Student Achievement Essay

each class to be made up of students who are homogeneous in standardized intelligence or achievement test scores” (Snowman, Biehler). In this type of grouping, the schools separate their students into different classes or courses. “Between-class ability grouping is where students spend most of the day in ability groups and use the same or similar curriculum substantially adjusted to their ability levels” (Ability Grouping 3). “For example, in elementary schools, students from the same grade levels

Academic Resilience is a process which refers to students who face risk factors and succeeds academically where the achievement gap claims they should fail. These students face risk factors such as racism, violence, and low socio-economic status and still manage to excel academically. Resilience Theory addresses that people demonstrate to rise and succeed as long as the risk factors are alleviated. The four factors associated with resilience theory are “risk factors, protective factors, vulnerability

situation based on those changes. This study is designed to understand the underlying theories and factors that could affect the children’s development through the environmental influences that may promote or affect the development of behavior and achievement through peer pressure and classroom quality (Adams, Ryan, Ketsetzis, and Keating,

expect teachers to include technology in their learning to increase student achievement. It is important for all educational stakeholders to work together on the common goal of preparing our youth for the future. To acquire a better understanding of teachers and administrators’ attitudes toward technology integration, the following research question is developed: How does integrating technology in the classroom increase student achievement? The purpose of this study is to determine the impact of integrating

Intrinsic or Extrinsic Motivation and Student Achievement Rosa Elena Garza Texas Tech University EPSY 5379 Abstract To examine the effects of rewards on intrinsic motivation for children in special education, a review of research was conducted. Students who are intrinsically motivated, tend to experience school success because they select challenging activities and spend more time on the task at hand. It can be very easy to undermine intrinsic motivation by using rewards. This change in motivation

greatest influence on student achievement (Hanushek, 2014, p. 274; Harris, 2014, p. 771). Considering that students spend that largest portion of their day with a teacher, it is easy to assume that teachers are the sole persons responsible for students’ academic and social development. However, Hanushek (2014), contends that teachers alone are not responsible for student achievement. There are several education inputs that contribute to the outcome, or student achievement, as often measured by

populations. (Mertler 2016). Subject participation is voluntary and they can chose to end their participation at any time. All surveys will remain confidential. Participants may gain a better understanding of self-motivation in relation to academic achievement. Parent or guardian

Cannabis is the most used illicit drug amongst university students in the UK and western countries are experiencing changing trends concerning its acceptance. As of 2015, over 10 European countries and over 20 U.S states have either decriminalised or legalised the drug (Reuter, 2010) (Higson, 2015),. In the UK, the call for the decriminalisation of cannabis is also growing. A recent petition to parliament for its legalisation in October 2015, gained over 200,000 signatures (Bolton, 2015). As its

Evaluation of The Article "Reading Achievement By Learning Disabled Students" A study was designed to discover the instructional effectiveness for boys around 11 years old between a regular classroom setting and a resource room. The study this essay evaluates is titled, “Reading Achievement by Learning Disabled Students in Resource and Regular Classes”. (Goldman, Sapp, & Foster, 1998) A regular classroom, or as it is specified in the educational arena as an inclusive model, is defined as the classic

testing as high stakes, because they influence both local and state administrators’ decisions about curriculum, appropriate programs, learners’ promotion (as cited in Herman, Dreyfus, Golan 1990). Pour-Mohammadi and Zainol Abidin (2012) noted that students’ ability is not the only criterion in their performance in tests. Hambleton, Swaminathan and Rogers (1991) mentioned that Some Cognitive and psychological factors also affect their