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Author : Antoine Ford
Publisher :
ISBN 13 :
Total Pages : 70 pages
Book Rating : 4.:/5 (54 download)
Download or read book Factors which Influence the Academic and Social Success of At-risk Students written by Antoine Ford and published by . This book was released on 2001 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Susan Aparejo
Publisher : GRIN Verlag
ISBN 13 : 366805276X
Total Pages : 37 pages
Book Rating : 4.6/5 (68 download)
Download or read book School, Personal and Familial Factors Affecting the Academic Performance of Students At Risk with Learning Disabilities written by Susan Aparejo and published by GRIN Verlag. This book was released on 2015-09-24 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract from the year 2015 in the subject Social Work, grade: Grade 8, , course: Ph.D. in Educational Management, language: English, abstract: The main purpose of this study was to determine the specific learning disabilities, level of self efficacy, self esteem multiple intelligences, parent and teacher’s involvement of students at risks with learning disabilities and their influence to the academic performance of high school students at risk with learning disabilities in order to design a supportive classroom environment for these children.
Author : Joshua Aronson
Publisher : Elsevier
ISBN 13 : 9780120644551
Total Pages : 428 pages
Book Rating : 4.6/5 (445 download)
Download or read book Improving Academic Achievement written by Joshua Aronson and published by Elsevier. This book was released on 2002-04-15 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, authors discuss research and theory on the social psychological forces that shape academic achievement. A key focus is to show how psychological principles can be used to foster achievement and make schooling a more enjoyable process. Topics are highly relevant to both social and educational psychology, with discussions of core concepts such as intelligence, motivation, self-esteem and self-concept, expectations and attributions, prejudice, and interpersonal and intergroup relations.
Author : Mavis G. Sanders
Publisher : Lawrence Erlbaum Assoc Incorporated
ISBN 13 : 0805830898
Total Pages : 387 pages
Book Rating : 4.8/5 (58 download)
Download or read book Schooling Students Placed at Risk written by Mavis G. Sanders and published by Lawrence Erlbaum Assoc Incorporated. This book was released on 2000 with total page 387 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. One major goal is to expand the intellectual exchange among researchers, policymakers, practitioners, and concerned citizens on factors influencing the achievement of poor and minority youth, specifically students in middle and high schools. Another is to encourage increased dialogue about policies and practices that can make a difference in educational opportunities and outcomes for these students. Although the chapters in this volume are not exhaustive, they represent an array of theoretical and methodological approaches that provide readers with new and diverse ways to think about issues of educational equality and opportunity in the United States. A premise that runs through each chapter is that school success is possible for poor and minority adolescents if adequate support from the school, family, and community is available. *The conceptual approach (Section I) places the research and practice on students placed at risk in a historical context and sets the stage for an important reframing of current definitions, research, policies, and practices aimed at this population. *Multiple research methodologies (Sections II and III) allow for comparisons across racial and ethnic groups as well as within groups, and contribute to different and complementary insights. Section III, "Focus on African-American Students," specifically addresses gender and social class differences among African-American adolescents. *Current reform strategies presently being implemented in schools throughout the United States are presented and discussed (Part IV). These strategies or programs highlight how schools, families, and communities can apply research findings like the ones this book presents, thus bridging the often wide gap between social science research and educational practice.
Author : Quincy D. Williams
Publisher :
ISBN 13 :
Total Pages : 169 pages
Book Rating : 4.:/5 (1 download)
Download or read book "To be Or Not to Be" written by Quincy D. Williams and published by . This book was released on 2015 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: "At-risk youth, past and current are mostly characterized by typical adolescent behaviors and are frequently considered problems, community liabilities, and recipients rather than resources. Many have been mislabeled and diagnosed as future failures despite having the ability to succeed. Those who succeed are constituted as a rare breed and have some type of significant element that cultivated achievement. This qualitative study serves as a contribution to scholarship on the factors that influence and affect the academic success of resilient at-risk high school students. The research also set out to identify the major influences that enabled resilient at-risk high school graduates to succeed beyond the obstacles and barriers that existed in their lives. This research study utilized narrative inquiry approach where the participants in this research shared their life's stories and all they attribute to how they overcame adversities to reach their goals and dreams. Connelly and Clandinin (1990) have defined narrative inquiry as a way of understanding experiences. The inquiry method employed for this study was the interview approach where open-ended questions were utilized to uncover factors positively affecting student achievement. A total eight students participated in the interview process. Data collection included recorded interviews, interviews were transcribed and common themes were determined and coded allowing for data analysis. Through this analysis five major themes were uncovered and found to be associated with the success of resilient at-risk high school graduates: including a culture of support for students (social support theorem), the belief and inspiration of students (self-efficacy), students being inspired and learning from their surroundings and environments (social learning theory), the level of belief in their abilities (self-efficacy) and a contribution of the small learning environment."--Abstract from author supplied metadata.
Author : Robert J. Sternberg
Publisher : IAP
ISBN 13 : 160752516X
Total Pages : 271 pages
Book Rating : 4.6/5 (75 download)
Download or read book Optimizing Student Success in School with the Other Three Rs written by Robert J. Sternberg and published by IAP. This book was released on 2006-06-01 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
Author : Lethel Polk, Jr
Publisher : Page Publishing Inc
ISBN 13 : 1683481186
Total Pages : 111 pages
Book Rating : 4.6/5 (834 download)
Download or read book How to Help At-Risk Students Succeed A Study of Critical Success Factors written by Lethel Polk, Jr and published by Page Publishing Inc. This book was released on 2016-08-02 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do we help at-risk students who are failing in a traditional setting? That was the question I set out to answer when I attempted to do this research project. In order to gather the most accurate data, I narrowed my focus to college and university students. However, these same three success factors could be used to help at-risk students at the high school and middle school levels and any other organization that set out to help the at-risk students. The research data concluded that tutoring programs, mentoring programs, and financial aid programs are key components to assisting struggling at-risk students achieve and succeed in an academic setting. When at-risk students are given a little extra assistance, they tend to do well.
Author : Robert G. Croninger
Publisher :
ISBN 13 :
Total Pages : 424 pages
Book Rating : 4.3/5 (91 download)
Download or read book Does Social Capital Influence Adolescents' Academic Development? written by Robert G. Croninger and published by . This book was released on 1997 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :
Publisher :
ISBN 13 :
Total Pages : 380 pages
Book Rating : 4.:/5 ( download)
Download or read book The Nation's Report Card written by and published by . This book was released on 2001 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Julio Antonio González-Pienda
Publisher : Nova Science Publishers
ISBN 13 : 9781536108538
Total Pages : 0 pages
Book Rating : 4.1/5 (85 download)
Download or read book Factors Affecting Academic Performance written by Julio Antonio González-Pienda and published by Nova Science Publishers. This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nowadays, society is constantly changing, and new ways of life are being developed by due to nonstop technological advancements. This generates changes in family, schools, the media, etc. New technologies are creating virtual environments to manage learning and academic achievement, and this is a new challenge to approach formal and informal education. In the last few decades, teachers, families, and educational administrators had very well-defined fields of action and roles to play. Now, these roles are disfigured, and influences from all agents are arguable and more difficult to face. At this current stage, problems sometimes appear that require different forms of intervention. Some of the problems are violence towards people; child abuse; drug abuse at increasingly early ages; integration problems due to immigration; dropping out of school; and typical problems related to student development, personality, disabilities, social and psychical maladjustment, teenagers socioaffective relationships, etc. Research on school success and failure has a long history, but there is still no agreement concerning the prevalence of these variables to explain academic achievement, the relationship between those variables, and which other variables modulate their level of impact. For many years, cognitive psychology has emphasized cognitive function as the most relevant for learning in school. However, recent studies highlight the importance of motivational and affective functions in building consistent models to explain learning and academic achievement. This change of perspective, from the classical cognitive model to a self-regulated learning model, has implied a new orientation in the research of the factors involved in school success and failure. Self-regulated learning models try to integrate students cognitive, socioaffective, and behavioral aspects. These models describe the different components involved in successful learning at all school stages, explaining reciprocal relationships between those components and directly relating learning to personal achievement, motivation, volition, and emotions. With this new paradigm, students not only contribute to strengthening their intelligence, but also their motivational and emotional qualities, all related to achieving personal balance. This book presents studies, ideas, and recommendations to shed light on the complex educational world. Education has limits and difficulties, but it is also the only instrument that can develop students potential into personal success.
Author : Elizabeth B. Weller
Publisher : American Psychiatric Pub
ISBN 13 : 9780880488471
Total Pages : 38 pages
Book Rating : 4.4/5 (884 download)
Download or read book P-Chips written by Elizabeth B. Weller and published by American Psychiatric Pub. This book was released on 1999-05-01 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: (Reusable interview administration booklet) Based on strict DSM-IV criteria and validated in 12 years of studies, ChIPS and P-ChIPS -- the parent version of the interview -- are brief and simple to administer. Questions are succinct, simply worded, and easily understood by children and adolescents. Practitioners in clinical and research settings alike have already found ChIPS indispensable in screening for conditions such as attention-deficit/hyperactivity disorder, conduct disorder, substance abuse, phobias, anxiety disorders, stress disorders, eating disorders, mood disorders, elimination disorders, and schizophrenia. The Parent Version of the ChIPS essentially consists of the same interview text altered from second to third person to address the parent rather than the child (e.g., "Have you ever" is changed to "Has your child ever').
Author : Julia Freeland Fisher
Publisher : John Wiley & Sons
ISBN 13 : 1119452929
Total Pages : 198 pages
Book Rating : 4.1/5 (194 download)
Download or read book Who You Know written by Julia Freeland Fisher and published by John Wiley & Sons. This book was released on 2018-08-14 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improve student outcomes with a new approach to relationships and networks Relationships matter. Who You Know explores this simple idea to give teachers and school administrators a fresh perspective on how to break the pattern of inequality in American classrooms. It reveals how schools can invest in the power of relationships to increase social mobility for their students. Discussions about inequality often focus on achievement gaps. But opportunity is about more than just test scores. Opportunity gaps are a function of not just what students know, but who they know. This book explores the central role that relationships play in young people’s lives, and provides guidance for a path forward. Schools can: Integrate student support models that increase access to caring adults in students’ lives Invest in learning models that strengthen teacher-student relationships Deploy emerging technologies that expand students’ networks to experts and mentors from around world Exploring the latest tools, data, and real-world examples, this book provides evidence-based guidance for educators looking to level the playing field and expert analysis on how policymakers and entrepreneurs can help. Networks need no longer be limited by geography or circumstance. By making room for relationships, K-12 schools can transform themselves into hubs of next-generation learning and connecting. Who You Know explains how.
Author : Gabrielle Shoshana Zeisman
Publisher :
ISBN 13 :
Total Pages : 185 pages
Book Rating : 4.:/5 (852 download)
Download or read book First-generation Student Success After Academic Warning written by Gabrielle Shoshana Zeisman and published by . This book was released on 2012 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: As many as a quarter of undergraduate college students are placed on academic probation at least once during their college career. In addition, first-generation college students are even more at-risk for stopping out or dropping out due to being less academically prepared than their non-first-generation peers. In order to examine factors that influence first generation student academic risk and success, this exploratory study examined the intersection of academic standing and four primary conceptual contributors: academic integration, personal adjustment, family and social adjustment, and psychological factors. Survey data were collected from first generation undergraduate students at an urban research university who were placed on academic probation and those who returned to good standing. Six overarching themes emerged that demonstrate critical importance in first generation student academic success: 1) overall study skills, 2) class attendance 3) health-related issues, 4) financial difficulties, 5) family and personal issues, and 6) physiological symptoms. In addition, these factors appear to have additive and multiplier affects for students. First generation students may be able to overcome one set of factors but each new dimension can further inhibit academic good standing. Recommendations include mandatory advising and college success classes.
Author : Ivory A. Toldson
Publisher : BRILL
ISBN 13 : 9004397043
Total Pages : 181 pages
Book Rating : 4.0/5 (43 download)
Download or read book No BS (Bad Stats) written by Ivory A. Toldson and published by BRILL. This book was released on 2019-04-09 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Brill | Sense Bestseller! What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.
Author : Aloka, Peter Jo
Publisher : IGI Global
ISBN 13 :
Total Pages : 616 pages
Book Rating : 4.3/5 (693 download)
Download or read book Factors Impacting Student Well-Being and Coping Tactics written by Aloka, Peter Jo and published by IGI Global. This book was released on 2024-08-23 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education institutions grapple with a pressing challenge: the well-being of their students. Amidst the transition to university life, students face a myriad of stressors, from academic pressures to managing finances and social connections. Yet, there continues to be a lack of robust evidence and focused literature addressing this critical issue. Factors Impacting Student Well-Being and Coping Tactics presents a comprehensive analysis of the factors influencing mental, emotional, and social health in higher education settings. This book explores the intrinsic and extrinsic elements shaping student well-being through meticulously curated chapters, from risk factors to protective mechanisms. By offering evidence-based strategies and practical recommendations, the book empowers academics, administrators, and counselors to proactively address students' challenges and foster a supportive environment conducive to personal and scholarly growth.
Author : Linda S. Weary
Publisher :
ISBN 13 :
Total Pages : 108 pages
Book Rating : 4.:/5 (143 download)
Download or read book A Look at the Major Factors Influencing Academic Success for a Group of High Risk Healthcare Students written by Linda S. Weary and published by . This book was released on 2007 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Robert A. Petrin
Publisher :
ISBN 13 :
Total Pages : 13 pages
Book Rating : 4.:/5 (16 download)
Download or read book The School Adjustment of Students in Distinct Risk Configurations written by Robert A. Petrin and published by . This book was released on 2011 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: As indicated in papers 2 and 3 of this symposium and in published research from Project REAL, there is clear evidence that the SEALS model has a general positive impact on the school context during the early adolescent years. The purpose of this study was to identify key process factors that support gains to academic outcomes in general, but specifically for students at-risk for school success. Such analyses will reveal mechanisms and/or student risk configurations that are not responsive to the universal intervention, and that should be considered as possible targets for further intervention. Project REAL took place in public schools serving sixth graders; schools were configured as either middle (grades 6-8) or k8/k12 schools. Schools were located in the Appalachian, Deep South, Southwest, Pacific Northwest, Far West, Southeast, Northern Plains, and Midwest regions of the United States. Participating schools were located in low-wealth communities designated as rural by the National Center for Education Statistics (NCES). The current findings provide new insights into mechanisms that may contribute to gains in academic achievement for early adolescent boys and girls, particularly those at-risk for school failure. Findings for the whole sample support the SEALS model, particularly the importance of aspects of social status, experiences of the social-affective context, and student dispositions toward schooling. However, these findings highlight the need to attend to gender differences in Tier II and III follow-up interventions. For boys, dispositions toward school and aspects of social status differentiated the academic gains for boys at-risk. These dispositions were not influenced by the SEALS universal intervention (see paper 3) for boys in high-risk configurations; Tier II and Tier III intervention follow-up with respect to these types of process variables may be effective in promoting the academic success of high-risk boys. However, more positive school dispositions, social status, and experiences of the social-affective context did not consistently differentiate academic gains of high-risk from low-risk girls. In general, more attention is necessary to understand how to promote academic gains among at-risk girls, but aspects of social status and school involvement at minimum should be of focus in Tier II and III follow-up interventions. Additional analyses will be conducted to clarify further which specific risk configurations are in need of targeted intervention, and the process factors that are optimal targets for Tier II and III intervention follow-up among at-risk boys and girls. (Contains 1 figure and 2 tables.).
