Research Question 1: How do Ferrum College students perceive the effectiveness of the help desk? What are the students perceived strengths and weaknesses of the helpdesk? Research Question 2: How frequently do Ferrum College students use the helpdesk; and what is the most prevalent problem that comes into the helpdesk? Research Question 3: How do students perceive their success has been impacted by the service provided by the helpdesk? How do students perceive the helpdesk services have impacted their success?
The data is measured at specific times that relate to the student’s demographics and student performance on a standard. The progress data helps to show the individual students academic growth and success throughout the school year. Moreover, it helps the teacher identify what strategies benefit the student growth the best. Overall, progress data and measuring achievement helps the teacher find out which student is advanced and which one is not advanced in the classroom. This
Invitational Theory is an applied field that seeks to analyze how schools promote a thriving learning environment when minority students can challenge themselves through rigorous courses, especially in a gifted and talented class, has a framework known as the Invitation Theory (Purkey & Novah, 2015). This theory is a “collection of assumptions that seek to explain phenomena and provide a means of intentionally summoning people to realize their relatively boundless potential in all areas of worthwhile summoning people to realize their relatively boundless potential in all areas of worthwhile human endeavor” (Purkey & Novah, 2015, p. 1). The foundation for this theory has its roots from a variety of humanistic models of human behavior. This model
The academic argument concentrates on the idea that the challenge of being in a regular classroom will promote the academic progress of the child with special needs (Avramidis, 2000). According to Daniel and King, students in inclusion classes were more likely to experience gains in reading scores (Daniel & King,
3. “Academic self-concept(ASC)”, a sub-domain of general self-concept, indicates students’ perceptions of their academic ability formed in conjunction with peers, teachers and parents (Marsh, 1987; Marsh &Hau, 2003; Liu & Wang, 2008; Yorke, 2013). In specific, it contains two relevant factors, academic confidence and academic effort which are assessed by Academic Self-Concept Questionnaire (ASCQ) developed by Liu, Wang and Parkins (2005). The Cronbach's alpha ranges between 0.71 and
2.2.1. Definition of ‘assessment’ There has been much work on defining what assessment is. Many researchers such as Black and William, Bachman, Huhta or Berry have proposed the definitions of assessment. Black and William (1998) hold the view that “teachers should see assessment as a tool to promote greater student achievement in the classroom context” (page 49). In this sense, assessment is a part of the teaching and learning process and is taken to support learning.
Research of Anctil, Ishikawa, Scott In conducting the research Anctil, Ishikawa, Scott, (2008), provides a model of academic identity development for college students with learning disabilities from the integrative self-determination themes of persistence, competence, career decision making, and self-realization (Anctil, Ishikawa, Scott, 2003). The participants demonstrated how preservation influences capability, which in turn influences career determination and eventually strengthens self-realization and supports one’s academic character. Additionally, knowledge of one’s learning disability, along with self-advocacy and diverge skills enhanced the students’ ability to obtain academic accommodations in post-secondary settings. Secondary education
The work of John Franklin Bobbitt and Ralph Tyler very much advocate Product curricular designs, maintaining that these designs are centred on the creation of a disciplined and “structured learning environment for students” (O’Neill 2015, p). The Product Model can be regarded as the historically tested and more ‘traditional’ method of developing curriculum. Teacher planning and the presentation of learning intentions to students is core to the
Family structure is one of the important factors that is being associated to the development of behaviors and skills needed to achieve in school. Strauss (2009) suggested that student’s success or failure is related in home life which is credited to Dr. Rich in developing MegaSkills program and in making parental involvement as a requirement for schools. It is supported by a study conducted by Williams (2007) which showed that a significant impact exists between family structure and student behavior at school and academic success. This is also related to Baker (2011) examination of family structure and academic achievement using One-Way Analysis of Variance (ANOVA) among 262 high school students which suggested that academic behavior was significantly
In this essay, I will be critically considering the impact of how relationships that I have formed with my students enhanced or reduced their self-esteem and the impact it had on their academic achievement during my school experience. Below I will be linking the various theories that are associated with concepts that I will be referring to and examples will be given below to support my statements. I will be stating what self-esteem is, Positive self-esteem as well as low self-esteem and how a parents or teacher can boost a child’s self-esteem as well as their academic achievement. According to Gerald, C.M (1996), “Self-concept is viewed as the aspects of one’s self-image that are basically descriptive and nonjudgmental whereas self-esteem is