College Education Essays (Examples)
Study Document
Should High School Students Get Jobs
… school at one’s job. Many high school students obtain part time jobs as a way to secure extra cash, start saving up for college, buy a car, or set aside money for a rainy day. They might work a shift or two on the weekends—which means they … Renae. “Should My Teen Work During High School?” Student Tutor, https://student-tutor.com/blog/should-my-teen-work-during-high-school/
Walden University. “Should Students Hold Jobs While in High School?” Walden University, https://www.waldenu.edu/online-doctoral-programs/doctor-of-education/resource/pros-and-cons-of-working-a-job-in-high-school…
References
Works Cited
Hintze, Renae. “Should My Teen Work During High School?” Student Tutor, https://student-tutor.com/blog/should-my-teen-work-during-high-school/
Walden University. “Should Students Hold Jobs While in High School?” Walden University, https://www.waldenu.edu/online-doctoral-programs/doctor-of-education/resource/pros-and-cons-of-working-a-job-in-high-school
Study Document
Measuring Academic Success Among Psychology Students Reflection
...College education Reflection on Peer Mentoring
Introduction
Stoloff, Good, Smith and Brewster (2015) determined measures of success in a number of ways: 1) whether students attended graduate school within 5 years of graduating, 2) the departmental score on the Major Field Test for Psychology (MFT), and 3) completion of the program by students. Other factors had been tested before, including student-teacher interaction, and used as measures of success. The study by Stoloff et al. (2015) aimed to build on prior works and to show what the relation between student success and test scores, graduate school attendance, and program completion was overall. This paper will provide a summary of the article by Stoloff et al. (2015), discuss the characteristics of psychology programs that lead to success, identify other ways that success can be measured; address ways in which successful peer mentoring programs could bridge the gap, or actively support, department efforts to address……
References
References
Ashbaugh, K., Koegel, R. L., & Koegel, L. K. (2017). Increasing social integration for college students with autism spectrum disorder. Behavioral development bulletin, 22(1), 183.
Hughes, A., & Fahy, B. (2009). Implementing an Undergraduate Psychology Mentoring Program. North American Journal of Psychology, 11(3).
Page, D., & Hanna, D. (2008). Peer mentoring: The students' perspective. Psychology Learning & Teaching, 7(2), 34-37.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.
Stoloff, M. L., Good, M. R., Smith, K. L., & Brewster, J. (2015). Characteristics of programs that maximize psychology major success. Teaching of Psychology, 42(2), 99-108.
Study Document
Exploring The Issue In Evaluating Adult Learning
Introduction
The problem facing students in college is that many of them are not being educated as adults. There is a significant difference in the way an adult approaches education and the way a child approaches education (Forrest & Peterson, 2006). Adult learning is an important concept because it focuses on realizing that adults are not children and so they …
3. Adult learners want to learn about subjects that they think will have immediate relevance and impact on their lives, whether from an education point of view or a professional point of view.
4. Adult learning should be problem-centered instead of content-centered so that adult learners are … that children lack and they are there because they want to be there—no one is forcing them to be in school at the college level. The instructor should recognize this as a favorable characteristic of adult learners and allow them to……
References
References
Fenwick, T. J., & Parsons, J. (2009). The art of evaluation: A resource for educators and trainers. Thompson Educational Publishing.
Forrest III, S. P., & Peterson, T. O. (2006). It\\\\\\'s called andragogy. Academy of management learning & education, 5(1), 113-122.
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ulti-BASE In-Site.
Howatt, W. A. (1999). Journaling to self-evaluation: A tool for adult learners. International Journal of Reality Therapy, 8(2), 32-34.
Knowles, M. (1984). Andragogy in action. San Francisco: Jossey-Bass.
Moss, D., & Van Duzer, C. (1998). Project-Based Learning for Adult English Language Learners. ERIC Digest.
Study Document
To Chief Diversity Office
To: Chief Diversity Office
From: Higher education Consultant
Date: 19th March 2019
Subject: Institutional-wide diversity and inclusion strategic plans
Part 1:
1. Harvard University
Harvard University is evidently a diverse … inclusive excellence, equal opportunity, and diversity (Harvard.edu, 2019). At Harvard employees get equal opportunity notwithstanding their race or gender. Labor organizations, employment agencies, education institutions, local governments, and private employers’ applicants and employees get protection against discrimination from federal laws.
The mission of the office of the … teaching and dissemination by any means (University of Oxford, 2018). The vision is to work as a unit and unite the students, alumni, college, students, divisions and faculties in order to deliver world class education and research (University of Oxford, 2018). This is achieved through means that offer support to the local, national, global, and regional societies. On ……
References
References
Harvard.edu (2019). Diversity and Inclusion. Retrieved 19 March, 2019 from https://hr.harvard.edu/diversity-inclusion
Harvard University (2019). Mission Statement, Office of the Assistant to the President Institutional Diversity and Equity. Retrieved 19 March, 2019 from https://diversity.harvard.edu/pages/about
Harvard University (2016). Pursuing Excellence on a Foundation of Inclusion, Harvard University Presidential Task Force on Inclusion and Belonging. Retrieved 19 March, 2019 from https://inclusionandbelongingtaskforce.harvard.edu/files/inclusion/files/harvard_inclusion belonging_task_force_final_report_full_web_180327.pdf
The Guardian (2019). Cambridge University\\\\'s poor diversity record highlighted by report. Retrieved 19 March, 2019 from https://www.theguardian.com/education/2018/jun/03/cambridge-colleges-poor-record-on- diversity-highlighted-by-report
University of Cambridge (2019). Equality, diversity and inclusion, Student wellbeing. Retrieved 19 March, 2019 from https://www.studentwellbeing.admin.cam.ac.uk/equality-diversity- and-inclusion
University of Oxford (2018). University of Oxford Strategic Plan. Retrieved 19 March, 2019 from http://www.ox.ac.uk/sites/files/oxford/field/field_document/Strategic%20Plan%202018- 23.pdf
Walpole, M. B. (2003). Socioeconomic Status and College: How SES Affects College Experiences and Outcomes. The Review of Higher Education, 27, 1, 45-73. https://doi.org/10.1353/rhe.2003.0044
Study Document
Swapping The Studio Based Pedagogy For Online Learning
… seem like a transition that is too great of a leap for them to welcome. After all, the pedagogy of the studio-based design education has its own special uniqueness that cannot be replicated in a digitalized format. However, what design educators need to realize is that it … about improving the pedagogy by way of innovation. The pedagogy of the past had its place, but today there are new features in education that should be leveraged (Fleischmann, 2013). These features have been embraced in the professional world as well and if design educators want to … online interactions with students and what evidence in the literature is most convincing regarding the viability of online versus face to face studio education.
Arguments for Revamping the Pedagogy
While the studio system has numerous benefits, such as an open format that allows for direct interaction between … which most universities are heading.……
References
References
Fleischmann, K. (2013). Big Bang Technology: What's Next in Design Education, Radical Innovation or Incremental Change?. Journal of Learning Design, 6(3), 1-17.
Justice, L. (2019). The Future of Design Education. Design Management Review, 30(1), 33-37.
Mayadas, A. F., Bourne, J., & Bacsich, P. (2009). Online education today. Science, 323(5910), 85-89.
Souleles, N. (2015). Elearning in art and design: the elephant in the room. In 9th International Technology, Education and Development Conference (pp. 6659-6665).
Vaughan, S., Austerlitz, N., Blythman, M., Grove-White, A., Jones, B. A., Jones, C. A.,... & Shreeve, A. (2008). Mind the gap: Expectations, ambiguity and pedagogy within art and design higher education. In The student experience in art and design higher education: Drivers for change (pp. 125-148). Jill Rogers Associates Limited.
Study Document
How Educational Leaders Make Good Citizens
A Personal Philosophy of education
Abstract
In sum, I believe the long-range impact that education leadership should have on stakeholders and on the community includes providing young learners with the critical thinking skills they will need to succeed … as well as developing good citizens that actively participate in the political process. Today, the United States invests enormous sums in its public education system, but these scarce taxpayer resources are being wasted without the positive long-range impact that effective leadership should have on stakeholders and on … of scholarship devoted to this topic over the years. Drawing on this body of knowledge, it is possible to improve the effectiveness of education leadership in a number of ways, including encouraging the involvement of parents in their children’s education and lobbying policymakers for additional classroom educators. The purpose of this paper is to explicate my personal leadership philosophy as it applies to……
References
References
Black’s Law Dictionary. (1990). St. Paul, MN: West Publishing Company.
Blakesley, S. (2011, July). Defining educational leadership in Canada\\'s Yukon Territory: \\"Hmmm, that\\'s a good question ...\\" Canadian Journal of Education, 34(1), 4-7.
Bowser, A. & Hux, A. (2014, September). The roles of site-based mentors in educational leadership programs. College Student Journal, 48(3), 468-471.
Chan, T. C. (2014, March). Educational leadership: The research agenda. New Waves, 17(1), 1-4.
Cushman, K. (2009, December). Subjects, or citizens? High school students talk about investing in their schools: If we want to know what students think, Ms. Cushman suggests that we ask them. Phi Delta Kappan, 87(4), 316.
Demirci, F. & Ozyurek, C. (2017, December). The effects of using concept cartoons in astronomy subjects on critical thinking skills among seventh grade students. International Electronic Journal of Elementary Education, 10(2), 243.
Erstad, W. (2018, January 22). Six critical thinking skills you need to master now. Rasmussen College. Retrieved from https://www.rasmussen.edu/student-experience/college-life/critical-thinking-skills-to-master-now/ .
Litvinov, A. (2017, March 16). Forgotten purpose: Civics education in public schools. NEA Today. Retrieved from http://neatoday.org/2017/03/16/civics-education-public-schools/ .
Study Document
Discriminating Between Phenomenology And Grounded Theory Qualitative
… grounded theory and phenomenology can sometimes be used simultaneously in ways that “slur” or “blur” the distinction between multiple qualitative methods, researchers in education should ultimately focus their attention on the best method for exploring single, focused research questions and their real-world applications (Baker, Wuest, & Stern, … in grounded theory, and is also used often in phenomenological research (Wimpenny & Gass, 2000). While the goals of grounded theory research in education can be pragmatic, such as to influence policy and practice, generally researchers use grounded theory in order to generate theory or suggest new … in online learning environments. A comparison of these two studies can be helpful for illustrating the differences between grounded theory and phenomenology in education research.
Phenomenology: Norton (2013)
Purpose of the Study
In “A Phenomenological Investigation into the Self-Efficacy Beliefs of Teachers Who Have Persisted in the ……
References
References
Baker, C., Wuest, J., & Stern, P. N. (1992). Method slurring: the grounded theory/phenomenology example. Journal of Advanced Nursing, 17(11), 1355–1360.doi:10.1111/j.1365-2648.1992.tb01859.x
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. eBook.
Norton, S.M. (2013). A phenomenological investigation into the self-efficacy beliefs of teachers who have presisted in the teaching profession. Liberty University Dissertation.
Starks, H., & Brown Trinidad, S. (2007). Choose Your Method: A Comparison of Phenomenology, Discourse Analysis, and Grounded Theory. Qualitative Health Research, 17(10), 1372–1380.doi:10.1177/1049732307307031
Suddaby, R. (2006). From the Editors: What Grounded Theory is Not. Academy of Management Journal, 49(4), 633–642.doi:10.5465/amj.2006.22083020
Wimpenny, P. & Gass, J. (2001). Interviewing in phenomenology and grounded theory: is there a difference? Journal of Advanced Nursing 31(6): 1485-1492.
Yalof, B. (2014). Marshaling resources. The Grounded Theory Review 13(1).
Study Document
Leadership Infrastructure For Special Needs Students
Special education Diverse Learners Project Guidelines
Section 1: Abstract
This paper provides an overview of Butler college Prep, its demographics, and its programs and services for special needs students. It looks at curriculum and instruction efforts as well as at … looks at curriculum and instruction efforts as well as at the role of the principal in the school and how he oversees special education services and promotes the power of collective efficacy to motivate and help teachers and parents collaborate. It concludes with a personal reflection on … project and what challenges the school faces in terms of a leadership structure to close the achievement gap.
Section 2: Demographic Overview
Butler college Prep is in Southside Chicago. Its student body is 95% African American and 4% Hispanic, and it serves as a school for social … by having teachers who they can relate to and who are representative of……
References
References
Baker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C.(2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303–320.
Browder, D., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75, 343–364.
Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40-44.
Illinois at a Glance Report Card. (2019). Noble Butler College Prep. Retrieved from http://www.illinoisreportcard.com/
The Japanese Association for Language Teaching (2005). Vocabulary [Special issue]. The Language Teacher, 29(7) .[PDF]
Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135-159.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford University Press. Retrieved from http://onlinebooks.library.upenn.edu/
School Performance. (2017). Illinois Network of Charter Schools. Retrieved from https://www.incschools.org/about-charters/school-performance/
Study Document
History And Leopold Von Ranke
...College education
Leopold von Ranke - The Secret of World History
Leopold von Ranke believed that history was related to politics in the sense that history identified the problems and their causes while, politics, invented in the 19th century according to Ranke, provided the solutions.[footnoteRef:2] In order for political solutions to be effectively developed and applied, history had to be understood critically.[footnoteRef:3] The best way to understand history critically was to examine the primary documents of history as opposed to the interpretations of these documents by historians of the present. Engaging with the actual texts of the past could allow one to see directly what the past had been about. To ensure a proper study of history, though, the student requires a stable state—i.e., a healthy government that allows such perusal.[footnoteRef:4] [2: Leopold von Ranke, Excerpts from “The Secret of World History. Selected Writings on the Art and Science of History” by……
References
Bibliography
Excerpts from “The Secret of World History. Selected Writings on the Art and Science of History” by Leopold von Ranke. Edited by Roger Wines. Fordham University Press, 1981.
Study Document
Virtual Learning Solutions For English As Second Language Students
How Technology Enhances ESL Students’ Learning Experience
Introduction
In the COVID-19 era, education has taken a dramatic turn towards distance learning, meaning that virtual classrooms are now more popular than ever. But what is the effect … it to learn to swim. In the digital era, digital natives have been using technology since birth and it is older teachers and education systems that are slow to recognize this fact. This paper will show how technology enhances ESL students' learning experience related to ESL instructional … relevant and help learners to overcome time and space barriers. Some of the benefits of using online learning technology include: the expansion of education opportunities to those who cannot physically be in the classroom; the utilization of software designed to enhance and facilitate the learning experience; the … support they need to stay connected, engaged and active in the learning process. For ESLs this is……
References
References
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y. (2016). Computer assisted English language learning in Costa Rican elementary schools: an experimental study. Computer Assisted Language Learning, 29(1), 103-126.
Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. NY: Routledge.
Cassady, J. C., Smith, L. L., & Thomas, C. L. (2017). Supporting emergent literacy for English language learners with computer?assisted instruction. Journal of Research in Reading.
Jiang, H., Tang, M., Peng, X., & Liu, X. (2018). Learning design and technology through social networks for high school students in China. International Journal of Technology and Design Education, 28(1), 189-206.
Kahai, S. S., Carroll, E., & Jestice, R. (2007). Team collaboration in virtual worlds. ACM SIGMIS Database: the DATABASE for Advances in Information Systems, 38(4), 61-68.
Kasapo?lu-Akyol, P. (2010). Using educational technology tools to improve language and communication skills of ESL students. Novitas-Royal, 4(2).
Meskill, G., & Mossop, J. (2003). Technologies use with learners of ESL in New Your State: Preliminary report. Retrieved from https://www.albany.edu/lap/Papers/technology%20use.htm
Park, J. Y. (2011). Design education online: Learning delivery and evaluation. International Journal of Art & Design Education, 30(2), 176-187.
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