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Author: Marthina Jacoba Kirchner
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Author: Marthina Jacoba Kirchner
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Author: Philip J. Bolduc
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 104
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Author: Eric Jensen
Publisher: ASCD
ISBN: 1416612106
Category : Education
Languages : en
Pages : 194
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Book Description
In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.
Author: David Edward Judd
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 360
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Author: Tina Fleet
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 65
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A large number of high school students entering college are arriving academically unprepared. Abilene Christian University’s newly founded Bridge Scholars Program seeks to help and support academically at-risk students based upon low ACT/SAT scores and low high school GPA averages. This research utilizes the Supplemental Instruction program, (based upon Bandura’s social learning theory), as its academic intervention. The research questions are 1) How does Supplemental Instruction contribute to an at-risk student’s college readiness (knowledge, skills, attitudes, behaviors and strategies)? And, 2) Does a student’s internal or external locus of control predict academic performance? A pretest and posttest using Rotter’s (1966) Internal-External Locus of Control Scale measured students’ overall academic confidence. Class test scores, class final grades, and semester GPA were used to measure Supplemental Instruction program effectiveness. Although Locus of Control proved insignificant, test scores, final class grade, and overall semester GPA indicate that the Bridge Scholars program and Supplemental Instruction are highly effective interventions in better preparing at-risk students for the rigors of college level academia.
Author: Margaret Williams Johnston
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 160
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Author: Mary Lynn Donohoe
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 172
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Author: Rachel K. Muhadi
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659630521
Category :
Languages : en
Pages : 68
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The study used a correlation design to explore relationships among locus of control, self concept & academic achievement. The study population comprised all the form four students from the 52 public secondary schools in Bureti District. Stratified random sampling was used to select 5 secondary schools with simple random sampling being used to select 200 students. Data was collected using a questionnaire to generate both qualitative and quantitative data. The study findings revealed that students had a positive self concept & internal locus of control. It further established that majority of the students believe in themselves, have control of their lives, evaluated themselves positively and also accepted their identity. Pearson correlation coefficient analysis revealed that there was a significant but weak correlation between students'; academic performance and locus of control; students' academic performance versus self concept & also a significant difference between female and male students' locus of control. However, the results showed that there was no significant gender difference in students self concept.
Author: Patricia Elaine Lester
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 49
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Author: Sherry Parkin Lancaster
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 174
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