Do Metacognitive Strategies Improve Student Achievement in Secondary Science Classrooms?

Increasing prevalence of high-stakes testing calls for focus on value-added teaching and learning practices. Following is an inquiry regarding metacognitive teaching and learning practices as it pertains to secondary science classrooms. Research shows that the orchestration and inclusion of metacognitive strategies in the science classroom improve achievement under the following preconditions: (1) are pervasively embedded in the educational structure; (2) are part of appropriately rigorous and relevant curriculum; (3) are supported by ‘metacognitive friendly’ teaching strategies; (4) are explicitly practiced by students and teachers; and (5) enable students to take responsibility for their own learning

The Education and Miseducation of Boys in Cultural, Political, and Christian Perspective

The trend of higher male achievement at of all levels of education has reversed in the last twenty years, in almost every major country except Japan, sparking global political and social debate about this intriguing phenomenon. Several cultural trends may contribute to this swing, including, but not limited to, a recent vibrant call for equity education for girls; shifting social norms of traditionally held views of masculinity and male dominance in the job market, academia, and society; delayed maturation physically and cognitively of the average male; teacher competence in the science of educating boys; school structures that are antithetical to the needs of boys; and the complex dichotomy between the demands of school life and the psyche of males. Whatever the causes, evidence demonstrates many boys exhibit behaviors antithetical to school success with significantly higher diagnoses rates of mental health disorders, failure and dropout rates, referrals for disruptive behaviors, and juvenile delinquency. The authors contend that school systems must put forth more intentionality regarding the education of boys, as well as girls, through training and supervision of all educators in gender-friendly methodologies, increased recruitment of male teachers, and redesign of the school day to provide opportunities for boys to fulfill their need to move, compete, and lead

The Relationship of Food and Academic Performance: A Preliminary Examination of the Factors of Nutritional Neuroscience, Malnutrition, and Diet Adequacy

This article examines the extent of food’s impact on children’s academic achievement. The purpose of this study is to summarize existing research concerning the food-learning correlation and to synthesize studies regarding nutritional needs of the brain, malnutrition during development, and overall diet quality as related to academic achievement. Data finds a fundamental link between nutrition and cognition. Results suggest to the extent the brains of many United States schoolchildren do not receive the nutrients needed for optimal cognition, that academic performance may be consequentially reduced. Finally, a discussion of related learning theory and current debate, and practical implications for educational settings is offered

Non-Traditional Entrants to the Profession of Teaching: Motivations and Experiences of Second-Career Educators

Individuals entering the teaching profession from other fields have much to offer in terms of practical experience in fields such as business, private industry, law enforcement, and the military. The authors examine the phenomenon of second-career teachers with specific emphasis on the motivating factors, common experiences, and reflections concerning the decision to leave already established professions in order to pursue a career in teaching. This particular issue of life vocation has particular interest for the Christian, who wishes to discern and follow the call of God in their personal and professional commitments. The article surveys research into second-career teachers and explores the process of professional preparation of these newfound entrants in the world of education as well as their assimilation to the culture of schools. Themes emerge from the literature for further consideration, which the authors argue, must more intentionally-inform career preparation programs, trends of new teacher recruitment, and teacher shortages in American school districts

Moral Turbulence and the Infusion of Multimodal Character Education Strategies in American Elementary Schools

Pockets of American society are marked by increase in violent crime with concurrent decline in moral character. This phenomenon is infiltrating the nation’s school system as evidenced by growing numbers of aggressive incidents in the classroom. As a result, there is an increasingly accepted need for effective character education programs in the schools as a means to help change the décolleté trajectory of the behavior of the nation’s school children. While more money and growing numbers of legislation have been put forth to support such an endeavor, research is still lacking as to what activities, skills, goals, and approaches would be best incorporated for optimal outcomes. This article makes a case for assessing the effectiveness of a multimodal approach incorporating cognitive, social, and sociocultural learning elements is than a single approach using cognitive elements alone, and considers the complexity of a Christian perspective on character education in schools