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Strategy/Implicit Instruction, 2008.
This paper explores the strategy/implicit instructional strategy as suitable for a middle school mathematics class.
1,117 words (approx. 4.5 pages), 3 sources, APA, $ 38.95
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Abstract
The paper explains that strategy/implicit instruction is a student-centered approach, which focuses on the general skills, rules and processes required for learning a particular concept. The paper highlights the advantages of using this method and refers to several literary sources on the strategy/implicit instruction. The paper presents the conclusion that the combination of strategy/implicit instruction and direct instruction is the ideal method for teaching mathematics in the classroom.
From the Paper
"In order to make the right decision concerning the choice of instructional strategy for middle school mathematics class it appears necessary to take into consideration the general school mathematics standards and the peculiar needs, behaviors and interests of middle school students. Besides complying with the standards, an efficient strategy should promote successful and productive learning. When it comes to middle school, the instructional elements, which could be extremely useful, are the following: clear routines, integrated curriculum, cooperative groups, combination of challenge and support, resorting to real-life connections. All of the above can provide valuable assistance to the teacher. The environment in the class should promote inquiry- and project-based, cooperative instruction. Engaging activities and connections with real life are sure to increase students' motivation and involvement. Thus, the challenging material will be easily tackled by them."
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Direct Instruction, 2008.
An analysis of the process and benefits of the direct instruction approach to teaching.
1,238 words (approx. 5.0 pages), 5 sources, MLA, $ 42.95
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Abstract
This paper examines the direct instruction approach to teaching that requires interaction between the teacher and their students. The paper describes the history of the approach and its application within the classroom. It discusses why and in what ways this approach has proven to be successful. It also looks at the population groups that the approach benefits most.
From the Paper
"Direct Instruction is distinguished among other approaches by its highly-scripted, teacher-directed methods that are not as flexible as the usual ones. Nevertheless, these methods work, and this is what is important. Although this opinion is shared by more than twenty researchers, there is an exception. Randall Ryder provided his own research that, according to his words, showed that the Direct Instruction is not always effective. Randall Ryder (2006), who is the Professor of Curriculum and Instruction at the University of Wisconsin-Milwaukee's School of Education, says that "Direct Instruction should be used only in certain, limited situations (p. 182). He also mentions that the lack of sensitivity of Direct Instruction towards the issues of race, poverty and religion, worsens the educational atmosphere (p.184)."
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Instruction For Every Student, 2008.
This paper discusses the incorporation of instructional levels, development levels, reading levels and disabilities in the classroom.
763 words (approx. 3.1 pages), 1 source, APA, $ 27.95
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Abstract
The paper defines instructional levels and the teacher's challenge to meet the instructional levels of so many different learners. The paper then explains the term development levels that refers to students' cognitive, social and emotional characteristics and quantifies how a student's performance compares with others their own age and ability levels. The paper then looks at disabilities and explains that they should be an essential part of any curriculum discussion because they can impact a student's ability to learn certain material. Finally, the paper discusses reading levels and curricular goals that help teachers structure and focus their lessons.
Outline:
Instructional Levels
Development Levels
Disabilities
Reading Levels
Curricular Goals
From the Paper
"According to Burns, VanDerHeyden, and Jiban (2007), instructional level refers to the level at which students find tasks challenging, but achievable. The instructional risk here is that students who are not challenged will not be interested in school work and will not have the opportunity to expand the scope of their intellectual powers. Yet students who cannot achieve assigned tasks often feel great frustration that leads them to negative attitudes toward schooling."
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Teaching Social Skills in the Classroom, 2008.
A discussion of the importance and difficulties in teaching social skills in the classroom.
1,538 words (approx. 6.2 pages), 16 sources, APA, $ 50.95
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Abstract
This paper discusses the importance of discipline within the classroom. The paper suggests that a measure of order in the classroom is an essential prerequisite for any meaningful teaching or learning interaction. It looks at the difficulties that teachers can be faced with in implementing discipline and dealing with difficult behaviors, especially those related to social skills.
Table of Contents:
Introduction
Social Skills
From the Paper
"A teacher must always remember that students go to school to learn academics, but also the school plays a critical role in their social development and self-concept. Even if a student is achieving high grades this is not enough if his/her behavior is not acceptable. The importance of using the correct social skills must be part of every classroom in every grade and subject. The teacher needs to incorporate in his/her regular instruction ways to reinforce this behavior. In math class, for example, it need not be a separate activity. However, it should be noted whenever a problem arises. For example, when the teacher sees that students are criticizing a person and not that person's idea, then it is time to explain how to offer constructive criticism. Burns (2003, 546) stated it very clearly: "Like it or not, the roles of the family and those of the school are merging." For a variety of reasons, many children come to school today lacking appropriate behaviors. "We must acknowledge, we are being negligent as a society if we do not strive to develop more appropriate social behaviors in these children.""
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A Violence Prevention Program, 2008.
Proposes a prevention program to help solve the growing problem of violence in the schools, homes and places of recreation in the US.
2,765 words (approx. 11.1 pages), 10 sources, APA, $ 82.95
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Abstract
This paper stresses that violence in US schools and families is as much associated with suburban and rural schools as it is with impoverished inner-city schools. The paper then proposes a violence prevention program, which serves the school's entire student body, teachers, support staff, administrators and parents or caregivers because they are all affected to some degree by the incidence of violence. The paper relates the categories of violence to be addressed by the program and describes the coalition service activities. The paper concludes that the expected results are the reduction in violence and sexual abuse in schools and school-sponsored extracurricular activities and the promotion of pro-social behaviors.
Table of Contents:
Targeted Promotion and Prevention Issues
Project Vision
Population to be Served and Rationale for Selection
Scope of Preventative Efforts
Table: Six Categories of Violence to be Addressed
Coalition Service Activities
Table: Description of Coalition Service Activities
Expected Results
From the Paper
"Other techniques that will be used as part of this initiative will include conflict resolution seminars wherein students will be trained in effective conflict resolution techniques, and anger management workshops where students can learn alternatives to expressing their anger other than violent behaviors. If deemed appropriate, the educator in charge of the initiative can coordinate small counseling groups as well in which students can communicate the problems they are experiencing with violence, or where students with such behavior problems can identify the potential source of these behaviors and take action to resolve them."
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Integrated Learning in the Classroom, 2008.
This paper presents classroom strategies that encourage optimal learning for all students.
917 words (approx. 3.7 pages), 3 sources, APA, $ 32.95
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Abstract
The paper relates that since classrooms today cater to students with varying levels of English language ability, there is a need for strategies that can facilitate learning for students at all levels. The paper looks at the incorporation of visual aids, repeat and rephrase techniques and music in the classroom. The paper concludes that these methods when combined will prove exemplary in promoting student learning in integrated classrooms.
From the Paper
"There are many research based ELL strategies that can facilitate greater learning in the classroom for students at all levels described. Pre-instruction activities including graphic organizers, semantic webbing and KWL charts can help students multiple ways. Studies suggest these activities promote greater cooperation in the classroom and create an environment where students are able to create models for learning and absorbing information at a pace that fits them well. These methods can help create a learning environment where "global levels of competence" are possible based on a student's individual skills and ability to discover ways of organizing information that caters to their skill level and ability (Givner, Lane & Pierson, 2003, 213)."
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Co-teaching, 2008.
This paper discusses the concept of "co-teaching", where more than one certified teacher provides instruction to a class.
1,902 words (approx. 7.6 pages), 3 sources, APA, $ 60.95
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Abstract
The paper explains the benefits of co-teaching and focuses on several different approaches of co-teaching that include one teach, one support, station teaching, parallel teaching, alternative teaching and team teaching. The paper points out that collaboration and interpersonal communication are paramount with co-teaching. The paper concludes by emphasizing the benefits co-teaching offers for students who graduate into a world that is very fast-paced and multitasked oriented.
From the Paper
"The term "co-teaching" is defined as the use of more than one certified teacher to a class of students, with both educators providing instruction in some form. Co-teaching offers a number of benefits including the opportunity for more individualized attention and intervention for students.This is particularly important with second-language difficulties, special educational needs or for students who may be having a problem with a particular topic. Co-teaching also enhances the structure and management of the classroom, since a teacher does not have to delay the progress of the whole class due to needs of a few others who require special help."
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Juvenile Delinquency, 2008.
This paper explores the success of intervention programs in reducing juvenile delinquency rates.
2,742 words (approx. 11.0 pages), 14 sources, APA, $ 82.95
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Abstract
The paper discusses the causes of juvenile delinquency and possible preventive intervention methods such as after school programs, school readiness childcare programs, and early identification and intervention. The paper highlights these programs' positive influence and effects and concludes that it is imperative that policy makers provide the funding for their implementation.
Outline:
Abstract
Introduction
Juvenile Delinquency Recent Statistics
Legal Issues
Causes for Juvenile Crimes
Reducing Juvenile Crimes : Interventions
Conclusion
From the Paper
"Juvenile delinquency is a huge problem worldwide and the US in particular. As per 2002 census, the American juvenile population stood at 25% of the national population and is slated to grow steadily during most part of the 21st century. Today the juvenile justice system serves a rich mixture of racial and ethnic population. There is an increasing ratio of non-white juveniles. In some states such as New Mexico for example; Hispanic juvenile ratio is 51% of the total juvenile population. Other states such as California (45%), Nevada (30%) , Texas (42%), have a high percentage of Hispanic juveniles. Similarly, in Mississippi (45%), Louisiana (40%) , North Carolina (27%), and Delaware (25%) the ratio of black juveniles is significant. In the district of Columbia, black juveniles account for 72% of the entire juvenile population. "
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Special Education, 2008.
This paper looks at the impact of using technology on learning and reading skills of low level students with special needs.
4,449 words (approx. 17.8 pages), 15 sources, APA, $ 116.95
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Abstract
In this article, the writer notes that S. Goetze and B.J. Walker found that students who are most at risk of academic failure are those who lack reading skills. They found that use of technology enhanced literary capabilities of students who have special needs. The writer points out that in fact, technology and literacy have a very strong link and scholars have been keenly interested in discovering various aspects of their relationship. This study investigates the role of technology within the modern educational environment of low level students of special needs. It is hoped that the research will add to existing literature on the role of technology in education. Also, the writer maintains that one practical implication of the research can be that it can change the way educational-providers deal with low level students with special needs.
Outline:
Introduction
Problem Statement
Literature Review
Use of Advancing Technologies in Education
The Personal Digital Assistants (PDA)
Voice Recognition Technology (VRT)
Purpose of the Paper
Research Questions
Methodology
Participants
Sampling Frame
Method of Selecting the Sample Elements
Data Collection
Delimitations
Ethical Issues
Data Analysis
Anticipated Outcomes
Conclusion
From the Paper
"This is an important implementation because it opens the students' horizons and allows them to see the general links and relations that their own lives might have with the stories that they read. The implementation of taking the pictures is one way that this has been successfully achieved. This use of a camera is a very flexible application and is being used in different ways for different special-needs students.
"May found that cameras are being used to also expand the span of words or vocabulary amongst the special-needs students. The teacher hands out a set of words to the students and explains their use and different interpretations and then asks them to take photographs in accordance to what they have understood. Any good reader will relay that the best part about reading is the expressions and vocabulary. Vocabulary is mainly an understanding of the use and interpretation of the words being used and this process has helped the special-needs students in their reading skills when it has been included in the curriculum."
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Instant Messaging, 2008.
This paper discusses the increased use of instant messaging among college students.
752 words (approx. 3.0 pages), 5 sources, APA, $ 26.95
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Abstract
The paper explores why instant messaging (IM) services offer an increasingly appropriate alternative for college students, both in terms of leisure and academic purposes. The paper shows how with less time on their hands and more time spent in front of a computer and on the Internet, the typical college student will revert to instant messaging to communicate with friends, teachers and librarians.
From the Paper
"Instant messaging has become one of the fundamentals means of communication in the 21st century. Together with other forms of Internet communication (email, blogging etc.), instant messaging has helped created a virtual community in which individual interact with much more easiness and with increased speed. There's no category of age where this is as evident as in the college community, among college students. Whether for leisure or academic purpose, meeting with friends or discussing with the teacher the details of the course project or assignment, the instant messaging service is widely spread among college students."
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