Term Paper: Managing the Transition of Starting

Pages: 10 (2786 words)  ·  Bibliography Sources: 1+  ·  Level: College Senior  ·  Topic: Teaching  ·  Buy This Paper

SAMPLE EXCERPT:

[. . .] g., asking thought- provoking questions and add new elements of challenge to a task, regardless of the child's age;

making the most of the primary-age children's desire to learn by providing challenging, interesting tasks and materials and encouraging children to work to their potential;

encouraging children to work through problems with one another so they can learn important social skills, such as negotiation and cooperation; providing safe and necessary intervention when called for to help children behave in a socially productive way;

planning a clear curriculum with coherent learning goals; flexible enough to adapt to children's interests, personal experiences, and home situations;

sharing useful, specific feedback about the individual child's learning and development; progress is most effectively communicated by using real "works" to assist parents in understanding what their child knows and what the child's potential will be with what he or she learns; and maintain frequent contact with the child's parents; knowing they can provide much valuable information about their children and welcoming parental input will constantly reinforce the parent's need to have their child in the care of a teacher with the child's best interests at heart.

Chapter 4 - A CAREFULLY PLANNED AND ORGANIZED

INDUCTION PROGRAM

Careful Planning of Organized Induction Programs

Effective Communications

Effective Home and School Liaisons to Strengthen the School's Community Profile Smooth Transitions: Consists of and Meanings for the Child

CHAPTER 5 - FOUNDATION STAGE:

CURRICULUM'S ROLE IN CONSISTENCY AND CONTINUITY

Foundation Stage Curriculum - Teacher Roles in Consistency and Continuity

What difficulties do students encounter adjusting socially to a new school? These may include: decreased involvement in extra-curricular activities, difficulties making friends, drinking and delinquency, and low self-esteem?

To what extent do students benefit from school transition programs, and what characteristics of programs more most important for which students? For example, is coordination of curriculum between the two schools more or less effective than providing students with peer mentors in their new schools?

How does racial and ethnic segregation between elementary and middle schools impact students' preparation for the academic demands of the high school curriculum?

Does this create problems within school segregation either academically or socially?

CHAPTER 6 - FOUNDATION STAGE:

PROFILES IN EFFECTIVENESS COMPARED TO BASELINE ASSESSMENTS

CHAPTER 7 - AIM OF RESEARCH

Gaining Insight Into and Determining Best Practice Models in Transition and Inductions to School

Determine Where Changes Might Be Implemented

CHAPTER 8 - CHILDREN'S EXPERIENCE IN TRANSITION METHODOLOGY

LITERATURE REVIEW

Starting in a new school is a difficult experience for students of all ages, regardless of whether the transition is on normally made between levels of schooling (Alexander, Entwisle and Dauber 1996; Roderick 1993; Tinto 1988). Signs of academic difficulties following school transitions include: failing courses, declines in grades, and higher rates of absenteeism (Felner, Primavera and Cauce 1981; Roderick and Camburn 1996). These are often early indicators of problems that appear to put students on the path to dropping out (Catterall 1998; Swanson and Schneider 1999).

Normative transitions between levels of schooling involve moves to more impersonal and competitive pedagogical environments that students may not be developmentally prepared to handle (Felner, Ginter and Primavera 1982; Tinto and Goodsell 1994).

Schools in urban areas tend to experience greater amounts of student mobility, especially among poor or minority populations (Jarrett 1995).

Prior course enrollments and academic performance strongly influence students' access to opportunities for learning in new schools, although school policy and parental involvement shape the process (Baker and Stevenson 1986; Hallinan 1991).

Pre-School Provisions

Parents as Partners

CONCLUSIONS

QUESTIONNAIRE researcher-devised questionnaire will be constructed and offered to a cross-sectioned sampling of non-traditional, adult students, their counselors, and instructors. The sampling will be conducted over the Internet, distribution of questionnaires to on-campus students, counselors, and instructors.

An effective cross-sampling of types of questions will be developed using the following criteria designed to produce results that:

are relevant to the research problem, are as short as possible; this is a practical consideration due to study subjects time constraints, avoid ambiguity, confusion, and vagueness, avoid prestige bias, avoid double-barreled questions - avoiding questions that include two or more topics, avoid leading questions, and avoid asking questions that are beyond the respondents' perceived capabilities.

Having decided that a questionnaire is the most suitable method for gathering data in this study, the researcher(s) will decide what and how to formulate the questions.

To formulate the questions, several factors will be considered, including:

open or closed questions, and is dependent upon the data sought, the research problem, and where the study intends to place the onus of interpretation, contingency questions, intent on querying clearly relevant issues to the respondent; this may require more than one developed questionnaire scaled responses, e.g., Likert's 5 point scaled-response, and/or matrix questions, i.e., matrices of categorized items and answers

Issues to be controlled or constrained will involve response biases, i.e., the "halo effect" or the "pitchfork effect."

WEBSITE METHODOLOGY

DATA PRESENTMENT AND FINDINGS

DATA ANALYSIS

APPENDIX (or APPENDICES)

BIBLIOGRAPHY (or REFERENCES, or Works Cited

Alexander, Karl L., Doris R. Entwisle, and Susan L. Dauber. 1994. On the Success of Failure: A Reassessment of the Effects of Retention in the Primary Grades. Cambridge, England: Cambridge University Press.

Alexander, Karl L., Doris R. Entwisle, and Susan L. Dauber. 1996. "Children in Motion: School Transfers and Elementary School Performance." Journal of Educational Research 90:3-12.

Baker, David P. And David L. Stevenson. 1986. "Mothers' Strategies for Children's School Achievement: Managing the Transition to High School." Sociology of Education 59:156-166.

Catterall, James S. 1998. "Risk and Resilience in Student Transitions to High School." American Journal of Education 106:302-333.

Delany, Brian. 1991. "Allocation, Choice, and Stratification within High Schools: How the Sorting Machine Copes." American Journal of Education 99:181-207.

Felner, Robert D., Melanie Ginter, and Judith Primavera. 1982. "Primary Prevention during School Transitions: Social Support and Environmental Structure." American Journal of Community Psychology 10:277-291.

Felner, Robert D., Judith Primavera, and Ana M. Cauce. 1981. "The Impact of School Transitions: A Focus for Preventive Efforts." American Journal of Community Psychology 9:449-459.

Hallinan, Maureen T. 1991. "School Differences in Tracking Structures and Track Assignments." Journal of Research on Adolescence 1:251-275.

Jarrett, Robin L. 1995. "Growing Up Poor: The Family Experiences of Socially Mobile Youth in Low-Income African-American Neighborhoods." Journal of Adolescent Research 10:111-135.

Kinney, David A. 1993. "From Nerds to Normals: The Recovery of Identity among Adolescents from Middle School to High School." Sociology of Education 66:21-40.

Riehl, Carolyn, Aaron M. Pallas, and Gary Natriello. 1999. "Rites and Wrongs: Institutional Explanations for the Student Course-Scheduling Process in Urban High Schools." American Journal of Education 107:116-154.

Roderick, Melissa. 1993. The Path to Dropping Out: Evidence for Intervention. Westport, CN: Auburn House.

Roderick, Melissa and Eric Camburn. 1996. "Academic Difficulty during the High School Transition." Pp. 47-65 in Charting Reform in Chicago: the Students Speak. Chicago: The Consortium on Chicago School Research.

Schiller, Kathryn S. 1999. "Creating Windows of Opportunity: Varying Effects of Feeder Patterns on Students' Transition to High School." Sociology of Education 72.

Stevenson, David Lee, Kathryn S. Schiller, and Barbara Schneider. 1994. "Sequences of Opportunities for Learning." Sociology of Education 67:184-198.

Swanson, Christopher B. And Barbara Schneider. 1999. "Students on the Move: Residential and Educational Mobility in America's Schools." Sociology of Education 72:54-67.

Tinto, V. 1988. "Stages of Student Departure: Reflections on the Longitudinal Character of Student Leaving." Journal of Higher Education 59:483-455.

Tinto, V. And A. Goodsell. 1994. "Freshmen Interest Groups and the First-year Experience: Constructing Student Communities in a Large University." Journal of the Freshman Year Experience… [END OF PREVIEW]

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