Furthermore, the article “The Impact of Teachers’ expectations on Students’ Educational Opportunities in the Life Course: An Empirical Test of a Subjective Expected Utility Explanation” by Dominik Becker is about the self-fulfilling prophecy and how inequality is a concern for educational
The study concluded that above-mentioned variables equipped students with the relevant tools to deal with setbacks, diversions and the ability to focus more, have more self-confidence when writing examinations and ultimately achieve better test results. Christiana (2009, p. 34) who investigated student academic achievement in relation to motivation concluded that both internal and external ways should be employed to motivate students in the quest for academic success and the roles of instructors and family are integral to this success. 2.3 Academic
Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding
Benchmarks are “check points on where students should be at a particular point in time” (Arends, 2009, p. 107). This is where diversity plays a huge role because the student’s academic levels are on opposite ends of the spectrum and this can affect finishing rates. “Rules, procedures, and downtime activities are needed for students who finish early and have time on their hands. These include high-interest activities such as making available special reading material or educational games that students can complete on their own” (Arends, 2009, p. 427). It’s vital to a child’s learning experience that we as teachers watch what is going on at these stations.
In the article Labeling Theory, issues are raised regarding children being labeled within the school system and how these labels affect them academically as well as socially. This essay aims to demonstrate what labeling theory is, how it is used, and the long term effects of an individual being labeled. Labeling theory looks at the individual and interactions between that individual and the society in which that individual belongs, that may cause this individual to be labeled. Labeling theory looks at tracking, teacher expectancy, race, ethnicity, gender, and social class. According to the article, all of these factors are a part of what an individual is labeled as.
Literature Review Introduction As stated in Achievement Gap Defined, “Achievement Gap refers to the observed disparity on a number of educational measures between the performances of groups of students,” which includes socioeconomic status. The achievement gap at Woodville High School is a socioeconomic one. As reported by Williams (2002), the NAEP discovered that “the way schools are organized and the types of strategies and assessments teachers use in the classroom do matter” in the closing of the achievement gap. (p. 30).
One issue that is prevalent in the educational institution is the concept of the academic achievement gap bet between minority students and the majority. The issue is expanded upon the concept of how and why minority students are not achieving academically at the same rate of majority students. There are multiple reasons as to why this gap is so prevalent in today’s schools. Some of those reasons include language and cultural barriers, also the idea of how the minority culture views academic performance. These is also a disconnection between students and school that is impacting the way students learn and how much they ultimately learn within the classroom.
In what ways do social class, gender and ethnicity intersect with educational achievement and participation? Introduction This essay critically explores the ways in which social class, gender and ethnicity intersect with educational achievement and participation. According to Faas and Moriarty (2014) “ education is the major social institution for transmitting knowledge and skills, as well as, teaching cultural norms and values”, however, it regularly seen that schools assign education based on students’ social background and status resulting in the creation of inequalities in the achievement and participation in their studies. This essay separates social class, gender and ethnicity and focuses on each one in depth to get a better
Education is most vital among all of us. Education plays a very important role in our lives. For living an expensive life or for living a better life, you should be educated. Education is that which converts a person to live a superior life and even in a social well-being. Education is the one that doing something useful in our coming future.
In these instances, the career counselor will formulate both interpersonal goals, career goals, and learning goals for these individuals, focusing on methods that will reduce students ' stress and clarify their career aspirations and goals. In addition, it is noted by Forney that often one of the primary career needs of such students is to decide upon a college major. Taking a hypothetical case of a student with the characteristics and needs described above, what a career counseling might do is first test the student for career interests, aptitudes and skills. Following this, intervention efforts would be formulated. Given the specific situation, these goals would be to increase the student 's self-awareness, self-knowledge, and self-efficacy as a
c. Consider the developmental age, language skills and level of competence of the student taking the assessments before assessments are given. g. Assess the effectiveness of their program in having an impact on students’ academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps” (ASCA, p 3).
Internal forces, such as mental and physical health, along with external forces such as the length of the school year and day, and parental involvement will have a major impact on a student’s success in education. Physical and emotional health play a key role in a student’s success in the classroom. Taking favorable care of your body can significantly impact one’s brain ability. The pressure of meeting the due date, the
The purpose of the questionnaire was to obtain insight on conceptual structural validity of the motivational constructs; classification of the students according to their goal orientation profiles and student’s preferences and perceptions across goal orientation groups. It was hypothesized that students’ perceptions and preferences correspond to their individual goal preferences and other motivational beliefs (Tapola, 2008; Markku, 2008). The results reflected a motivational mindset that the students bring with them to the classroom. “Students with different motivational profiles differed not only in their experiences of, but also in their preferences for the learning environment.” (Tapola, 2008; Markku, 2008).