Wk_3 Reading

  

  Royalty photo from: http://www.inmagine.com/

Whether teaching students or training them on their very first job we as teachers, managers, parents, neighbors, and the like, should have a desire to enhance the success of all children: K-12, young adults in college, and those who are working and have dropped out of school. This publication discussed the “disproportionate share of potential high school dropouts” (Weingarten 2010). Weingarten described “six concrete steps” increased retention rates of students in high school. There was also a detailed discussion on collaborative labor-management relationships (2010) and several programs that function specifically to give aide to at-risk youth. One of these programs mentioned is located in Florida. I plan on contacting this center as a resource for my Action Research Project.

Weingarten’s focus seemed to be, making sure that all children have the opportunity to graduate from high school. Not only to graduate but to be equipped with all that is needed to prepare for life, college, and a career in this current economy.

Reference

Weingarten, R. (2010). Supporting at-risk high school students. American Teacher.

Retrieved on October 10, 2010 from BNET http://findarticles.com/p/articles/mi_qa5369/is_201003/ai_n53079858/?tag=content;col1

PowerPoint image used by Parette et.al (2008)

As the use of technology software programs, cell phones, electronics, bookreaders and more increases as tools for teaching emergent literacy skill so to must skills of the education professionals using the tools. This paper provided the suggestion to utilize Microsoft PowerPoint to develop the literacy skills of at-risk youth and those with developmental challenges. The primary focus was set with the elementary age group. The following fundamental elements of emergent literacy were suggested (Parette, Hourcade, Boeckmann, Blum 2008) areas of phonological awareness, alphabetic principles, comprehension, concepts about print, and vocabulary development.

Reference

Parette, H., Hourcade, J., Boeckmann, N., & Blum, C. (2008). Using microsoft® powerpoint™

to support emergent literacy skill development for young children at-risk or who have disabilities. Early Childhood Education Journal, 36(3), 233-239. doi:10.1007/s10643-008-0275-y.

Concept map by Elaine Scott: www.simpleDiagrams.com

Everyone one of us can remember that week of assignments that seemed impossible to finish by the class deadline. You are asked to write this document, make this movie, answer these questions, and read these chapters. You stay up late trying desperately to get that last assignment in by the 11:59pm deadline. You ask yourself if you will make? Well asking questions that deal with coursework, learning, and thinking is metacognition. In this study (Pierce 2004) three types of knowledge a student should posses was explained as: Declarative Knowledge, Procedural knowledge, and Conditional knowledge. These are discussed in detail along with comments of study strategies, monitoring problems, and motivation. Pierces theory was focused on realizing that the more aware a student is of their thought process the more control they may have over setting goals, their dispositions, and attention span (2004).

Reference

Pierce, W. (2004). Metacognition: study strategies, monitoring, and motivation. Retrieved

on October 8, 2010 from http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm

I thought this video on Metcognition was informative and interesting. I may have an idea now for my final video. Video found on You Tube: http://www.youtube.com/watch?v=xoKUcRwLCWA

 

Calculation Zweig (2003)

This review unfortunately agrees with journals of today that there is a severe limitation on the alternative approaches to youth at-risk. Zweig suggested reviewing the degree at which barriers or opportunities exist within alternative school environments. High stakes testing vs. zero-tolerance policies were compared, as well as, the benefits and risk associated. This article is dated 2003 and it is currently 2010 but there is evidence that a severe problem still permeates our society concerning at-risk youth and those with development challenges.

Reference

Zweig, J.  (2003, June). Vulnerable youth: Identifying their needs for alternative educational

settings.  The Urban Institute. Retrieved October 13, 2010, from http://urbaninstitute.org/UploadedPDF/410828_vulnerable_youth.pdf