2011 (the beginnings of the economic crisis), I argue that student work experiences (or lack thereof) before law school matter for their own perceptions of their school and overall career outlook. I typologize those students who transitioned immediately from undergraduate to law school as "conventionals," and those with work experience prior to commencing legal education as "returnees." I find that overall, returnees are more confident about completing law school, yet cynical about legal education, while their conventional counterparts respect the pedagogy but remain apprehensive regarding their career outlook. In this respect, work experience provides a form of "capital." Notably, most immigrant students in this study are conventionals, and I provide some suggestions to better incorporate these students who already feel as if they are posturing in an unfamiliar cultural and professional environment.

To Screen or Not to Screen Parent’s Perceptions of Eye Care Prevention for Pre-School Age Children

One in 20 children is at risk for permanent vision loss from disorders such as amblyopia and strabismus (Why Save Sight, 2016). Despite vision disorders and childhood blindness being a common disability in children, preventative vision screenings are not at the center of prevention discussions. Studies have suggested that vision screenings for young children are beneficial in preventing permanent vision loss (Vision Screenings for Healthy Vision, 2016). Vision screenings for preschool children are important and require more attention in the United States. This descriptive study addressed parental perceptions of early detection of vision problems among preschoolers in southeast Mississippi as well as what barriers prevent children from receiving preventative vision screenings. “Parents” for this study included mothers, fathers, grandparents, foster parents, and legal guardians. Parents at two different optometry clinics completed a ten-question survey to determine their opinions on this issue. Parents from both locations (85.7%; N=49) reported that young children ages 3 to 5 should have a vision screening before starting preschool. The most frequent reported barrier (16.3%) of children not having regular screenings was noted as the child passing their school screening. Overall, these findings explored the parental perceptions of the need for young children between the ages of 3 and 5 to have screenings completed before entering preschool

To change or not to change: A case study of one urban high school\u27s technological transformational process.

This study utilized a case study format for examining one urban high school\u27s inclusion of technology and subsequent changes to the curriculum, school design, school organization, and teachers\u27 pedagogy brought about as a consequence. Specifically, the study addressed five broad questions: (1) How do teachers view technology\u27s role in their curriculum? (2) What is the role of computers in curriculum change? (3) Does extended work with computers change the types of communications processes used? (4) How does work with computers change (a) instructional practices, (b) overall school design, and (c) school organization? and (5) What is the role of change management theory in educational change? Data was collected through the use of a 61-item, Likert-type questionnaire; in-depth conversations with randomly selected teachers; classroom observations; and analysis of documents relating to technology integration. Teachers reported strong beliefs in both traditional and non-traditional uses of computers, but these beliefs did not necessarily reflect actual classroom practices. In terms of curriculum changes, teachers reported that student learning had increased overall and that student expectations were changing. That belief was supported by student editorials calling for widespread teacher integration of technology. Fully 79% of the teachers responding stated that they had made changes to their curriculum within the past five years. Teachers felt positive about support that they received for using and integrating technology. They had access to an on-site school technologist, a supportive principal, and specific technology courses offered by the school district. It appeared that when teachers and students had access to, extended work with, and support in learning to use technology, the communications processes within the content classrooms did begin to change. This was apparent as students reassessed the audience for writing tasks they completed, or as they considered issues of plagiarism and copyright laws. Within school design, there did not appear to be major design changes in classrooms. Student desks were typically in straight rows, and in classrooms with one computer, the computer was usually placed on the teacher\u27s desk or very near to it. Only 25% of the teachers felt that the computer area in their classroom had become a major focus area

Analysis of School Shootings: December 15, 2012 - December 9, 2014

Regardless of the individuals involved in a shooting or the circumstances that gave rise to it, gunfire in our schools shatters the sense of security that these institutions are meant to foster. Everyone should agree that even one school shooting is one too many.In this report, incidents were classified as school shootings when a firearm was discharged inside a school building or on school or campus grounds, as documented by the press or confirmed through further inquiries with law enforcement. Incidents in which guns were brought into schools but not fired, or were fired off school grounds after having been possessed in schools, were not included.Over the course of two years, we identified a total of three incidents in which a private citizen discharged a firearm at a school that was ultimately determined to be self-defense -- February 4, 2013 at Martin Luther King, Jr., High School in Detroit, MI, January 30, 2014 at Eastern Florida State College, and April 7, 2014 at Eastern New Mexico University. These three incidents were not included in the analysis