Holy Names University Digital Collections
Not a member yet
5250 research outputs found
Sort by
How Do Parents of Children With Learning Challenges Perceive Their Partnership With The Educational Therapist?
No full text72 leaves ; 28 cm."This study examines how parents of children with learning challenges perceive the quality of their partnership with the educational therapist. Five parent participants within the Greater San Francisco Bay Area completed the Family-Professional Partnership Scale, (Summers, et al., 2005), a survey instrument that measures the quality of parent/professional partnerships based on 18 professional behaviors that are indicators of collaborative partnerships. In addition, separate interviews with each parent were also conducted, and each respondent received a questionnaire to identify their level of acceptance of their child’s learning challenges. Data analysis revealed four out of the five parent participants reported 100% satisfaction for all 18 professional behaviors signifying the existence of partnership with their educational therapist, whereas one parent reported 72% satisfaction and difficulty in sustaining a partnership with the educational therapist. Educational therapists who aspire to collaborate with parents need to consider adopting each of the 18 professional behaviors that engender cooperative relationships.
Is Small Better? Do Inner City High School Students Benefit From a Smaller Learning Environment?
No full text38 leaves ; 28 cm."The purpose of this study was twofold: To determine whether small high schools are better than large schools and whether small schools make a difference. Specifically, this study examined changes in students’ suspension rate, in the degree of violence, and in the quality of education, including changes in API test scores, at an inner-city high school in Oakland, California. This study also explored the premise that small schools build better relationships among students, teachers, and parents. The high school in which I taught was the laboratory from which I gathered the data for this study. I used three sources of data: a student questionnaire, a teacher questionnaire, and a parent questionnaire. I also drew on my own experiences as my high school converted from a large high school to three smaller schools. Based on my analysis of the data, I found that in the smaller schools fewer students were suspended, there was less violence (creating a safer environment), the teachers became more committed to their practice because of better support from the administrators, the students and teachers agreed that the students were getting a better education, and students, teachers, and parents began to share decisions whereas, before, power and decisions had resided with the principal and district administrators.
The Keys to Success in Algebra: The Great Gatekeeper
No full text81 leaves ; 28 cm."To determine the teaching strategies that contribute to student success in learning Algebra, this studied looked at nine teaching strategies to see if these strategies contributed to student success in learning Algebra. Student success is defined as students that passed Algebra the first time they took it. Unsuccessful Algebra students are students that had to take Algebra more than once before they passed it. This study conducted interviews with students who were at the time of the interviews enrolled in Geometry, Algebra II, or Pre-Calculus. The questions asked of them was regarding their thoughts about what are effective Algebra teaching strategies. Twelve questions were asked of ten students that passed Algebra. Five students who passed Algebra on their first attempt and five students who had to take Algebra more than once, before they passed it. This study also interviewed five Algebra teachers regarding their thoughts on effective Algebra teaching strategies. While no association was found regarding one teaching strategy being more effective than another strategy. What the study did uncover was the increase in the likelihood that students succeed in Algebra, the more their Algebra teacher used as many of the teaching strategies that was researched for this study.
The Implementation of Title IX: Leaving Women on Second Base
No full text88 leaves ; 28 cm."In 1982, the in an effort to maintain power and control the NCAA forced the AIAW to their knees, taking over the organization and literally forcing female coaches and administrators out of the picture. In 1981, the NCAA began working to reintroduce a female voice to the decision making table through the role of the Senior Woman Administrator. Since this action, the number of women in collegiate athletic administration has slowly been on the rise. However, women still represent only 35.8% of administrative jobs across of three divisions of NCAA member institutions. The purpose of this study is to identity the reality and the challenges still faced post Title IX by females working in NCAA collegiate athletic departments as it relates to daily obstacles and job advancement.
What are the retrospective reflections of biracial young adults on their high school experiences?
No full text50 leaves ; 28 cm.Biracial high school students face unique challenges in the area of identity development. Because biracial individuals do not fit neatly into a single racial category, they may struggle with fitting in, feeling accepted, and coming to an understanding of self. In addition, biracial individuals may suffer socially and academically because they struggle with the identity process and may not feel accepted by their peers and teachers. Reid and Henry (2000) explain that there is a huge need for research on biracial children in community settings, especially in classrooms and schools, and that in order to truly make changes in the classroom it is necessary to “infuse biracial issues throughout the total curriculum” (p. 571). The authors discuss the importance of teachers understanding of biracial students psychological, social, emotional, and cultural needs (Reid & Henry). In practice, however, many young students in the multiracial demographic feel unsupported in their academic environment (Townsend, Markus, & Bergsieker, 2009; Wardle, 1992). Often, the teachers of biracial students are unfamiliar with and underprepared for the psychological and cultural complexities facing biracial children (Wardle, 1992). Although many researchers attempt to offer solutions for the challenge of biracial identity, some of the solutions proposed are unrealistic and do not achieve the results they intend (Moss & Davis, 2008). Additionally, the challenges of biracial identity may be exacerbated by a phenomenon that often remains unrecognized—racial microaggression. This study maintains that biracial students need to be recognized and supported in the classroom. Further, it would be useful if school districts and administrators acknowledged biracial identity as a legitimate concern and implemented appropriate programs
The Misrepresentation of Asians in English-Language American Television Programming and its Potential Impact on Asian Youth
No full text54 leaves ; 28 cm.To substantiate the negative effects of minority stereotyping in the popular media, previous studies have established a connection between increased media use and lower self-esteem among Black and Latino students. The current study was conducted to examine whether this relationship exists among Asian students as well. Two surveys were administered to 50 Asian elementary school youth to measure their television viewing habits and self-esteem. While no association between overall television viewing and self-esteem was found, further analysis revealed a gender-based interaction: Greater television viewing was associated with lower self-esteem among boys, but higher self-esteem among girls. This finding may provide justification for further research to clarify the role of gender in influencing the relationship between media use and self-esteem among Asian students, as well as other students of color
Marie-Rose: She Who Believed in Tomorrow: The Story of the Foundress of the Sisters of the Holy Names of Jesus and Mary (Expanded Edition 2015)
No full text40 leaves; a brief history of Mother Marie-Rose, née Eulalie Durocher, and her life of service
