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Introduction impact of extracurricular activities on students academic performance
Importance of good teacher student relationships
Factors affecting the academic performance of learners who participate in extracurricular activities
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school and extra support overall. This is consistent with a study conducted by Rumberger and Thomas (2000) in which based on their results, stated, “In the eyes of students, good teachers may mean understanding and supportive teachers who can contribute to students staying in school […]” (p.55-56). Teachers who care about the success of their students and do what they can to help students thrive can improve retention rates. Increasing Students’ Interest and Value As follows from the information about supporting relationships and their impact on student success, is the notion that the lack of support is influencing students’ motivation to persist. A review of research on ways to improve retention rates by keeping students engaged, motivated and supported, suggested the use of talent development and career academies …show more content…
What is more, the study related that talent development increased the “likelihood of students graduating on time by about eight percentage points”, or 40 students a year, which is indicative of how social support can influence student retention (Kemple, Herlihy & Smith, 2005, p.6). Career academies. While career academies can be used in settings such as the previously mentioned talent development high schools, they are also beneficial as stand alone schools. Career academies focus on the idea that it is important to support students in their 9th grade year to help them find value in their education, as well. According to the Gerald (2007), like talent development high schools, “Career Academies combine academic coursework with career and technical coursework” and differ in that “they give students the chance to work with local employers” (para.
Subsequently what is done is that selected high schools develop a curriculum that is organized around a specific career cluster, which are like a specialized charter school. The goal is to feature a series advanced “pathway” courses that can help students to enrich their knowledge through work-based learning and academics. In turn, this specialized education will allow student to demonstrate their understanding through assessments and industry credentialing opportunities. As well these schools are enrolled in a learning exchange that have partnerships that are organized to support the programs of study by coordinating statewide networks of education partners, businesses, industry associations, labor, and other organizations (2013, p. 21-23). Consequently, the program is driven to help high school students develop a career path and to receive exploratory education that will given them an advantage in either college endeavors or in the job market.
That broader conception of school allowed those schools to better support the students and address social issues that prevent students from accessing their full potential. This conceptual shift can only be spurred by a clear vision of “good education”—which then caused an improvement in their community’s education
Career Academy is an on-campus program where students are encouraged to participate in courses and activities that will prepare them for future careers. Students work towards earning a diploma through the creation of a portfolio. The curriculum is broad and integrative, drawing on each student’s unique needs and skills.
Career and technical education courses are intended to prepare high school students to enter the work force in a skilled trade. It equips the students with the experience and education necessary to succeed in an average skill level job while maintaining the student’s interest. In an article that focuses on an aviation CTE program, a “senior policy analyst at the Morrison Institute, said that Career and Technical Education provides another opportunity for students who struggle in high school.” The assumption is that students who struggle in high school presumably do not want another four years of education to attain a bachelor’s degree. Until recently, schools have been excessively geared towards college readiness. The dogma was elementary school, high school, college, without exception. With this “one size fits all” education system in place, a different education course had to evolve. CTE courses offer a break from the tedious grind by introducing career readiness as an alternative. In place of the four years in a college, CTE programs gives student...
But the truth is that smaller classes and better teachers do improve student achievement. Members of our government claim that giving more money to schools will not make a difference, but the government funding for schools needs to be used effectively to see a change in student performance. (Connell)
Tinto’s original theory involved five specific factors that contributed to student retention: (1) a student’s pre-entry attributes (prior schooling and family background); (2) goals and commitment (the student’s individual aspirations in the institution); (3) experience at the institution (academics and faculty and peer interactions); (4) external commitments while at the institution; (5) integration both academically and socially (Metz 4).
Shoup, Rick. Kinzie, Julian. “Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence.” Journal of Higher Education. Sep/Oct2008, Vol. 79 Issue 5, p540-563. Web. 29 April 2014.
Every teacher I had was encouraging, loving, and supportive of each student that they taught. If one student falls behind, the teacher makes extra sure to teach and re-teach the subject until it is understood. Once I entered the fifth grade and into middle and high school, each teacher that I had tried to be encouraging, loving, and supportive of their students; however, my teachers often had too many students to give the individual attention that so many children need. When I began to fall behind in certain subjects, my teachers tried to help but were often unable to teach and re-teach, because they had no choice but to continue on with their lesson plans. I continued to fall further and further behind; therefore, I had to spend many hours after school working on my homework problems with my parents.
After reading Eduardo’s situation I believe that his instruction that he has been given does not cater to his interest such as role playing such as he would do in the Hispanic drama club. I would need to incorporate Eduardo’s strengths in my 9th grade history lessons. If there is a gifted and talented program in the high school that I am teaching in, I would refer him to the gifted and talented program. Students who are labeled as gifted and talented in the classroom face challenges of acceptance from their peers. Young students tend to make fun of students who excel in the classroom. Students who are gifted sometimes will have tendencies to act out in school or find a group of people they can blend in with. Eduardo getting into fights can be his way of coping with his giftedness, taking attention away from his giftedness to his peers. Research has proven that students who are gifted are slightly different from students who are not gifted only how they handle different social situations (Roeper Review 2012).
Belmont, CA: Wadsworth Thomson. Berger, J. B., & Milem, J. F. (1999). The role of student involvement and perceptions of integration in a casual model of student persistence. Research in Higher Education, 40, 641-664. Light, J. R. (2001).
Coaching adolescents in a talent development environment, I have selected this group as I have always wanted to coach in a talent development environment as I feel coaching and finding the next great athlete in any given sport and turning their gift into recognised talent would give me a greater sense of achievement over any winners medal you could possibly get. The skills and qualities I will concentrate on within this group are; relative age effect as this is a serious flaw in the talent development system to date, I will also look at how within a talent development scheme it is not always about winning as this is not the most effective way of producing senior success. Another quality of coaching in a talent development I will look at is
Jesus, according to the Bible1, tells his followers a parable about a man who, before embarking
Often children struggle to understand the difference between ‘wants’ and ‘needs.’ This struggle found its way into gifted education with the case of C.C. v. North Allegheny School District (2011). In this case, C.C. was identified as gifted in elementary school and his academic strengths were noted as problem solving, higher order thinking and analytical thinking skills. At issue in this case was the district’s refusal to permit C.C. to take two Advanced Placement courses, AP Psychology and AP Economics, that are typically not available to students in C.C.’s grade level. Given that these courses do not align with the strengths previously addressed in GIEPs, the district instead offered the student introductory courses in psychology and
As a student, I found the “good” teachers to be those that went the extra mile to help children fulfill individual interests. Sponsorship of clubs and organizations, home visits, etc. have been traditional methods of supplementing education, but computers and the Internet have given rise to many new avenues, such as e-mail correspondence and more powerful, contemporary research information. Recent coordination of colleges and high schools has also provided students interested in attending college the opportunity to advance their pursuits in continued education by allowing them to correlate their high school classes with the college curriculum for dual credit. I will use these tools, along with many others, to heighten the educational experience for my students.
From the table1 it is observed the obtained coefficient of variance (c.v) value for government and private polytechnic institution is respectively 39.42 and 15.64.therefor the obtained cv value indicates that in private polytechnic institute the skill development is higher than government.