The Effect Of Calculator On The Achievement Of Students ' Perception Of Calculator Usage During Instruction

(a) This study examines out-of-school suspensions in the 9th grade and their effect on high school and post-secondary outcomes. This analyses also examines demographic disparities in school suspensions, their relationship to poverty and their contribution to high school graduation and post-secondary attainment gaps.

Out of school suspensions (OSS) are often enforced with the assumption that students receiving the suspension are less likely to repeat the problem behavior in the future. However, this has been proven to be false. Suspending a student for engaging in a certain behavior does not in fact serve as a deterrent from the behavior but as a deterrent from attending school instead. In actuality, receiving just a single suspension can increase the probability of a student experiencing academic failure, school dropout, and involvement in the juvenile justice system. Knowing this, some educators still believe that for many students, suspension can serve as an effective lesson. One of the greatest concerns that educators and administrators face is the matter of classroom management. It is part of their job to ensure a safe, productive and supportive classroom allowing students to learn and grow to their greatest potential. Though there are several strategies gauged towards managing a classroom, the most severe offences often lead to either in or out of school suspension. Some of the largest concerns faced with out of school suspensions is that they are often ineptly applied, used unfairly against students of color and seemingly ineffective at producing better behavior. Also known as exclusionary discipline, the majority of offenses that led to OSS have not been centered around violence but instead emphasised issues of classroom insubordination and defiance. In some rather extreme cases

Students will receive the lesson in small groups. The highest ability group will receive the lesson first and be released to work on the independent practice alone while the teacher works with lower ability groups on completing the practice

Five hundred sixty five students ranging from grade 7 to grade 11 took part in this study. All students enrolled in an

One of the causes for this problem is the zero tolerance policy in public schools. Since this rule was first started in the 1990’s it has lead to higher amounts of students being suspended from school. According to the US department of education the number of students suspended from school since 1974 went from 1.7 million to

The 14-year-old was going home every night to a motherless household. He had been holding together as best he could, even getting his brother and sister breakfast and getting them off to school. Like Tommy, an enormous number of youth come to school inundated by problems that are not school related which are frequently expressed through negative behavior. Too often, school administrators and teachers turn to exclusionary disciplinary practices to address behavioral issues that often push students out of the classrooms into the juvenile criminal justice

Suspensions hurt children by lowering academic achievement as well as widening the racial achievement gap between African American students and their peers. This is a growing topic across the country. Schools suspend students at a large cost to society as a whole. Every time a student is suspended for non- violent infractions they are being denied a learning opportunity (Townsend, 2000). It is the duty of educators to ensure that this does not happen. Suspensions can lower self- esteem, cause students to lose interest in school and drop out, and prevent students from participating in school sports, or clubs and many other negative scenarios. The goal of this report is to open educators’ eyes about the negative effects of suspensions on school children. It is said that, “Out-of-school suspensions is one of the most widely used disciplinary practices in American schools, with more than 3.3 million students suspended each year (Lee, Cornell, Gregory, & Fan, 2011, p. 166).

There were two thirty minute observations (AM and PM observation) conducted daily in the school across a three-day period between May 9, 2016 to May 11,2016. A narrative of behavioral and environmental events was generated for each observation and was coded by antecedents and consequences to the targt behavior using an ABC analysis form. The visual results of the ABC analysis (see Appendix A for raw data) shown below suggest that the hypotheses for Barry’s behavior serves the function of escape/attention. For example, the observations were conducted during school hours when it was instructional times. It would suggest that he had a problem. Analysis at the antecedents and consequences from the ABC

Students suspensions for minor infractions and kids often do not show up after being suspended

The data that I received from completing my item analysis is that the assessment maybe too easy and I might have to tweak it to challenge my students thinking. I am ok with the assessment is easy for the students because it allows for the student to show me what they know. Also the assessment tool fits my classroom dynamic and the age that I teach.

So for every disciplinary incident, there should be a disciplinary actions. From analyzing the data, the three most common form of disciplinary action are out-of-school suspension, in-school suspension, and corporal punishment. One trend of the data, during the three-year period, there is a decline in then number of out-of-school suspension. Out-of-school suspension is when a student is out of the learning environment for a number of days. The second trend of the data is an increase in corporal punishment and in-school suspension. Lacey Elementary shows the first year out-of-school suspension was heavily used as where the next two years they used in-school suspension and corporal punishment. The last major pattern recognized by the data, is a low number in action by ethnicity shown as percent of action in Hispanic females, Hispanic males, and white females. The numbers in these categories stay relatively low in comparison to the other

The first case study involves Emily who is a six year old female. She was sent by her pediatric psychologist because she has been having some behavior issues. Emily’s behavior issues started after she started first grade. She stated to her parents that she does not think that school is fun anymore; therefore, she does not want to go anymore. Her behavior has intensified from her initial denying of going to school into now screaming tantrums that consists of her banging her head off of the floor. Since her parents are concerned about this type of behavior, they have decided to allow Emily to stay home until they can find out the reasons for her behavior. After meeting with Emily’s teacher her parents found out that she generally behaves well

In mathematics, the calculator can be an effective teaching and learning resource. Calculators can be used with children in all age groups, pupils can use calculators to explore and enhance their understanding of mathematics. It is important that children become confident users of calculators. They should recognise that the calculator is a tool they are in control of and understand how it can help them to develop their mathematical skills.

Eyyan, R. (2014). Impact of use of Technology in Mathematics Lessons on Student Achievement and

Students who are disruptive, truant, or disobedient should not be suspended from school because suspension is counterintuitive: Siegel (2015) identifies there is a correlation between juvenile delinquency and school absences, while the lecture notes (2016) reveal that students who graduate have less instances of criminality in later life. These two sources show that the more students remain in school, the less chance they will have of exhibiting delinquent behavior.