The Relationship Between a Student's Self-esteem and Academic Achievement in Math at the Seventh and Eighth Grade Level PDF Download
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Author: Patricia R. Frei
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
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Author: Patricia R. Frei
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
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Book Description
Author: Thomas A. Farmer
Publisher:
ISBN:
Category : Self-esteem in children
Languages : en
Pages : 66
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Author: John D. Sheffield
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 55
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Author: Thomas M. Brinthaupt
Publisher: State University of New York Press
ISBN: 0791488756
Category : Education
Languages : en
Pages : 406
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Book Description
What are the major self and identity concerns for early adolescents? What are the applications and interventions that can address those concerns, helping to ease the transition into later adolescence and adulthood? Providing a broad and interdisciplinary approach to studying the self, the contributors emphasize the practical implications of their work for understanding early adolescent self and identity and for designing interventions that facilitate development and adjustment. The book consists of four major sections, in which contributors address conceptual issues, school transitions, peer and behavioral problems, and intervention programs.
Author: Theresa Burris-Woodward
Publisher:
ISBN:
Category :
Languages : en
Pages : 84
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Book Description
The purpose of this project is to develop a mathematics program for use in an eighthgrade general math class which addresses student self-concept in mathematics focused on (a) a less intimidating, non-threatening classroom environment with a profusion of positive student reinforcement, (b) small cooperative student groups where students explore, problem-solve, reason, recognize thinking with logical justifications, (c) student perseverance, (d) effective classroom questioning to draw out student thinking, and (e) logical puzzles and critical thinking math problems. The objective of the project is to assist teachers and administrators in guaranteeing that all eighth-grade students have the opportunity to be successful in mathematics. Four lessons were designed around the California Mathematics and Common Core Standards. The lessons still need to be piloted and feedback from students and teachers would be beneficial to the effectiveness of each lessons implementation in a middle school mathematics classroom. Keywords: Academic achievement, non-threatening environment, self-concept, cognitive demand, classroom discourse, mathematical classroom discourse, math reasoning.
Author: William Albert Schaefer
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 132
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Author: José Jesús Gázquez
Publisher: Frontiers Media SA
ISBN: 2889455912
Category :
Languages : en
Pages : 594
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Book Description
The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.
Author: April Elizabeth Allen
Publisher:
ISBN:
Category : Language and education
Languages : en
Pages : 276
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Author: Robert G. Malgady
Publisher: Bentham Science Publishers
ISBN: 1608051307
Category : Social Science
Languages : en
Pages : 136
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Book Description
Without a thorough understanding of culture and its nuances on part of the mental health service providers, alienation, stigma, and culturally based impediments rule. While concerns for diversity have been raised on numerous occasions, with increasing frequency over the past four decades, little progress has been made in implementing such concerns in clinical practice. Over two-thirds of Americans receive treatment for depression, anxiety, substance abuse, and related disorders. Comorbidity is rarely diagnosed. These trends are greatly exacerbated among members of ethnic, cultural, and linguistic minority groups. the authors contributing to this volume share their clinical acumen and experiences, rooted in their evidence-based research. Their purpose is to bring issues attending assessment and treatment of ethnic minority clientele closer to the fore. Some of the leading authors on the topic, in psychology and social work, present their well earned clinical and research experiences in this volume. Case studies are presented which are instructive and intriguing, bringing together the richness of a multidisciplinary approach to the topic.
Author:
Publisher:
ISBN:
Category : Middle schools
Languages : en
Pages : 692
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Book Description
