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ASAC Code of Ethics for School Counselors, 2008.
This paper is discusses the ASAC's Code of Ethics for school counselors and reflects on personal ethical dilemmas found with this code.
1,356 words (approx. 5.4 pages), 3 sources, MLA, $ 45.95
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Abstract
This paper acknowledges there are often times when the ASAC Code of Ethics and what is "legally" right comes into conflict with the counselor's personal values. The counselor is sometimes forced to make a decision that goes against his or her personal values. The ASCA's Ethical Standards for School Counselors were adopted by the ASCA Delegate Assembly, March 19,1984, and were revised on March 27, 1992, June 25, 1998 and June 26, 2004. The author anticipates a difference in ethical practice due to a conflict between personal values and ethical practice in the area of certain confidentiality obligations governing disclosures to the court system that are required when the release of confidential information may potentially harm a student or the counseling relationship. This paper discusses and reflects the authors personal ethical dilemma with the ASAC Code of Ethics and how he plans to deal with the conflict.
Outline:
Introduction
Duties as an ASAC Counselor
Confidentiality Obligations
Conclusion
From the Paper
"These confidentiality obligations above extend to the circumstances under which a drug abuse program may disclose information about a student's disclosed drug use to the counselor. In this case the disclosure is made only to those individuals within the criminal justice system who have a need for the information in connection with their duty to monitor the patient's progress (e.g., a prosecuting attorney who is withholding charges against the patient, a court granting pretrial or post trial release, probation or parole officers responsible for supervision of the patient). For this disclosure the student must have also signed a written consent that must state the period during which it remains in effect. This period must be reasonable, taking into account both the anticipated length of the treatment and the type of criminal proceeding involved, as well as the need for the information in connection with the final disposition of that proceeding."
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L1 Transfer versus Universal Grammar, 2008.
A complete research project to analyze the concepts involved in the L1 (native language) transfer versus universal grammar debate.
9,580 words (approx. 38.3 pages), 38 sources, APA, $ 196.95
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Abstract
This paper explains that adults learning a second or foreign language often produce errors or nonnative substitutions, including a foreign accent and normative grammatical utterances. To study the issue of L1 (native language) transfer versus universal grammar, the author uses a critical review of relevant peer-reviewed and scholarly literature and a survey of Mexican-American second language learners living in California concerning their views on these issues. The paper concludes that the knowledge of grammar in one language does not necessarily translate into an efficient use of grammar in another language. Included with the paper are several graphs, charts and tables.
Table of Contents:
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Rationale of Study
Overview of Study
Definition of Terms
Review of the Literature
Background and Overview
L1 Transfer
Universal Grammar
Discussion
Table: Recapitulation of L1 Transfer Studies
Table: .Recapitulation of Universal Grammar Studies
Methodology
Data Analysis
Summary and Conclusions
From the Paper
"Following a period of relative inattention during the Renaissance, an wide range of concepts of universal grammar emerged which were no longer tied strictly to Latin; instead, grammarians began to consider what is universal in human languages to the "particular" or "special" properties that serve to differentiate one language from another. In this regard, Thomas reports that Johann Heinrich Alsted provided a useful definition of "general grammar" in his 1630 Encyclopedia as 'the pattern [norma] of every particular grammar.'"
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Educating Adolescent Females about STDs, 2008.
A research paper examining the effects of educating adolescent African- American and Hispanic females about sexually transmitted infections in small groups.
15,002 words (approx. 60.0 pages), 56 sources, APA, $ 249.95
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Abstract
This paper aims to to identify an effective sex educational model for the adolescent African-American and Hispanic female population. It then aims to measure the outcome of knowledge retained and behavior modification changes by the cohorts as compared to the knowledge retained and behavior modifications by the control group who were exposed to Human Papilloma Virus (HPV) education by traditional large group educational methods, such as the school sex health education (SHE) format. It compares the intervention group's knowledge with the control group, exposed to an interactive small group educational approach.
Table of Contents:
Abstract
Chapter 1: Introduction
Statement of the Problem
The Purpose of the Study
Research Questions
Hypotheses
Variables
Definition of Terms
Assumptions
Limitations
Scope
Delimitations
Chapter 2: Review of Literature
Chapter 3: Methodology
Part One
Part Two
Part Three
Part Four
From the Paper
"Because resources are by definition scarce, identifying what source of sex education adolescents prefer represents a good first step in developing timely interventions. This was the focus of a recent study, "Adolescents' Preferences for Source of Sex Education," by Somers and Surmann (2004), wherein the researchers examined adolescents' preferred sources of sexual education (e.g., peers, family, school, media, professionals, etc.) concerning a variety of topics, and whether patterns varied for each gender, race, grade, and economic group. The study group used by Somers and Surmann consisted of 672 adolescents of both genders, three race/ ethnicities, and varied economics and geography. These researchers determined that overall, parents were clearly the preferred source of sex education by this diverse sample of adolescents; the next preferred sources for adolescent sexual education were school and peers, but the media, siblings, and self were not generally endorsed as preferred sources of sex education (Somers & Surmann, 2004). These researchers also identified some variations by demographic groups in their findings (Somers & Surmann, 2004)."
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Educating Homeless Children, 2008.
An research paper addressing the problem of how to educate homeless children.
7,847 words (approx. 31.4 pages), 20 sources, APA, $ 170.95
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Abstract
The paper deals at length with the problem of homeless persons and states that while the homeless population is increasing steadily, the number of children amongst this population has seen the steepest incline. The paper reports that the Institute for Children and Poverty has shown that nearly millions of adolescents are experiencing homelessness. This staggering number means that nearly 2% of all children and approximately 10% of all poor children in America are presently homeless. The paper deals extensively with the problem of educating homeless children by exploring the strategies and tactics put forward by the McKinney-Vento Act in educating homeless children.
Outline:
Introduction
Background of the Study
Current Issues in Government Policies
Statement of the Problem
Significance of the Study
Purpose of the Study
Research Questions
Methodology
Research Method and Design
Data Collection
Data Evaluation
Definitions of Homelessness and Problems Associated with the Definition
The Educational Rights of Homeless Children
Strategies Implemented
Conclusion and Discussion
From the Paper
"As mentioned above, during the 1970's the streets of America, during the night, were increasingly being occupied by adults and children alike for spending their nights. This phenomenon was exposed by the media and the social advocates along with the policy makers chipped in to being a social change particularly in the education sector. However, research shows that more people, particularly families with small children, are homeless today than they were in the 1970's and the number is steeply rising (Hafetz, 2003). Burt (2001) argued that the while the country progressed economically all through the 1990's, the trickle down affect of this progress could not be seen. In fact, on the contrary, the housing industry got more pressure, which resulted in the increased rents and lack of affordable housing (Burt, 2001). Therefore, homelessness has once again got the front page attention from the media. "
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Self-efficacy and Multiple Intelligences, 2008.
This paper examines the implication of the interconnection between the theory of multiple intelligences and self-efficacy.
11,080 words (approx. 44.3 pages), 41 sources, APA, $ 218.95
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Abstract
This paper discusses two relatively new areas of research in education - self-efficacy and the concept of multiple intelligences which are intertwined in a number of decisive and practical ways. As this paper attempts to elucidate, self-efficacy is closely linked to and enhanced by the theory of multiple intelligences. A central theme of this paper shows why self-efficacy is such an important part of the learning development and motivation in young students. This is combined with an analysis of the views on multiple intelligences and how this theory furthers self-efficacy. Lastly, the paper briefly looks at the implications of this discussion in terms of the curriculum and what impact it has on the teacher's role and curricula development.
Outline:
Introduction
Intelligence
Howard Gardner and the Theory of Multiple Intelligences
An Example Self-Efficacy in Reading Comprehension in Sixth Grade
The Cognitive Self and Efficacy.
Multiple Intelligences and Self-Efficacy
The Importance of Self-Efficacy
Case Study
Teaching and Curricula Implications.
Conclusion
From the Paper
"If one translates theory into actuality, then one could easily envisage how a student with an intelligence such as intrapersonal intelligence or another less recognized form of intelligence, would have a low sense of self-worth and hence a low level of self-efficacy, with the concomitant low achievement prospects. As Gardner has intimated in the above quotation, the opposite process occurs in a situation where various intelligences are recognized and formally accepted in the teaching and classroom environment. The sixth grade student who feels that his to her specific form of intellect is accepted and validated will have a greater sense of self-worth and most probably higher levels of self-efficacy and higher achievement outcomes.
"The scenario sketched above is of course somewhat simplistic and there are many other elements to consider in ascertaining the relevance and functioning of self-efficacy. However, in theory and in practice, the relationship between multiple intelligence and self-efficacy can be seen as a greater acceptance of the talents, intellectual predilections and intelligence of an individual who would have possibly felt marginalized in the past."
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Mistreatment Of Teachers, 2008.
A discussion on research done on the mistreatment of teachers by school principals.
1,523 words (approx. 6.1 pages), 4 sources, APA, $ 50.95
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Abstract
The paper is a review of research work done on the mistreatment of school teachers by school principals. The paper states that in order to examine this topic, it reviewed research articles of a peer-reviewed nature and research studies, conducted in this area of study. The paper highlights that teacher retention has been a focus of much research in recent years but has failed to delve deeply into the perceptions of the treatment of the teachers by the school principals in relation to teacher retention. Instead it has focused on the self-efficacy as well as education and training of teachers.
Outline:
Research Interest
Research Questions
Review Of Literature
From the Paper
"According to the work of Joseph and Jo Blase entitled: "Art and Science of Instructional Leadership" over the past few years various school districts have to some degree "decentralized operations to implement forms of school-based shared decision making in their efforts to restructure schools. Hand in hand with such efforts has been a nascent move to empower and professionalize teachers, notably, in the areas of instructional supervision and staff development." (2006) In a National Study of the Mistreated Teacher entitled: "NAPTA: Survey Report" it is reported that the purposes of the study were identification of American school teachers' perceptions of "the major sources and intensity of the experience of mistreatment by a principal; to identify the effects of such mistreatment; to determine if the perceptions of mistreatment vary by demographic variables; to identify teachers' coping skills, and to describe teachers' perceptions of contributing factors." (Blase, Blase, and Fenging, 2006) The method of study was a "descriptive study, self-administered, on-line questionnaire of 219 items at the website of the National Association for the Prevention of Teacher Abuse (http:endteacherabuse.org) 172 US elementary, middle, and high school teachers indicating they had experienced mistreatment by a principal (database currently 333) original questionnaire, The Principal Mistreatment/Abuse Inventory (PMAI): (a) a section on mistreatment, (including frequency, intensity, and duration of 38 mistreatment behaviors); a section on effects (i.e., 72 physical, psychological, emotional, behavioral items); (c) a section on victims' coping; (d) questions addressing factors that potentially contribute to mistreatment (respondents' perceptions about why they were mistreated); and (e) a section on demographic (i.e., personal and institutional) questions." (Blase, Blase, and Fenging, 2006) Results of the study report that approximately one-half of the participants: "...reported principal's mistreatment caused serious or extensive harm to themselves and their work, and about one-third reported that such mistreatment caused extensive or serious harm to their families." (Blase, Blase, and Fenging, 2006) Stated as well is that 51.2% of the 172 participants in the study, or approximately one out of two participants stated that: "...being at school was so harmful at time that they could not cope." (Blase, Blase, and Fenging, 2006)."
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Teacher Turnover, 2008.
A research study to investigate teacher turnover.
3,305 words (approx. 13.2 pages), 6 sources, APA, $ 94.95
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Abstract
This paper is a research project to identify the causes of teacher turnover and to provide solutions, which educators and administrators can use to reduce turnover rates and to improve teacher satisfaction. In addition, the research attempts to identify the impact these high rates of turnover have on student achievement and educational satisfaction. The paper explains that, to gain information, the author used personal interviews and a survey of teachers currently working in the profession and of former teachers and a survey of student views on teacher turnover rates and their performance. The preliminary results are included with the paper.
Table of Contents:
Introduction
Problem Statement/Rational
Limitations
Literature Review
Background for the Study
Reasons for Turnover
Methodology
Participants
Findings
Recommendations/Conclusions
Appendices
Appendix I: Top 3 Factors Influencing Teachers' Decisions to Leave the Teaching Profession
Appendix II: Questions
From the Paper
"Continuing professional education is in fact, a tool schools have recognized as important to retaining supplies of good teachers; the theory behind this is teachers that are "up-to-date" are "enthused and stimulated" about their role in education. However, if continuing education takes up too much time or occurs in a manner that proves costly or provides additional stress for teachers already unduly stressed, than continuing education efforts can have the exact opposite effect, contributing more to turnover than researchers once predicted."
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Public Policy Implementation, 2008.
An analysis of public policy in theory and in practice.
7,674 words (approx. 30.7 pages), 18 sources, APA, $ 167.95
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Abstract
The first part of this paper defines the concept of public policy and explores how public policies are developed and implemented. The author discusses the various stages involved before a policy can be implemented and the difficulties entailed in implementation. In the second part, the author examines the practical side of public policy in a detailed analysis of Saudi Arabia's educational system and the challenges of reforming and modernizing it through public policies due to the religious nature of traditional education.
Outline
Introduction
Theoretical Aspects
Public policies in the educational system in Saudi Arabia
General Overview
Public policies in the educational system in Saudi Arabia
Conclusion
From the Paper
"Finally, due to the fact that Saudi Arabia is a rich, yet instable country, it is important to see the reasons for the lack of coherent public policies, as there are both winners and losers at the political level. In this sense, at least in the educational system, the conflicting political forces in the country tend to have a big influence over the framing of a reliable and adequate policy which would eventually lead to a reformation of the system, as intended by the current ruling Royal Family. The current debates focus especially on the differing views of the Wahhabis, which represent the religious authority in Saudi Arabia, and the Royal Family, which tends to identify itself with the trend of modernity and reformation in the country."
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Foster Care Youth, 2008.
This paper is the introduction to a dissertation on the extent that high school foster care youth receive support on making post-graduation choices.
1,935 words (approx. 7.7 pages), 11 sources, APA, $ 61.95
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Abstract
The introduction of this dissertation details the background of the study and the problem statement, explains the purpose and significance, and provides an overview of the nature of the study and research methodology. The definition of key terms and limitations of the study are listed and finally the scope of the study is explained. The topic addressed is the extent that high school foster care youths receive support on making post-graduation choices, which include attendance at secondary schools, employment, military enlistment or miscellaneous opportunities, as well as knowing how to prepare for life on their own as adults. Studies show that education in general for foster care children, although improved over the past several years, still needs to be extensively revised in order to help this at-risk population.
Outline:
Introduction
Background
The Foster Care System and Minorities
The Foster Care System and Education
References
From the Paper
" While certainly, it is not the intention of this study to divulge into racist sentiment or institutionalized discrimination within child welfare systems, there are other explanations for the studies findings: these include poverty, substance abuse, as well as inadequately trained child protection staff (Brittain and Hunt, 2004). Beyond that, society would be remiss to ignore or disregard the fact that racism and discrimination are factors, which likely hinder the ability for African American children to succeed later in life. It seems inane but oddly significant to note that such inequitable treatment is in direct contrast with the purpose of America's foster care system, which was designed with the intention to provide children with a safe and healthy living environment (Davis, 2006)."
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Positive Behavioral Support, 2008.
This paper is an in-depth examination of past research with regard to positive behavioral support (PBS) and its functionality.
4,567 words (approx. 18.3 pages), 46 sources, APA, $ 118.95
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Abstract
This paper presents an exhaustive literature review about positive behavioral support in the classroom. The writer explores published literature about positive behavior support and its components for the purpose of setting the stage for a complete study into the impact of an in-service teacher educational program on selected student behaviors that are deemed inappropriate.
From the Paper
"Elements including practicality, logical aspect of the solution and other things were asked to be considered for the final brainstorming session.
"The school staff ended up with a list of strategies that it believed would work. The staff members also removed any suggested strategies that they believed would fail to get the desired behavior or effect. In addition any suggested strategy that the staff believed would not in the end be practical to implement or use was also removed from the strategy list."
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