Group items tagged

Aarons, Dakarai I. "Focus on Instruction Turns around Chicago Schools: Network Gets Results in 5 Schools in Chicago without "Drastic" Steps." Education Week 29.16 (2010): 1,. ERIC. EBSCO. Web. 18 Nov. 2010. This article discusses the need to restaff certain schools becasue of the poor teaching skills. Over a ten year span the Chicago city schools have received new principles, teachers, and curriculum. Preparing students for college starts in grade school, in preparing for high school. There have been multiple reconstructions including a yearly test and weekly lessons in preparation for that test. This helps students prepare for the riger and high level of education for the students' future.\n

Jetton, Tamara L., Mary Beth Cancienne, and Brenda Greever. "The Evolving Roles of Faculty Learning Communities: A University/High School Literacy Partnership." Theory Into Practice 47.4 (2008): 327-335. ERIC. EBSCO. Web. 18 Nov. 2010. This article focuses on university professors and those who are applying for professor positions. It talks about the relationship between high schools and college and the restruction from one to the other. The learning communities helped transform and enhance high school literacy in preparation for the future. The article discusses the different things that literacy is, for example it is strategic, motivated, fluent, etc. This article fcuses mainly on the transition from high school literacy to college literacy.

Journell, Wayne. "The Influence of High-Stakes Testing on High School Teachers' Willingness to Incorporate Current Political Events into the Curriculum." High School Journal 93.3 (2010): 111-25. EBSCOhost. Web. 16 Nov. 2010.\n\n\nThis is an article that researched the curriculum at 3 different high schools. Its goal was to discover how teachers were incorporating the presidential election coverage into their classes, or if they did so at all. Some teachers failed to include any current events into the classroom because it would not be tested on at the end of the year graduation tests. They focused on issues and subjects the students needed in order to pass and graduate.

Harklau, Linda. "From High School to College: Student Perspectives on Literacy Practices." Journal of Literacy Research 33.1 (2001): 32-70. ERIC. EBSCO. Web. 18 Nov. 2010. This article discribes the transition from high school to college. More specifically it discusses the transition for the women. There was a study that followed women in theirlast months of high school into their first few months of college. This study recorded the effects and emotions of the women as they readjusted to the college life.\n

Lewis, Colleen. "Making the Transition from High School to College for Students with Disabilties." National Center for Learning Disabilities, 2008. Web. 22 Nov. 2010. This article addresses the transition from high school to college for students with learning disabilities. It gives the differences between receiving help in high school and receiving help in college. For example, in college one has to actively seek help. Also one must proof with documentation that they indeed to have a learning disability. The article informs the reader what what the student with a disability should do once accepted into college. It gives helpful information to make the transition as smooth as possible

Gil, Lynn A. "Bridging the Transition Gap From High School to College." Teaching Exceptional Children 40.2 (2007): 12-15. Academic Search Complete. EBSCO. Web. 22 Nov. 2010. The article uses John, a freshman at a four year university, as an example for the transition from high school to college. John was identified to a have a learning disability in second grade. He recieved services throughout his academic career. The article addresses problems and transitional issues that may come about during the first year of college. The article ultimately shows that those students who are self-determined are more likely to seek out help during their academic transition.

Smith, William L., and Pidi Zhang. "STUDENTS' PERCEPTIONS AND EXPERIENCES WITH KEY FACTORS DURING THE TRANSITION FROM HIGH SCHOOL TO COLLEGE." College Student Journal 43.2 (2009): 643-657. Academic Search Complete. EBSCO. Web. 22 Nov. 2010. The article takes a look at the factors that play a role in the transition from high school to college. The article examines how many times students asked or recieved help. The most important factor of help seemed to people parental encouragement. The number of times one asked for help differed from person to person. Also, how a student determined what help was differed from race to race. The lack of help, however, did not affect one's grade point average.

Madaus, Joseph W. "Navigating the College Transition Maze: A Guide for Students With Learning Disabilities." Teaching Exceptional Children 37.3 (2005): 32-37. Academic Search Complete. EBSCO. Web. 22 Nov. 2010 The article provides examples of problems that may arise during the transition from high school to college. It also gives a model of success for those students moving on to college with a learning disability. The article answers frequently asked questions about learning disability services at the university level. It shows differences between high school learning and upper-level college learning. Finally, the article expresses students the differences in the special education service in high school and college.

Article talks about a 12 week study with students rangeing from 16-17 yrs old. It goes on to talk about the effects that music had on them and the comments made from the psychologist and educational researchers. Talks about how music therapy works, informs the therapeutic benifits, and talks about therapy within a school setting.

Tyler, Kimberly A., Katherine A. Johnson, and Douglas A. Brownridge. "A Longitudinal Study of the Effects of Child Maltreatment on Later Outcomes among High-Risk Adolescents." Journal of Youth and Adolescence 37.5 (2008): 506-521. ERIC. EBSCO. Web. 18 Nov. 2010. A sample was taken from 360 students that examined the effects of childhood abuse, parenting and well-being through running away and school involvement. Results showed that parenting had a direct involvement with school engagement, running away and well-being. Neglect during childhood was related to abuse while sexual abuse and living in a disadvantaged neighborhood were left with worse well-being. Running away was definately associated with participation in violent activities. Gender also moderated the relationship with running away and abuse in favor of females.

Levinson, Edward M., and Denise L. Ohler. "Transition from High School to College for Students with Learning Disabilities: Needs, Assessment, and Services." The University of North Carolina Press, Oct.-Nov. 1998. Web. 22 Nov. 2010. This article talks about how the number of students going to college with learning disabilities is at an all-time high. It talks about requirements for colleges to help these students out. The article stresses how the transition is often a difficult one for these students. It also provides information about how the universities can best help the students with the transition. The article says one of the main causes for the problems students with learning disabilities face is the abundance of free time.

Tyler, Kimberly A., Katherine A. Johnson, and Douglas A. Brownridge. "A Longitudinal Study of the Effects of Child Maltreatment on Later Outcomes among High-Risk Adolescents." Journal of Youth and Adolescence 37.5 (2008): 506-521. ERIC. EBSCO. Web. 18 Nov. 2010. A sample was taken from 360 students that examined the effects of childhood abuse, parenting and well-being through running away and school involvement. Results showed that parenting had a direct involvement with school engagement, running away and well-being. Neglect during childhood was related to abuse while sexual abuse and living in a disadvantaged neighborhood were left with worse well-being. Running away was definately associated with participation in violent activities. Gender also moderated the relationship with running away and abuse in favor of females.

Finkel, Ed. "A Bull Market for Financial Literacy: The Great Recession compels school districts to teach dollars and sense." Journal of District Administration 46.8 (2010): 68-74. Ebsco. Web. 22 Nov. 2010. This article talks about how some schools are teaching children about finances. Some states are starting to require that a personal finance or independent living classes be taught at the high school level. The only problem with teaching these courses is finding adequate teachers. Most states want teachers to have a business background.

Ginsburg, Richard D., and Rich Lillash. "WINNING AT WHAT?." Independent School 66.4 (2007): 18-28. Academic Search Complete. EBSCO. Web. 19 Nov. 2010. This article asks the question of how schools define "winning" with their student-athletes. Should it be a diverse person with all around success, or is it excellence in a singular sport? The truth is that people are now trying to focus on one sport in order to gain a scholarship. The problem with this is that it draws the student athlete away from other valued activities. The desire to specialize conflicts with many schools' core values.

Songlee, Dalhee, Susan P. Miller, Tincani Matt, Nancy M. Sileo, and Peggy G. Perkins. "Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents..." EBSCOhost. Web. 18 Nov. 2010.\n\n- This site is about an experiment. Baiscally, Autistic students were attempted to be taught a new test-taking method. The children stayed after school and were monitered while taught using proven strategies. They were then given tests and observed. The children proved that Autistic children can indeed pick up new methods of learning when properly taught. Find the link on EBSCOhost summary page.\n\nTHIS SOURCE IS SCHOLARLY.

Rash, CL, et al. "Nutrition-related knowledge, attitude, and dietary intake of college track athletes." Sport Journal 11.1 (2008): 1-8. CINAHL Plus with Full Text. EBSCO. Web. 17 Nov. 2010. This article is about research that was conducted on 113 track athletes from two NCAA Division I schools. Each athlete took a questioner on nutritional knowledge. Thy found that the athletes scored high on carbohydrate, vitamins and minerals, and protein questions, while scoring low on vitamins E and C. Overall the mean diet score was 84 ± 10 (M ± SD) of 110 possible. In addition to this the research also looked at the college athletes died. They found high dietary intake scores in vitamins C and A, cholesterol, saturated fat, calcium, and magnesium. They found low mean dietary intake scores were found for vitamin E, fiber, sodium, and potassium

Gullatt, David E. "Enhancing Student Learning Through Arts Integration: Implications for the Profession." High school Journal (2008): 12-25. EBSCO. Web. 15 Nov. 2010. This article discusses how student learning can be enhanced by the arts. There is an analysis of how schools in America are doing this in comparison to other countries. It looks at how much the arts influence education presently. In addition creates ideas of how schools should integrate the arts in the future. The piece looks at how art affects cognition and benefits many areas of thinking.

Langer, Judith A., and Urbana, IL. National Council of Teachers of English. "Effective Literacy Instruction: Building Successful Reading and Writing Programs." (2002): ERIC. EBSCO. Web. 18 Nov. 2010. This book is about programs created to help students and their learning. The programs have been reinvented in order to help prepare students. The programs are also useful to help students become better with their literacy. The book also discusses 25 specific schools who are trying to improve there teaching skills. It focuses in on the teacher techniques and credibility. It is split into two sections, discussing the key characteristics of successful English and also field research like the types we will be using for this paper.

Grimes, Paul W., Meghan J. Millea, and Kathleen M. Thomas. "TESTING THE ECONOMIC LITERACY OF K-12 TEACHERS: A STATE-WIDE BASELINE ANALYSIS." American Secondary Education 38.3 (2010): 4-20. Academic Search Complete. Web. 22 Nov. 2010.

Gallo, Donald R. "How Classics Create an Aliterate Society." English Journal 90.3 (2001): 33. JSTOR. ITHAKA. Web. 28 Oct. 2010. This article discusses how the literature taught to students in high school increases their resistence to reading, creating an increasingly aliterate society. The author writes in an appealing conversational tone, which suits the subject matter. He includes thorough, detailed examples and a list of recommended reading.