General Carl Spaatz in World War II

The No Child Left Behind Act Of 2001 - 1403 Words

There were a fair number of interesting topics in this Political Science 2 class session of the Fall 2016 semester. A few that stood out to me, personally, were the topics of laissez-faire economics, separate-but-equal issues, and the viewpoints of the No Child Left Behind Act of 2001. From the tenth edition of the course book We the People, Texas Ed. by Benjamin Ginsberg and Unit 2 of the lecture; a policy developed by the efforts of the late philosopher and economist, Adam Smith, laissez-faire economics essentially means that the government should play a basal role in government. Also from the same book and in Unit 1 of the lecture; the topic of â€Å"separate-but-equal† was discussed. This notion dictates that African-Americans be treated equally by being allowed to exercise fundamental rights as human beings, but still must use separate facilities. This mandate came from the case now known as Plessy vs. Ferguson in which an African-American challenged the Jim Crow laws th at were set within the public transportation policy. And lastly, in the same fashion, from Unit 3 of the lecture; the act known as No Child Left Behind was also discussed in the class. The No Child Left Behind act mandated, by federal law, that new measures be taken place to hold elementary and secondary schools in all states accountable for student education and growth and must meet a certain requirement in order to receive federal financial assistance. But one must ask themselves; should a child’s futureShow MoreRelatedNo Child Left Behind Act Of 20011019 Words   |  5 PagesNo Child Left Behind- Is It Working Veolia White English 1302 Professor: Sandy Jordan February 27, 2015 The No Child Left Behind Act of 2001, signed into law by President Bush on Jan 8, 2002, was a reauthorization of the Elementary and Secondary Education act, which included Title 1, the government’s flagship aid program for disadvantage students. Many educators were excited about NCLB when it was first signed into law. Test scores were improving. The test scores of minority students have improvedRead MoreThe No Child Left Behind Act of 2001617 Words   |  3 PagesThe No Child Left Behind Act of 2001 was drafted and passed to inject a rigid standard-based education system in the United States. It was signed into law by President Bush, and represents a gross, unwarranted, and unsubstantiated encroachment of the federal government into education. According to the State of New Jersey Department of Education (2010), the No Child Left Behind Act contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965Read MoreThe No Child Left Behind Act 2001880 Words   |  4 PagesThe Intent of the No Child Left Behind Act 2001 The No Child Left Behind (NCLB) Act aim was to ensure all children receive fair and equal access to a high-quality education. It aims was to establish common standards that bridge the achievement gaps between students with disabilities, disadvantaged — high-and-low performing students and ethnic minority, and more advantaged students— non-minority students in reading, math, and science by the year 2014 (Angervil, 2015). It had a strong emphasis on statesRead MoreThe No Child Left Behind Act Of 20011452 Words   |  6 Pages I. Introduction As stated by the U.S Department of Education the No Child Left Behind Act of 2001 (NCLB) is the most recent iteration of the Elementary and Secondary Education Act of 1965 (ESEA), the major federal law authorizing federal spending on programs to support K-12 schooling. The act requires states to implement statewide accountability systems covering all public schools and students (Clarke 2003). These systems must be based on challenging state A former teacher, PresidentRead MoreThe No Child Left Behind Act Of 20012046 Words   |  9 PagesThe no Child left behind act of 2001 has had a major impact on students, teachers, and our culture as a whole. When the NCLB act was passed in Congress and signed into law by President Bush, it was so that we would have increased accountability for schools and teachers, improving test scores, and help schools get the support and backing of the federal government so that no more children would slip through the cracks of the educational system. The quality of education was a major issue in 2001 whichRead MoreThe No Child Left Behind Act Of 2001893 Words   |  4 PagesAssessment has drawn much attention, especially since the implementation of the No Child Left Behind Act of 2001 (NCLB) reauthorization of the Elementary and Secondary Education Act of 1965 (ESES). It is not that assessment is new to education but that the stakes of assessment has risen to a new level. It is apparent that testing is now viewed in a much different way by the public, schools and all stakeholders of schools than in the past. Over time, testing has developed roles of providing a gradeRead MoreThe No Child Left Behind Act Of 2001 ( Nclb )1227 Words   |  5 PagesThe No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government s flagship aid program for disadvantaged students. No Child Left behind was enacted with the in tent to become a government aid program for disadvantaged students, and eventually raise the general education standards for the United States. This act was created with the idea to â€Å"close the achievement gap withRead MoreThe No Child Left Behind Act Of 2001 ( Nclb )1007 Words   |  5 Pagesmost controversial law enacted by President George W. Bush is the No Child Left behind Act of 2001 (NCLB). This is a landmark educational reform designed to improve student achievement and drastically change the culture of American’s schools. In fact, President Bush describes the law as the â€Å"cornerstone of his administration.† Because children are our future, President Bush wanted to ensure our neediest children were not left behind. This paper will discuss pros, cons, and impact on students, teachersRead MoreNo Child Left Behind Act Of 2001 ( Esea )1101 Words   |  5 PagesEducation Act of 1965 (ESEA) as an extension of his â€Å"War on Poverty† plan. ESEA fu nded primary and secondary education, encouraged equal access to schooling, established lofty standards and accountability - all done with the intention of closing the achievement gap between students, especially the gap between those from impoverished backgrounds and those from the middle-class. Authorized again under President George W. Bush, the ESEA was given a new title, the â€Å"No Child Left Behind Act of 2001 (NCLB)Read More The No Child Left Behind act of 2001 Essay1973 Words   |  8 PagesThe No Child Left Behind act of 2001 Control of the public education system has been left to the State for most of the country’s history, it was not until the 1950’s that the federal government played a role in categorical programs, but the national government refrained from involvement in academics until the 90’s. Three days after taking up his position in office, George Bush announced his plan for the No Child Left Behind act (NCLB) which was a consolidated reform of the 1962 Elementary and Secondary

Self Concept Free Essays

The notion of self-concept was first introduced by Carl Rogers and Abraham Maslow—how people perceive themselves as pertaining to their capabilities, attitude, values, and uniqueness (Pastorin Doyle-Portillo, 2013). Subsequently, the establishment of Self-Perception Theory (i.e. We will write a custom essay sample on Self Concept or any similar topic only for you Order Now , individuals use their overt behavior to make inferences about or justify their inner feelings Bem,1972), paved a way for the emergence of several competing theories of self-perception in the area. Researchers have offered many models and ideas in relation to student’s perceptions of their age-related academic abilities and experiences. With regards to students’ academic learning, a wide range of concepts (e.g., self-efficacy, self-concept) are used to elucidate students’ self-perceptions of their performances associated with their academic achievement. Self-efficacy refers to domain-general self-concept which reveals student’s evaluation of his or her academic competence in different subjects (e.g., I am good at most school subjects); whereas self-concept refers to domain-specific self-concept which reflects student’s judgement of his her ability in a specific academic subject area, such as mathematics/ English (e.g., I am good at mathematics/English, Craven ; Marsh, 2008). However, in the present discussion, domain-specific academic self-concept is the center of discussion. In educational psychology, self-concept is conceptualized as an individuals’ general perceived ability and motivation to learn and stand out academically (Guay, Marsh, Boivin, 2003; Marsh et al., 2005). It also described the students’ subjective beliefs concerning their strengths and weaknesses in different school subjects as well (Wolff, Helm, et al., 2018). Shavelson et al. (1976) theorized that academic self-concept is multilayered, suggesting students may perhaps recognize competence for particular domains. That is, students’ self-concept could differ relative to specific subject domains, for instance, math self-concept could be defined as the students’ confidence that they can succeed in math, and verbal self-concept referred learners beliefs that they can excel in reading performance (Marsh ; Martin, 2011; Marsh ; Redmayne, 1994). In the present dissertation, borrowed from Marsh et al. (2005) academic self-concept refers to the student’s perceived academic competence to specific subjects (e.g., verbal or math). On the other hand, academic achievement literally refers to student’s level of competence, control, or self-confidence in a particular domain, and success in educational attainment is closely tied to academic self-concept (Schiefele, Schaffner, Mà ¶ller, ; Wigfield, 2012). Academic self-concept formation basically rooted in social comparisons, i.e., students use the achievement of relevant others (in school, usually their classmates) as a frame of reference to evaluate or judge their own achievement level (Seaton, Marsh, ; Craven, 2010). A plethora of literature has addressed the relationship between academic self-concept and achievement. Studies have been elucidated the substantial influence of academic self-concepts on achievement (Huang, 2011; Marsh et al., 2005; Valentine, DuBois, ; Cooper, 2004). For example, when students are self-confident in their achievement to be academically effective, their self-concept will impact their interest, making them happier about learning. At the point when children demonstrate premium or fervor for learning they will probably turn out to be internally motivated to learn, which will prompt them to push for objectives of scholastic magnificence (Frenzel, Pekrun, ; Goetz, 2007; Pinxten, Marsh, De Fraine, Van Den Noortgate, ; Van Damme, 2014; Rittmayer ; Beier, 2009). For teachers and parents, the establishment of a strong academic self-concept should be the first priority over the promotion of the longevity of academic achievement (Marsh et al., 2005). As the knowledge of students perceptions of their own academic competencies, feelings, and experiences are significant for their perceptions will impact how they in turn worth academics. And, students’ significance of academics will eventually decide how well or ineffectively they perform academically (Peterson Miller, 2004). To this end, the overall achievement motivation relations are highlighted; however, it is imperative to understand the complex developmental relationships between academic self-concept and achievement. Hence, in the upcoming sections of this dissertation, first, three major theoretical explanations (i.e., REM, I/EM, and RI/EM) between academic self-concept and achievement discussed with their empirical evidence. Second, relevant domain specific moderators (ethnic background and sex of students) that affect the relationships of academic self-concept and achievement would be addressed in different school subjects (verbal and math). Finally, the research gaps of the present thesis were identified to. Within Domain Developmental Relations Between Academic Self-Concept and Achievement Reciprocal effect model: The REM is a reconciliation of the two classical opposing â€Å"either or† views, that is, either earlier achievement determines later academic self-concept via social comparison process (skill development model) or prior academic self-concept determines subsequent achievement directly or via academic choice behavior, higher aspirations, effort, and investment (self-enhancement model). However, the REM merging the two models and claimed that earlier academic achievement affects later academic self-concept, and in the same vein, prior academic self-concept affects subsequent academic achievement (Marsh Craven, 2006). Abundant of studies reported the close relation between academic self-concept and achievement for primary education (e.g., Guay et al., 2003; Helmke Van Aken, G, 1995), for secondary school education (e.g., Marsh et al., 2005; Retelsdorf, Kà ¶ller, Mà ¶ller, 2014), for complete overview see (Huang, 2011; Marsh Martin, 2011; Valentine, DuBois, Cooper, 2004). Overall, studies reveal that the REMs find strong support when the corresponding academic self-concept and achievement is domain specific (e.g., math or verbal), and when educational progress is determined by grades and teachers feedback (Huang, 2011; Valentine et al., 2004). However, despite studies increasingly endorsing REM, the results concerning the direction, strength, and significance have been mixed. Apparently, although totally balanced academic self-concept and competence relations are desired, these are seldom found in the literature. In primary education, reciprocal relations were obtained inconsistently, especially for very young children (see, Chapman Tunmer, 1997; Skaalvik Valà ¥s, 1999), which could be partly attribute to the prematurity of children’s self-concept, as academic self-concept become more firmly established and stable with age (Chen et al., 2013). In secondary education, most individual studies have included only one of the indicators of achievement (i.e., mostly grade, and seldom test scores), and actually none have juxtaposed the two in relation to developmental perspective at a latent level using longitudinal data in a heterogeneous sample of secondary school students (Marsh et al., 2017; Sewasew, Schroeders, Schiefer, Weirich, ; Artelt, 2018). Overall, investigation of the REM with rigorous statistical analysis—particularly applied the current state of the art i.e., using item response theory for achievement measure and maintaining longitudinal and multi-group measurement invariance testing are barely found in the literature. Across Domain Developmental Relations Between Academic Self-Concept and Achievement Internal/External frame of reference: The development of academic self-concepts is grounded on a number of judgement procedures comparing a certain target with a certain standard (Wolff, Nagy, Helm, ; Mà ¶ller, 2018). For instance, the I/EM hypothesizes that students form their self-concept in an academic domain (e.g., math or verbal) by comparing their own achievement (target) concurrently to an external standard (e.g., the achievement of their classroom friends, social comparison, Festinger, 1954) along with to an internal standard (e.g., their own achievement in other domains, dimensional comparison, Mà ¶ller ; Marsh, 2013). Stating in a developmental perspective of I/EM assumptions, negative cross-domain effects between verbal/math achievement on contrasting subsequent academic self-concepts (internal frame of reference effects), and positive within-domain effects between verbal/math achievement and the corresponding subsequent self-concept (external frame of reference effects). In light of the most comprehensive meta-analysis (i.e., Mà ¶ller et al., 2009), integrated the results of 68 data sets with more than 125,000 participants providing strong evidence for the I/EM. Besides, concerning the achievement measures, the I/EM relations were found both when achievements (i.e., math and verbal) were measured with grades, and when this was done with standardized test results (Mà ¶ller et al., 2009; Wolff, Nagy, et al., 2018). Despite there has been growing support for predications based on the I/EM by many different methodological approaches: experimental studies (Mà ¶ller ; Kà ¶ller, 2001; Mà ¼ller-Kalthoff et al., 2017; Pohlmann ; Mà ¶ller, 2009; Wolff, Helm, et al., 2018), cross-sectional (Lohbeck ; Mà ¶ller, 2017; Marsh ; Hau, 2004; Pinxten et al., 2015), and longitudinal field studies (Chen et al., 2013; Mà ¶ller et al., 2011; Mà ¶ller, Zimmermann, ; Kà ¶ller, 2014; Niepel et al., 2014; Wolff et al., 2018). Moreover, the I/EM has been extended to different domains than math and verbal (Jansen, Schroeders, Là ¼dtke, ; Marsh, 2015; Mà ¶ller, Streblow, Pohlmann, ; Kà ¶ller, 2006). None withstanding this large body of research, with few exceptions (e.g., Wolff, Helm, et al., 2018) the I/E has rarely been examined in primary school longitudinally—predominantly ones that have also estimated the reciprocal relations of academic self-concept and achievement. Within and Across Domain Developmental Relations Between Academic Self-Concept and Achievement Reciprocal Internal/External Model: This model is the latest one, which unifies dimensional comparison (i.e., students compare their performance across two different domains, usually math and verbal), temporal comparison (i.e., students relate their current performance to prior performance in the same domain), and social comparison (i.e., students evaluate their performance in comparison to others). For example, students develop a higher academic self-concept if they judge their achievement superior in comparison (i.e., down comparison from a better-off target to a worse-off standard) with their classmates (social comparison, Festinger, 1954), with their prior achievement (temporal comparison, Albert, 1977), and with their achievement in other subjects (dimensional comparison, Mà ¶ller ; Marsh, 2013), and vice versa (Wolff et al., 2018). Integrating the I/EM and the REM complements the comparisons of each individual model and gives a full picture of the underlying processes (Marsh ; Kà ¶ller, 2004): the REM lacks the cross-domain perspective, while the I/EM disregards the developmental aspect and the self-enhancement effects. Remarkably, the RI/EM has only been tested with secondary school students in European countries. For German students, studies reported among others positive reciprocal effects of academic self-concept and achievement (grades) within a domain and negative effects of achievement on subsequent self-concepts across domains (see Mà ¶ller et al., 2011; Niepel et al., 2014). Similarly, Mà ¶ller et al. (2014) found positive longitudinal effects of achievement and self-concept within domains using grades and test-scores and negative effects of achievement on subsequent academic self-concept across domains. However, taking into account prior achievement the effects of academic self-concept on subsequent achievement across domains were near zero. In a sample of Taiwan students, Chen et al. (2013) longitudinally studied two cohorts of secondary school students and found reciprocal relations between math and Chinese. However, no negative cross-domain effects from prior achievement to subsequent academic self-concept were present. A latest longitudinal study with primary school students (Grade 4 and 5) in Germany (Wolff et al., 2018), replicated the typical pattern of I/EM results: strong positive paths from achievement (grades) to matching self-concepts (social comparison process) and moderate negative paths from achievement to non-matching self-concepts (dimensional comparison process). Moreover, in the longitudinal run, the authors found small positive effects from achievement to matching self-concepts (showing temporal evaluation processes within the subjects), and non-significant effects to non-matching self-concepts proved to be nonsignificant (signifying temporal comparison processes within the one domain do not affect self-concept formation in other domain). However, their study confined to grades as achievement measure, and the generalization of the RI/EM to test scores as achievement indicator is still pending in a primary school setting. Overall, a differing relation between academic self-concept and competence for primary and secondary school students is confirmed by a wide review of the literature. And, a number of reasons could be forwarded for these diverging results: a) different operationalization of academic achievement (grades vs. test-scores), b) the breadth of the definition of academic self-concept, for example, academic enjoyment and competence beliefs (Else-Quest, Hyde, ; Linn, 2010; Pinxten et al., 2014), as well as academic confidence (Else-Quest et al., 2010; Ganley ; Lubienski, 2016) as part of self-concept, c) different methodological approaches, that is linear regression with manifest indicators vs. latent variable modeling (Marsh et al., 2005; von Maurice, Dà ¶rfler, ; Artelt, 2014), d) the average ability level of the sample (e.g., academic track only, see also (Marsh et al., 2017), and e) design of the study, that is, cross sectional vs. longitudinal (Else-Quest et al., 2010; Marsh et al., 2005). 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Case Study Questions on eBay free essay sample

1. Contrast eBay’s original business model with its latest proposed business model. eBay’s original business model was to attract sellers to auction goods, products, and collectibles whether they’re brand new or pre owned. They relied heavily on the sellers to gain their income. Now, eBay’s business model has changed quite a bit. The majority of sellers are now big retailers selling out of season or overstocked products at a fixed price. Also, they rely heavily on paypal for revenue since you absolutely must have a paypal to purchase from eBay as all transactions go through them. A portion of the fees goes to eBay. 2. What are the problems that eBay is currently facing? How is eBay trying to solve these problems? A problem that eBay is currently facing is the continued growth of Bill Me Later (BML). It increases overall risk for the company putting downward pressure on stock price. We will write a custom essay sample on Case Study Questions on eBay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Expanding into loans is coupled with the risk of default and regulatory issues. One of eBay’s solutions is expanding the market place and mobile app technology. They have increased the marketplace by having diverse sections such as autos, electronics, clothing, etc. Also, eBay’s mobile app has received millions of downloads along with millions of listings. The more they list and sell, the higher the revenue. 3. Are the solutions eBay is seeking to implement good solutions? Why or why not? Are there any other solutions that eBay should consider? I don’t necessary believe that their solutions are good. Technically, they’re just forgoing the risk of BML by expanding areas where they can sell. What happens when they reach the ceiling of expansion? One solution that I would suggest is to getting rid of BML. Although they account for 14% of all sales, the risk is greater than their results. 4. Who are eBay’s top three competitors online, and how will eBay’s new strategy help it compete? Will eBay be providing a differentiated service to customer? The top three competitors are Amazon, Google Search, and craigslist. Their new strategy helps broaden their reach making them customers go to store to search for anything. Mobile app is also top notch as it has different apps for different goods such as fashion app, motors app, and even RedLaser checking app. I’m assuming eBay would provide differentiated service to customer as they probably have different reps for the different departments that they have.