Group items tagged

Article about the intersection of arts and "core subjects."

Rampell, By Catherine. "Grading College Athletes - NYTimes.com." The Economy and the Economics of Everyday Life - Economix Blog - NYTimes.com. Web. 19 Nov. 2010. . This article discusses the fact that athletes do worse in school than non-athletes. The gap between the grades of recruited athletes and non-athletes continues to grow. The grades of male recruited athletes continue to drop. This raises the question of the effect of athletics on education. Are they getting enough attention or too much?

Kicklighter, Jana Regina, et al. "College Freshmen Perceptions of Effective and Ineffective Aspects of Nutrition Education." Journal of American College Health 59.2 (2010): 98-104. Academic Search Complete. EBSCO. Web. 19 Nov. 2010. Research was done to see how college freshman viewed their eating habbits while they have been at college. They did they by having 5 focus groups. They came to find that most of all the nutritional needs per day, based on the food pyramid, were not met. They realized that freshman have a high rate of going for food that is fast, affordable, and therefore tend to not be very healthy.

Juan Zhang. Middlestadt, Susan E.Cheng-Ye Ji."Psychosocial factors underlying physical activity." International Journal of Behavioral Nutrition & Physical Activity; 2007, Vol. 4, p38-10, 10p, 8 Charts. Academic Search Complete. Web. November 18, 2010. The increase in obesity in China. Trying to prevent this by encouraging middle schooler in China the importance of being physicaly fit and excersising.

Chandler-Olcott, Kelly, and Paula Kluth. "Why Everyone Benefits From Including Students With Autism in Literacy Classrooms." Reading Teacher 62.7 (2009): 548-557. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. The autism growth rate in normal classrooms has gone up about 5%, so teachers are now more straightforward with their literacy teachings. For autistic kids to develop literacy skills, they should be placed in classrooms with people of the same age. Studies have shown that students with autism who had been placed in a normal classroom at a young age have better communication and interaction skills with others. Having autistic children in normal classrooms has also pushed teachers into further analyzing their students, and pay more attention to assignments.

Kaderavek, Joan N., and Paula Rabidoux. "INTERACTIVE TO INDEPENDENT LITERACY: A MODEL FOR DESIGNING LITERACY GOALS FOR CHILDREN WITH ATYPICAL COMMUNICATION." Reading & Writing Quarterly 20.3 (2004): 237-260. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. This article talks about how autistic children develop their literacy through a range of activities and behaviors. It also talks about two pain points in how autistic children develop their literacy techniques. Experts believe that learning literacy early on for autistic children will not determine their total oral language development. They need to look at reading and writing as communication practices from an early age. It is also talks about how speech production can be improved through writing instructions. Social interaction is a large part of developing literacy.

Landt, Susan M. "Multicultural literature and young adolescents: A kaleidoscope of opportunity." Journal of Adolescent & Adult Literacy 49.8 (2006): 690-697. Academic Search Complete. EBSCO. Web. 17 Nov. 2010. In this article, Susan Landt focuses on the importance of integrating multicultural literature into studies, especially at the adolescent level. Introducing multicultural literature into the classroom is necessary in providing a wider view that opens students to insights of other cultures. Landt claims that if multicultural literature were an integrated part of education teachers wouldn't be struggling to incorporate diversity and multicultural education in their classes. Several important reasons for this assimilation is to acknowledge the many cultures and their contributions to the world. It also helps to bring children into contact with other cultures and helps them to develop awareness at an early age, which will encourage respect for all peoples.

Brown, Abbie, and Patricia J. Slagter Van Tryon. "Twenty-First Century Literacy: A Matter of Scale from Micro to Mega." Clearing House 83.6 (2010): 235-38. Academic Search Complete. Web. This article discusses the technological changes that took place throughout the twenty first century. Many advancements have been made, therefore, changes need to take place within the people of the time period, too. This article deals with how people have made changes to their lives in order to modernize them with the uses of new techonology that has been introduced in the past few decades.

Inan, Fethi A, and Deborah L. Lowther. "Factors Affecting Techonology Integration in K-12 Classrooms: A Path Model." Education and Technology Research & Development 58.2 (2010): 137-54. Academic Search Complete. Web. This article discusses the posibilites of making classrooms in primary grades more technologically advanced. It goes into how this would affect students in positive and negative ways. Would introducing students to techonology at a younger age benefit them more in the future? This is the question that people ask themselves to determine the most beneficial style of learning, and how to improve the learning techniques of children.

Cropley, David, and Arthur Cropley. "Recognizing and Fostering Creativity in Technological Design Education." International Journal of Technology & Design Education 20.3 (2010): 345-58. Academic Search Complete. Web. This article deals with the pros and cons witht the idea of introducing techonolog into the classroom at younger ages. People are hesitant to do so; however, it may be for the best interest to expose kids at an early age. You will be able to hear different arguements from different point of views (students, teachers, parents, etc.)

Marcoux, Elizabeth. "Achieving Teaching and Learning Excellence With Technology." Teacher Librarian 37.2 (2009): 14-22. Academic Search Complete. Web. This article deals with the idea of enhancing the ability to learn and comrehend teachers by using technological literacy. It includes teachers' responses on how they feel about technology in the classroom. It makes sense to expose a child to technology at a young age, because studies show that they will then be able to comprehend as opposed to later in life. However, not everyone agrees with this statement and the idea that technology should be able to be used in the classroom.

Hyde, Janet S., and Janet E. Mertz. "Gender, culture, and mathematics performance." Proceedings of the National Academy of Sciences of the United States of America 106.22 (2009): 8801-8807. Academic Search Complete. EBSCO. Web. 22 Nov. 2010. This article talks about if there is a relationship between gender, culture and mathematics performance. They go through three questions the want to answer -Do gender differences in mathematics performance exist in the general population? Do gender differences exist among the mathematically talented? Do females exist who possess profound mathematical talent? The article talks about how some countries have closed the gap such as England but the USA has not. They go to answer all of the questions through the research they do and have charts/graphs.

"Narrowing of Math Gender Gap." Annals of the American Psychotherapy Association 12.3 (2009): 9. Academic Search Complete. EBSCO. Web. 22 Nov. 2010. The University of Wisconisn- Madison did research on the math gender gap and this was due to a article "Culture, Not Biology, Underpins Math Gender Gap," published in "ScienceDaily" on June 2, 2009. With more math education they think that we can close the gender gap. Also they found that women with job opportunities are helping close the gap too.

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.

Luehmann, April Lynn, and Jeremiah Frink. "How Can Blogging Help Teachers Realize the Goals of Reform-based Science Instruction? A Study of Nine Classroom Blogs." Journal of Science Education & Technology 18.3 (2009): 275-290. Academic Search Complete. EBSCO. Web. 21 Nov. 2010. This article discusses the concept of using classroom blogs in schools in order to bridge the gap that was created from large class sizes and small class times. It was a research effort focusing on nine highschool and middle school science classrooms that really emphasizes the making of a classroom blog- ie. what's important and what's not. It really takes an in depth look at the effectiveness of using the blogs to help bridge the gap between teaching and students.

Mullen, Rebecca, and Linda Wedwick. "Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs." Clearing House 82.2 (2008): 66-69. Academic Search Complete. EBSCO. Web. 21 Nov. 2010. This article is about a Midwestern middle school teacher who incorporates social networking and newer technological media into her teaching routine. The kids regularly use or view YouTube (short clips relevant to what is being taught each day), digital storytelling (using technology to write and create stories), as well as blogs (they regularly write book reviews, homework, or view podcasts all on a moderated blogging website).

Frye, Elizabeth M., Woodrow Trathen, and David A. Koppenhaver. "Internet Workshop and Blog Publishing: Meeting Student (and Teacher) Learning Needs to Achieve Best Practice in the Twenty-First-Century Social Studies Classroom." Social Studies 101.2 (2010): 46-53. Academic Search Complete. EBSCO. Web. 21 Nov. 2010. This article discusses successful ways to go about publishing blogs and using the Internet in a classroom setting. It also discusses all the other options there are when working with blogs and what types of technological things are able to be added to them, such as podcasts, video screencasts, and files in general.

Sawmiller, Alison. "Classroom Blogging: What is the Role in Science Learning?." Clearing House 83.2 (2010): 44-48. Academic Search Complete. EBSCO. Web. 21 Nov. 2010. This article takes a look into how classroom blogging is important in the Science community. It addresses the problems in class that may cause students not to have a "voice" and responds with how blogging can give those with social pressures, a way to ask their questions with no pressure at all. It talks about how classroom blogging is a way to expand the communication beyond the classroom wall and really connect with the students.

Ai, Xiaoxia. "Gender Differences in Growth in Mathematics Achievement: Three-Level Longitudinal and Multilevel Analyses of Individual, Home, and School Influences." Mathematical Thinking & Learning 4.1 (2002): 1-22. Academic Search Complete. EBSCO. Web. 22 Nov. 2010. This is a study done to see what affects the gender gap with mathematics. They focus on the grades 7 through 10. They use a three step program to see the growth with the students. Also they control what goes on the in the class room and talk about what they discovered. Results show that home resources, individual behavior problems, and attitude toward mathematics were related to growth in mathematics. It also talked about how if a student started in a higher level math class there was not much growth difference.