Copyright (c) 2013 Roger Williams University All rights reserved. http://docs.rwu.edu/sed_fp Recent documents in School of Education Faculty Papers en-us Mon, 11 Feb 2013 16:59:39 PST 3600 http://docs.rwu.edu/sed_fp/10 http://docs.rwu.edu/sed_fp/10 Wed, 21 Apr 2010 10:13:05 PDT Ann G. Winfield http://docs.rwu.edu/sed_fp/9 http://docs.rwu.edu/sed_fp/9 Wed, 18 Feb 2009 07:53:07 PST Research has repeatedly suggested that SES is a major factor in diminishing academic achievement of African American urban youth; however, there are other factors also influencing children’s achievement. In an effort to examine how other factors contribute to academic achievement, this study, investigated a subsample of 60 low-resource middle school parents and students (41 boys and 19 girls). Several questions addressed the relation of SES to achievement, support, social support and mother’s well-being, respectively. Additionally, the relations between mother’s well-being, and students’ perceived monitoring by their parents, and negative learning attitudes were examined as were the perception of parental monitoring and academic achievement, negative learning attitudes and achievement. The results revealed a significant relation between perceived social support and mother’s well-being but in a negative direction. Parents reporting lower levels of well-being reported higher levels of social support. The results also revealed that youth who perceived their parents to monitor their activities more had higher levels of achievement. These findings illustrate the importance of the perceptions of adolescents as well as the potential role of parental monitoring on adolescents’ academic achievement. Although several factors were examined, only those factors with significant relationships will be discussed.

]]> Clancie Wilson http://docs.rwu.edu/sed_fp/8 http://docs.rwu.edu/sed_fp/8 Mon, 03 Mar 2008 11:23:51 PST Statewide testing has created an atmosphere in schools that is intimidating and mundane. A substantial body of research indicates that as students pay increasing attention to how well they are doing, they become decreasingly concerned with what they are doing. If we simply wanted to know how well a student was learning, or how well a teacher was teaching, there are many rich, authentic, classroom-based forms of assessment that could give us a meaningful answer. Only if your primary concern was to know who’s beating whom would you need to give exactly the same mass-produced tests under the same conditions

]]> Bruce Marlowe http://docs.rwu.edu/sed_fp/5 http://docs.rwu.edu/sed_fp/5 Tue, 19 Feb 2008 06:15:50 PST This paper seeks to supplant our tendency to limit the process of negation through an exploration of what is missing from our knowledge of the past and exploring the ways in which an insidious racialized scientism known as eugenics provided the foundation for a system of education that has served to fortify inequity ever since.

]]> Ann G. Winfield http://docs.rwu.edu/sed_fp/4 http://docs.rwu.edu/sed_fp/4 Thu, 14 Feb 2008 09:56:56 PST Geographic understanding is crucial to our existence on Earth. This body of knowledge has contributed to a greater emphasis on landscapes and the people and cultures that occupy them in the curriculum. But teaching geography sometimes resorts to an over reliance on measuring students’ ability to locate and name places. These outcomes fall short of what is needed to ensure that students understand that the world’s resources are finite, and that only through human cooperation can problems be solved on a global scale. How can teaching geography become more transformative? Problem-based or issue-based geographic inquiry offers the best chance for inspiring students to assume greater social responsibility and take action as citizens of the world.

]]> Alan Canestrari http://docs.rwu.edu/sed_fp/1 http://docs.rwu.edu/sed_fp/1 Thu, 14 Feb 2008 07:18:38 PST Teachers today have lost almost all control over their work. Few are capable of standing up to state-mandates. They are tightly constrained by school districts seeking compliance and higher text scores. We need critical literate teachers capable of critical reflection.

]]> Alan Canestrari et al.