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- All Subjects: Academic Achievement
- All Subjects: Education, Elementary
- Creators: Appleton, Nicholas
- Creators: Eisenberg, Nancy
- Resource Type: Text
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
Exploratory and confirmatory factor analyses of the situational shyness measure consistently supported that shyness in the hypothetical scenarios can be separated into three components: shyness with familiar peers, shyness with unfamiliar peers, and shyness in formal situations. These components had differential associations with other measures of shyness. Self-reported general and anxious shyness were related consistently to shyness with unfamiliar peers and in formal situations, and occasionally to shyness with familiar peers. Self-reported regulated shyness was not related to self-reported shyness in any situation. Peer-reported conflicted shyness was associated with shyness with familiar and unfamiliar peers, whereas peer-reported general shyness was associated with shyness with unfamiliar peers and in formal situations. Moreover, situational shyness showed differential relations to maladjustment. Shyness with familiar peers was associated positively with maladjustment in multiple domains, especially academic and peer difficulties. Shyness with unfamiliar peers and shyness in formal situations, in contrast, were associated primarily with internalizing problems. In addition, shyness with unfamiliar peers and in formal situations occasionally related to positive adjustment, suggesting shyness in specific situations may still be protective in contemporary urban China. The findings provided new evidence that the correlates of shyness depend on the situation in which shyness occurs, and may inform future intervention programs.
The purpose of this study was to describe a new school model for Dine (Navajo) learners where Dine students will experience how to apply knowledge and skills personally, meaningfully, and socially relevant to life situations through the medium of Dine language and culture maintenance. This study explored a new way to perpetuate Dine (Navajo) culture and language through a model referred to as M.A.T.S. (Mathematics, Arts, Technology, Science, the renaming of STEM and STEAM). Oohoo’aah, Na’nitin Yee nooseel Xploria, which translates to a Center for Learning, acquiring knowledge and growing through a Navajo approach to exploration) is a public charter school serving students in grades K-3. As a public charter school ONYX is to serve all of Jeddito Community, with 98% ratio of students qualifying for free and reduced lunch. ONYX will employ dedicated educators and community members with excellent work ethics who are committed to closing the achievement gap, while promoting a creative outlook on the world around them. Students will leave ONYX School with skills in Navajo Language and Culture with a foundation in M.A.T.S. ONYX School’s educational program will be driven by a belief that all learning will be academically rigorous with a well-designed curriculum to students in becoming lifelong explorers of learning and productive members of society. This will allow ONYX to stay true to the mission to promote K’e (relationship in Navajo Culture), respect for self, others, and environment, most importantly to use natural/traditional scientific skills passed on through Navajo culture. In the learning environment, there will be constant and continuous communication among administrators, teachers, parents, and community leaders. This form of instruction is also transferable to learning how to read and write in Navajo. The program will allow for students to use hands on approach with inquiry based learning with a foundation in Navajo traditional/scientific approach to learning.
Due to variation that exists in providing Tier 2 reading intervention instruction, the purpose of the study was to identify processes and instructional strategies currently being utilized by K-2 teachers of the Gallup, New Mexico elementary schools. 17 teachers from 9 of the 10 elementary schools participated in the study. A survey instrument was designed and administered using Survey Monkey as the tool to collect the data on how teachers are implementing Tier 2 reading intervention instruction. Research Question 1 asked how teachers are currently implementing Tier 2 reading interventions as far as structure/processes, lesson planning, and collaboration. The highest percentages of teachers reported the following: one additional staff assisting grade level teachers, group sizes of 4-6 students, progress monitoring 6 or more times a year, using DIBELS scores for student placement, utilizing ability groups within the grade level with each having its own instructors, and instruction being provided 5 days a week for 30-35 minutes. Research Question 2 asked for teachers' opinions as to using available staff, instructions for benchmark students, and the amount and usefulness of meetings. A majority of teachers agreed to using all available staff, that accelerated learning opportunities are being provided to students performing at the benchmark level, and that meetings are occurring frequently and are useful. Research Question 3 inquired as to practices and processes teachers feel are effective as well as their recommendations for improving instruction and for professional development. Effective practices reported include: using phonics, decoding, and fluency; small group instruction; multi-sensory instruction or hands-on activities; Linda-Mood Bell programs; data analysis to group students; the Project Read program; word family/patterns; sight words; comprehension; materials and curriculum provided; and consistency with holding interventions daily. Though all reported feeling moderately to very confident in their ability to teach reading, they recommended that they learn more current, non-traditional strategies as well as receive more training in familiar approaches like ELL strategies, differentiated instruction, learning centers, and identifying reading difficulties. After a review of the data, the researcher recommends training teachers to conduct their own research to seek out strategies, programs, and resources; investing in and implementing an effective commercially produced Tier 2 program; and for teams to devote more time in developing, sharing, and revising lesson plans.