Saturday, September 14, 2019
After School Activities and the Effect on Student Academic Performance Essay
Due to an increase in concern surrounding the academic performance of students, a growth in the number of mothers working outside of the home and the risks surrounding children who are unsupervised after school a national concern has been raised as to the after school activities that captivate the students’ attention. As the result of numerous studies showed the manner in which students spend their time after school is dismissed significantly influenced the students’ behavior a number of after-school programs were created. In a study performed by the National Center for Education their findings showed the number of schools providing extended programs for elementary and middle school students increased drastically between 1987 and 1999, an increase from 16% to 47%. [1]       As the various research studies conducted focusing on after-school student activities, researchers began to report their findings surrounding the sudden implementation of school affiliated after school programs. Many reported results that not only showed an increase in academic achievement, they also revealed that as a result the safety of the children improved and an overall reduction in â€Å"negative behaviors such as drug and alcohol use†had occurred.  [1]  One study performed by White, Russell and Birmingham in 2004 reported that one afterschool program increased the overall student attendance and also had a positive impact on the scores students were receiving in mathematics, a subject that has proven to be a struggle to many students. There were studies; however that reported findings where no change as well as negative change had occurred. These reports however, were very few. [1]     Marzano’s study performed in 2003 uncovered 11 factors that afterschool activities influence student behavior, which were then divided into three categories – â€Å"school level practices, teacher-level practices and student-level characteristics.† School level practices involve policies and initiatives within the educational facility; teacher-level practices focus on the activities directly under the teacher’s control; and the student-level characteristics are items that are related to the student’s actual background. [2]     Marzano’s study found that the school and teacher level practices gave the institution and the educator the opportunity to focus on various improvements possible to improve the quality of education provided to the students. An interesting finding revealed that â€Å"only 20% of the variance in student achievement and that on a student-level characteristics account for an astounding 80%.†[2] As a result, educators came to the realization that in order to increase the level of impact on student achievement, educators must turn their focus on student-level characteristics, which consist of focusing on students’ â€Å"home environment, background knowledge and motivation.† [2] More specific, â€Å"educators can affect three factors of the home environment: parents’ communication with their child about schoolwork, parents’ supervision of their child’s homework, and parents’ communication of their expectations for academic achievement.† [2] Through the act of providing an education for parents and creating a â€Å"home away from home†for students, after school programs can have a positive influence on the overall success of their students in and out of the academic environment. [2]     Marzano suggested that educators should pay careful attention to the knowledge students have already obtained concerning their personal environment, as this has a significant impact on their success in the classroom. Specifically, â€Å"What students already know about academic content is one of the strongest indicators of how well they will learn new information.† [2] This study concluded that after school programs can stimulate improved academic performance if staff members developed methods â€Å"for enhancing students’ background knowledge include direct academic-oriented experiences; virtual experiences and vocabulary instruction.† [2]     Marzano’s study also stressed the benefits of the cultural exposure through fine art and museums as well as the Internet for students. Data revealed that by simply having access to â€Å"a computer and a high speed Internet connection, students can visit the Egyptian pyramids at Google Earth, investigate the science of skateboarding at the Exploratorium.edu or watch an Elephant Seal in action at NationalGraphic.com† without having to leave the building to gain exposure. [2] As many studies revealed, low income students stood to benefit from these activities the most, as the opportunity to experience such a wide range of activities was limited. Many parents who were economically challenged not only lacked the funds to provide certain extras for their children, such as an Internet connection, they lacked the educational background to convey their experiences. [2]     Sandra Hofferth and Zita Jankuniene conducted a study in 2001 that posed specific questions surrounding how students spent their time once school had been dismissed. The focus was placed on preadolescent students and investigated where students went after school and who they spent time with once they had arrived. The study revealed that students spend approximately 30% of their time free from obligations and supervision weekly and the activities performed during this time has been shown to have a profound impact on â€Å"their long-term achievement and social adjustment.† [3]     Hofferth and Jankuniene identified several factors that they feel should concern educators. One interesting fact uncovered was the fact that 73% of the children surveyed went directly home once school was dismissed and that the dominant activity these particular students performed was watching television. Two other common activities were reported from children who returned home after school were playing and reading, the statistics were divided equally between the two. Approximately 15% of the students studied reported participating in afterschool sports activities and 10% revealed that they engaged in â€Å"passive leisure,†which consisted of listening to music or sitting around without activity. [2] The students reported that they spent their time in an after-school program was revealed to be approximately 8% of the group studied. These students reported that they spent their time after school participating in sports, art activities, socializing with others and playing. Only 1% of students participating in after school programs reported that they watched television, as it was not easily accessed in this environment.  [3]     Once data was gathered and organized it revealed that the activities students reported varied, however some findings were consistent. Every student that took part in the study reported that a large percentage of time was spent at home,. Because of the extended time spent in their home environment, the majority of time he or she spent studying after school took place in the student’s home. In modern society this produces various implications, one of which is that both parents are most likely to work outside of the home and as a result the number of children spending their time at home after school is decreasing. As students’ time at home decreases, so does their time spent reading, which is â€Å"the activity most strongly and consistently associated with student achievement.† [3] Yet another implication identified was the fact that even if the focus on reading and studying took place in the presence of a parent, low income families where parents have less education are less likely to provide accurate attention to the student’s progress. Children from low income families were also found to be less likely to participate in organized activities, such as sports, that were not affiliated with the school. These children were found more likely to participate in structured activities if they were presented and organized by the public school system.  [3]     Researchers found that school-based programs provided a safe and supervised environment where students stand to benefit from organized activities that stimulate participation and attention to academic activities. One significant factor that educators face is the fact that as students grow older and mature they prefer the unsupervised environment as they are able to freely â€Å"relax, read and watch television.† [3] For educators to attract the attention of these students, after school programs need to take into account â€Å"the need for independence and self-determination as well as the need for supervision and help with homework.† [3] Preadolescents are a particular challenge to educators; however the statistics showed that the time spent after school is imperative to a student’s performance. [3]      Not all studies have reported results that are overwhelmingly positive, as a national evaluation of 21st Century Community Learning Center after school programs revealed that â€Å"programs affected the type of care and supervision students received after school†but their â€Å"academic outcomes were not affected and they had more incidents of negative behavior.† [3] This particular study analyzed the behavior of 2,308 elementary students that showed an interest in attending a center and to accurately obtain data for this particular study these students were assigned randomly to a treatment or control group. The findings that feelings of safety significantly increased did not have a clear basis on which researchers could identify, as the programs shifted students from parental care to unfamiliar adults. Some speculation was placed on the fact that these programs decreased the amount of time students spent caring for themselves, however this particular study did not address this issue. [1]     The study identified a number of key factors that might offer an explanation to the lack of improvement in academic outcomes.   One key factor being the fact that there was no coordination between the regular school day curriculum and the afterschool programming, which staff concluded that they came to understand this as a necessity during the study.  Researchers reported that â€Å"coordination was weak or nonexistent†when outside staff made an attempt to coordinate with teachers, â€Å"using burdensome processes such as having teachers send homework assignments to programs or share lesson plans with them.† [1] The coordination of curriculums was far more successful and consistent if both the school educator and staff responsible for after school activities took place in the same location. [1]     Yet another aspect uncovered imperative to the after-school program’s success was attendance. Researchers revealed that a student’s attendance â€Å"may need to pass some minimum threshold before gains are realized.† [1] Students who attended the program regularly and more consistent than others showed positive outcomes, however the study reported â€Å"we cannot draw causal inference from that analysis.† [1] Also shown to have an effect on students’ focus was the amount of time spent focusing on academic activities, as the program’s structure was far more fragmented into various activities such as â€Å"snacks, cultural enrichment, recreation, arts and music.†   [1] Researchers admitted the fact that it is quite possible that if the amount of time focusing on academics was increased it is quite possible these findings would have revealed different results. [1]     The results of this particular study, unlike studies completed by other researchers, were inconsistent and did show that some students benefitted from the structured afterschool environment. They reported that â€Å"By design, the centers included in the study were those that could support random assignment, and those estimates from the study do not represent average impacts of all 21st Century centers serving elementary students.† [1] In order for solid and consistent findings to be revealed, another study would have to take place.     In 2001 Cosden, Morrison, Albanese and Macias provided a summary of the outcome of a number of studies that had been conducted on the level of influence students receive from their after school activities. Their summary began by focusing on the fact that when unsupervised, some students have a tendency to act in a negative fashion by committing various crimes. They revealed that the US Department of Justice reported that the peak time for juvenile crime takes place between the hours of 3pm and 7pm on school days, â€Å"the period after school until parents typically return from work.† [4] The Juvenile Offenders and Victims: 1999 National Report also suggested that this study found that â€Å"after-school programs have greater potential for reducing juvenile crime than imposition of a juvenile curfew.† [4] The students most likely to commit these acts were those students that have been identified as at-risk students, many from families that have limited incomes. [4] The government stressed the importance of creating a structured environment for students after school has dismissed offers them the opportunity to focus their mind on positive activities, which will ultimately lessen the number of juvenile crimes committed. [4]     Out of the various studies summarized by Cosden, Morrison, Albanese and Macias each study focused on â€Å"structured after-school programs that offered students assistance with homework and other academic needs.† [4] In addition most of the studies â€Å"focused on children considered at risk for school failure as a result of low income, limited familial resources, and/or poor grades.† [4] Though each program had variances as to the actual curriculum each study provided the students with a structured environment where the students experienced contact with an adult. The impact of the student’s academic performance appeared to be â€Å"mediated by other child and teacher factors, such as increases in the child’s self-esteem and school bonding and changes in teacher perceptions regarding the effort and capabilities of the student.† [4]     In a 1992 study conducted by Halpern and then a similar study in 1999 by Beck, research was gathered pertaining to programs where students were provided a structured location and time where they could receive â€Å"homework and instructional support.† [4]  Beck’s research focused on student ranging from Kindergarten to 12th grade and suggested that this program was integral in shaping the students’ level of confidence as well as the teacher’s perception of their level of effort. Similar data was reported by Halpern in his study of children between five and twelve years old, in that he felt the â€Å"participation gave students greater confidence in their abilities and provided an opportunity to develop positive, school-related, adult attachments.† [4] Though neither study revealed that these structured after-school programs offered a positive impact in the amount of homework completed by students, it suggested that the structured environment provided an opportunity to increase the level of self-confidence in each student that participated as well as improve the teacher’s perception of the student’s overall effort. [4]     In 1992, Ross, Saavedra, Shur, Winters and Felner conducted a study of 400 school aged children that took part in a variety of after-school programs, each offering a structured environment but possessing various cirriculum. The researchers delivered results that showed each of these programs as integral in building self-esteem in those who took part in the structured activities at the end of the school day. The group also found that self-esteem was a major factor in determining academic performance in students, as it had â€Å"positive effects on standardized test scores in math and reading.† [4] This research did, however, report that there were some concerns surrounding after school activities that placed focus specifically on academics. [4]     There is a concern if activities after school specifically focus on academic activities and homework assistance this might promote a negative environment for students, as these programs â€Å"do not replace other non-academic extracurricular activities.† [4] The concern surrounding this topic is that many after-school activities provided through the school system do not provide students opportunities that take focus away from the regular school day curriculum. Researchers suggest that many students require some type of incentive to build their self-esteem and if this isn’t provided it may â€Å"increase the student’s risk for school failure.† [4] Cosden, Morrison, Gutierrez, and Brown suggest that programs should offer activities that â€Å"enhance student engagement to the school while allowing time for homework to occur.† [4] Students must be given the opportunity to disengage their minds from the regular school day and place a focus on an alternate structured activity.     All studies revealed the importance of parental involvement, as the time spent in the care of others is less time spent in the care of the parents. Parental involvement is important because not only does it provide students with immediate assistance, but it â€Å"models positive attitudes and study skills needed to succeed in school.† [4] Parents who stress the importance of learning have a large impact on their children, as they see their parents as â€Å"both competent and similar to them.† [4]     Though not all research studies conducted have shown conclusive results that prove the overall effectiveness of afterschool programs, each concluded the level of influence students receive from their after school activities. The majority of these studies have revealed that the various structured programs available to students provide youth with an opportunity to have afterschool supervision in a structured environment that promotes positive behavior. For the most part it is agreed that â€Å"involvement in extracurricular activities is associated with school engagement and achievement†and that the fact these students become engaged in a school affiliated program means that students are less likely to commit juvenile crimes, â€Å"are less likely to drop out and more likely to have higher academic achievement.† [4] References [1] James, S., Dynarski, M. & Deke, J. (2007). When Elementary Schools Stay Open Late: Results From the National Evaluation of the 21st Century Community Learning Centers Program. . [2] Parsley, D. & LaBounty, S. (2007). Joining Forces. Principal Leadership, 8 (4), 28-31. [3] Hofferth, S. L. & Jankuniene, Z. (2001). Life After School. Educational Leadership, 58 (7), 19, 5p, 3c. [4] Cosden, M., Morrison, G., Gutierrez, L. & Brown, M. (2004). The Effects of Homework Programs and After-School Activities on School Success. Theory Into Practice, 43 (3), 220-228.
Friday, September 13, 2019
Drug Court Research Paper Example | Topics and Well Written Essays - 1000 words
Drug Court - Research Paper Example That individual has the liberty to either call the required coordinators or a request in writing can be sent to the appropriate authorities as well. Furthermore, if the person wants to be a part of the Miami Dade Countys Drug Court program and wants to acquire some information regarding that place, then the applicant should contact the Drug Court Coordinator who shall help the individual in simplifying matters. The person who becomes a part of the Drug Court Program will be able to graduate after a minimum of a 12 month period. In this time, the client will have to attend different training sessions, must show good behavior to the norms of that place, must portray the recovery from the drugs in a positive way and must be able to cast in all the payments to the court for the treatment. (Peter Finn, 1993) Only after complying with all these steps a request is sent by the counselor to the judge to let go that individual. Though the final decision rests in the hands of the judge but once set free, the graduate can file a request to wipe out all the records of his stay in the program. On the contrary, if the individual fails to complete the minimum time period of that program and constantly tests positive for drug usage, then the person will be dropped off the training setup. To worsen the conditions the client will be tried in the criminal court and if convicted, will have to serve and spend time in the jail for the wrong doings.(Jason A Oetjen, 2003) This option is chosen very rarely and in extreme cases where the drug offender refuse to let go their appetite of having drugs. Otherwise, everyone works hard enough to find a way to treat the participant to clear the obstacles. If a rule is broken or the progress is unsatisfactory, the drug court doesn’t take the applicant to the criminal court right away, rather they look into the set of events that prompted the person in complying by the rules
Thursday, September 12, 2019
Managing projects Essay Example | Topics and Well Written Essays - 2500 words - 1
Managing projects - Essay Example 1). It involves how to be able to successfully carry out a task up to the end of its schedule set up by the project manager or client. It is managing an activity which can be about a project at work, school or home. Managing projects can be a deciding factor in the success of an organisation. In a manufacturing plant, production of goods cannot be successfully carried out without project management. Operations management deals with decision-making related to productive processes to ensure that the resulting products are produced according to specifications. In the field of education, project management is designing learning experiences that link practice and theory (Miller, 1991, cited in Falkenberg et al., 2000, p. 745). This essay deals with situations and guidelines for the success of a project by the project manager and his team. All projects involve a manager and a team who must work hand in hand up to its success. Managing projects is one of the most challenging tasks in organisations today. Since earlier times, people undertook projects as organised human activity. Early humans in primitive days conducted hunting activity as a means of searching and providing food for the community. This activity was conducted with a plan and a process. As civilizations began and progressed, projects became wider and complicated in scope; they involved more sophisticated machinery and complicated processes. Some of the big projects that we can recall are the Great Wall of China, the Great Canals, Suez and Panama, and other big projects involving buildings, structures, and bridges in the different parts of the world. (Frame, 2003, p. 1) In the 1900s, rapid industrialisation and demands of munitions production in World War I saw the emergence of management scientists and industrial engineers such as Elton Mayo and Frederick Winslow Taylor who studied people and productivity in factories. Henry Ford made production-line manufacture famous with his Model T
Wednesday, September 11, 2019
Why can't pioneering innovative companies sustain their first mover Essay
Why can't pioneering innovative companies sustain their first mover advantages - Essay Example The breakthrough product for this Canadian company has remained to be the BlackBerry (Sweeny 2009). However, the arrival of iPhone in the market has overturned everything for Research in Motion leaving the company struggling to cope with the fast follower’s challenge. Rivals such as Google and Apple which performed well in the market have led to a downward performance in the company’s stock prices. Apple first launched iPhone, a device which took a dominant position in the market and more so in the consumer segment and is now taking leads in the corporate market where BlackBerry’s were dominant.... That is, the company has recorded ups and downs of 15% over the last 3 years when it comes to its share prices. This is because of the existence of stiff competitors in the market competing for the same market share with Research in Motion Ltd. The ups and downs in the share prices of Research in Motion Ltd may also be attributed to consumption of its market share by the competitors and especially in the consumer market. The introduction of new and improved products in the market by the competitors has made BlackBerry’s less competitive making RIM Ltd loose its significant number of consumers. Source: http://www.bloomberg.com/quote/BB:CN/chart When the BlackBerry’s become less competitive, the stocks also become less competitive a situation which has led to the reduction in stock prices. The increased competition and a reduction in market share have led to a reduction in the total volume of stocks traded in each trading day. Analysts also attributed the drop in stock pr ices in the company to the increased prices of the new BlackBerry mobile phones, a price which is too high for the emerging markets. With the increased prices, the company has been having huge problems attracting customers away from Androids by Google and iPhone platforms by Apple Inc. Source: https://www.google.com/finance?cid=663276 2. First mover advantages of Research in Motion’s BlackBerry BlackBerry was the first brand to be introduced in the market with mobile email which was highly compatible with the corporate requirements. BlackBerry then become the market leader and has continued being the market leader. BlackBerry was the brand in the market to integrate mobile communication, corporate email and internet capabilities
Tuesday, September 10, 2019
Mayor Bloombergs Dedication to Arts in Education For New York Citys Essay
Mayor Bloombergs Dedication to Arts in Education For New York Citys Schools - Essay Example The 1970's were a time of fiscal crisis in New York City's public schools. Among the first items to be lopped from the education budgets were classes in the fine arts (Mandell, 2005). While the money would later return, the attitude at the top toward the arts did not change much - Mayor Giuliani even established a "decency commission" to determine what art would and would not be acceptable for public support, and even for public display (Steinhauer, 2005). Mayor Bloomberg, in stark contrast, has demonstrated a serious commitment to the arts in New York City. He has established Percent for Art, a policy that requires the consultation of the arts commission for any significant public-works project. Additionally, he has borrowed sculptures and paintings from galleries and museums across the city and placed them in public areas. He has donated more than $40 million to the Carnegie Corporation, for distribution to 162 cultural organizations in New York City (Steinhauer, 2005). ... Sharon Dunn, the new head of Arts Education for New York City schools, has said that "One of the areas identified as most in need of development is the need to acquaint school administrators with the benefits and elements of arts education." (Mandell, 2005). Under Mayor Bloomberg's leadership, the Department of Education secured a $1 million grant from the Bank of America, aimed at educating the leaders of New York City schools about the importance of culture in learning. Over 400 principals and local superintendents benefited from the Cultural Pass Program, which gave them free admission to 25 cultural institutions in New York City, as well as discounted admission to performances and concerts. According to Schools Chancellor Joel I. Klein, this program will "better acquaint principals with the many cultural and arts institutions available to their teacher and students across the City" and promote the idea of cultural organizations as "instructional resources" (NYC Department, 2004). Other objections to Mayor Bloomberg's education policy have included the following: an instruction plan that does not cover enough of the arts; insufficient and inequitable distribution of resources, and insufficient facilities and supplies; a shortage of qualified art instructors; and a "variation" in the quality of partnerships between schools and cultural organizations (NYC Council Report, 2003). A lot of these concerns boil down to one issue: money. While the current education budget includes $70 million for Project Arts, and while Mayor Bloomberg is committed to "focus on arts education to ensure that students learn about the arts and fully experience" the cultural life of New York City (Bloomberg, 2005), the City has a mammoth lawsuit to
Monday, September 9, 2019
Integrating Faith and Learning Essay Example | Topics and Well Written Essays - 500 words
Integrating Faith and Learning - Essay Example Faith in God automatically gives faith in the self and only then, one learns the right things at the right time in the right way. Hence, learning and faith have to be integrated to reduce the gap between faith and learning. We can pour into a vessel only when it is empty. When the mind and soul are focused on God, it is free from negative thoughts and distractions. It is then easy to conceive what one learns; fear and anxiety do not haunt the mind. The mind becomes strong and a strong mind can concentrate and learn anything with ease. Therefore, I would start my day with intense prayers to the lord in the first place. We have or make a life-long commitment to Jesus; a lifetime commitment keeps the mind focused. Statistics too would require a life long commitment. This has to be borne in the mind. As during prayers, we open the heart to the lord, while learning statistics we should open our heart so that research is perfect and learning is intense. Relational Evangelism teaches us to share knowledge. When we share knowledge, when we teach others what we have learned the knowledge becomes firm. Statistics is a subject where the foundation has to be firm and the application of theory has to be done at the right place. If I share, if I teach others what I have understood, I would never forget what I have learnt. Statistics requires a lot of research and planning. A constant reflection on and search on God’s ideas leads us closer to God; a constant search, an in-depth research to get to the truth, will help me to integrate statistics in my life. To understand the taste and feel of water we have to take a dip in the water. Standing on the banks we can only talk theory. Similarly, to understand God we have to become one with him; to understand statistics we have to get to the roots, do intense research and learning; become one with it. Christianity is not a viewpoint imposed on world knowledge; it provides a clarifying platform for engaging all
Sunday, September 8, 2019
Otitis media Essay Example | Topics and Well Written Essays - 1750 words
Otitis media - Essay Example The document provides guidelines for use in the right diagnosis and the proper treatment of children between ages 2 months to 12 years with symptoms of AOM. The source is just a guideline meant to provide some basis or framework when coming up with clinical conclusions about making correct clinical decisions. The source does not provide full details of evidence and nurses cannot use it as the only source to guide them during management of children with AOM. The source is also an evidence-based guideline compiled by different experts creating a comprehensive report. Even though it lacks the specific research details, it is very helpful since it provides important information for nurses on pain management, observation, antibacterial treatment, and preventive measures. The practical guidelines of the article, supported with adequate reasons, and summaries of findings of the study, makes this article very resourceful and appropriate for this nursing practice situation. Block, S. L. (1997 ). Causative pathogens, antibiotic resistance, and therapeutic considerations in acute Otitis media. Pediatric Infectious Disease Journal, 16, 449- 456. This source of evidence can be classified as unfiltered resource because its source comes from the research studies of the author. The recommendations and views of the work are typically those of the author and since most of the information in the article particularly in the conclusion part represents views and recommendations of the author, it is certainly un-filtered. The resource nature makes it an evidence summary, because the authors made a summary from existing evidence. The source gives a clear-cut specific evidence of the pathogens that cause Acute Otitis Media (AOM) and the effectiveness of various antibiotics for treatment. Its drawback is that it does not provide a detailed report about other lines of treatment or alternative approach in treating AOM. In such a case, the nurses may miss some important information on treat ment therefore; some more important and relevant research findings should be included. The fact that this resource paper is an evidence summary then the details missing makes it to be less helpful to the nurses. It is therefore not a proper guideline for use by the nurses in such a situation. Kelley, P. E., Friedman, N., Johnson, C. (2007). Ear, nose, and throat. In W. W.Hay, M. J. Levin, J. M. Sondheimer, & R. R. Deterding (Eds.), Current pediatric diagnosis and treatment (18th ed., pp. 459Â ±492). New York: Lange Medical Books/McGraw-Hill. The source of evidence is an incomprehensive resource because it provides research work of the author. The source gives a comprehensive report on various causes of ear infections, antibiotic resistance in the treatment of AOM and the challenges doctors face when looking for alternative treatment choices. The source therefore addresses specific issues, which nurses can find to very resourceful, relevant, and helpful when dealing with a situation at hand. The author’s recommendations and conclusions will be of great help to the nurses too. The resource falls under the category of summary of evidence since the authors used the actual research work of the author to create the summary. Even though the source is quite narrow and specific, the results and conclusions are very relevant and this makes it appropriate for this nursing practice situation.
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