Management high performance Essay Example | Topics and Well Written Essays - 500 words

Management high performance - Essay Example In autocratic leadership, the leaders possess total authority over their team (Rao, 2010). Other members of the team are incapacitated to air their views, even when such opinions may benefit the organizations. Most employees discredit this leadership form. As such, it leads to low work force turnover. However, it may be suitable in situations requiring quick decision-making processes. Autocratic leaders tend to be more formal than informal and more centralized. Democratic/participative leadership model incorporates other team members in their decision-making process; thought the final decision-making process is mandated to the leader (Rao, 2010). This capacitates the employees to make time-to-time suggestions to their leaders for various improvements. Such leaders tend to be more informal than formal and more decentralized. In the article, ‘Is Autocratic Leadership Relevant today?’ Rao critically examines Autocratic leadership over other leadership forms and its suitability in today’s environment (Rao, 2010). Rao argues that though this form of leadership is practical in fields such as the military, it may be impractical to incorporate it in today’s business environment, where employees call for incorporation in various decision-making processes and act as core partners, since they play a key role in the goal achievement of an organization. Additionally, Rao argues that in case a firm experiences challenges, the leader takes the sole responsibility. Rao also perceives Autocratic leadership to be marred with dissatisfied customers, and the recurrence of absenteeism within an organization (Walker, 2011). Autocratic leadership also creates a weak workforce, owing to the continued fear of the leader’s directives. Wrong decisions may lead to unprecedented losses, since employees only follow such directives without questioning (Daft, 2014). Choi’s article attempts to put forward the key differences of

Art21 Blog Post Essay Example | Topics and Well Written Essays - 250 words

Art21 Blog Post - Essay Example She uses her painting to educate others on gender and social, political condition in her country. She plots her work in advance and takes long in her paintings making sure that they are produced to perfection. She also includes different characters in her paintings based on materials and color. Viewers should learn various principles from her line of work. Foremost, she does not take advantage of her job to strive economically but instead has an emotional connection to her paintings. She takes her time while preparing paintings since there are hidden messages in her paintings. She also promotes American cultural history through her paintings on American folk-art traditions Viewers can easily recognize the artist due to her work. Information can be gathered from her painting where she has been featured in the power category of artists. She uses her work to provide knowledge and increase awareness to her viewers. She claims that one has to let the portraits come up automatically without forcing anything. Consequently, her work has been featured in various museums in the U.S providing her viewers with breathtaking scenes in her

Property and Mortgages Essay Example | Topics and Well Written Essays - 1000 words

Property and Mortgages - Essay Example The general rule is that the interest reverts to the borrower upon completion of refinancing the mortgage. The history of mortgages dates back to the seventeenth century. Throughout this period, doctrines of equity have been applied to protect mortgagors from mortgagees’ exploitations. Statutory regulations have however recently been formulated to ensure mortgagors’ protection. The courts have similarly joined the efforts. The scope of mortgages covers any venture in which land is used, and is offered on any interest on land as well as other properties other than land. This paper seeks to investigate the statement that ‘mortgages are a suppression of truth and a suggestion of falsehood,’ mortgage destroys our economy. The paper will explore the legal aspects of mortgages with the aim of supporting the statement. Difference between legal and equitable mortgages The major difference between equitable and legal mortgage is the level of formality that is involv ed on the process of creating the mortgage. A legal mortgage requires strict formalities that include a written contract. All terms of the mortgage agreement are stipulated and the document signed. Equitable mortgages on the other hand involve deposition of title to the subject estate without making formal commitments. Legal mortgages are executable within the strict interpretation of the law of property act (1925) and must be under deed. This means that the mortgage binds any interest in the land, both original and transferred. An equitable mortgage is however informal and do not bind a purchaser in good faith who takes the property for value without the knowledge of existence of the mortgage (Slorash and Ellis, 2007, 121). Another difference between a legal mortgage and an equitable mortgage is the transferability of interest in the subject land. While property in the piece of land is transferred to the mortgagee under a legal mortgage, only possession passes in an equitable mortg age and the mortgagee has to seek judicial intervention for transfer of property in the land in case of a defaulted refinancing (Sharma, 2010, 212). Rights of the mortgagee The mortgage agreement creates a number of rights to the mortgagee. The first right that a mortgagee acquires is the right over â€Å"the promise to pay† (Williams, 2011, 90). This right is enforceable against the mortgagee or any subsequent owner of the land subject to the law of property act (2007) and the interpretation of the case of Nefson Diocesan trust board v Hamilton [1926] NZLR 342. The mortgagee also has a right to foreclosure and to gain possession of the land if the mortgagor defaults in payments after a notice after a notice (Williams, 2011, 92). There is also the right to put the piece of land under receivership or even to sell the property as was held in the case of Alliance &Leicester plc v Slayford [2000] EGCS 113. The same case provides legal ground for suit against the mortgagor’ s covenant (Pawlowski and Brown, 2002, 177). Rights of the mortgagor The mortgagor’s rights include the right to redeem the mortgage subject to the terms of the mortgage agreement as was illustrated in the case of Jones v Morgan (2001) (Dixon, 2011, 380). The redemption right can be enforced equitably or legally. Further, the mortgagor is entitled to right of possession, inspection of property and accession rights (Mau, 2010, p. 86- 88). Safeguards for borrowers Mortgagors are bound by the lending terms of their agreements that are enforceable under statutory laws. The doctrines of equity supplements statutory regulations to protect borrowers from exploitation. Mortgagor’s right of redemption is for instance absolute irrespective of the delayed

Health and Social Care Essay Example for Free

Health and Social Care Essay Government: (National)- Greenwich Council (Locally) World Heritage Site (Internally). The National Maritime Museum set target by the government to meet the needs and to attract different types of customer all over the world and also to provide better facilities such as providing wheel chair for disabled people. Sponsors: one of the sponsors is PO they want quality exhibits, which means they could have good publicity which lead to better public image. Researchers- Researchers produce different types of research from over the world and encourage the museum to improve on their exhibits. Suppliers: who supply food and other products and the supplier expect good pay at the right time. Owners of Exhibits: The owner of exhibits wants security on their collections of picture or etc and a good feedback from the museum. Customers: The customer wants good Customer Service, helpfulness staff and to provide better facilities for special needs. Staff: The staff should be motivated, which then will lead to good sales and profit. The staff will have an experience working with different types of customers. Friends ([emailprotected]): Friends of the National Maritime Museum actively support the largest Maritime Museum in the world. The friends mission is to support the work of the National Maritime Museum, the Royal Observatory and the Queens House by. In 1997/1998 the Maritime Museum had 50% of people visited the museum, but in 1998/1999 the Maritime Museum had 54%, which means the visitor number has increased by 4%. In 1999/00 the museum had 52% but by 2000/01 it has decreased by 3%. By 2001/02 the museum visitors has gone up by 10%. This table shows the predicted target market. The age group of 18-24, In 1997/98 they were 10% of Visitors and in 2001/02 it was 7% which means it has decreased by 3 % since 1997/1998. In 1997/98 they were 18% of visitors visited who are aged from 25-34 and in 2001/02 it was 19%, which means it has gone up by 1% since 1997/98. Although it was a change in 1998/99, because the number of visitors who are aged 25-34 has increased by 4% since1997/98. The age group 35-44, in 1997/98 it was 23% and in 2001/02 it was 23% which means they have been no change but in 1999/00 the percentage went up suddenly they have decrease since 2000/02. In 1997/98 it was 24% but in 1998/99 the percentage went down by 2%. From 1999/01 they have been no change of percentage of visitors arriving but in 2001/02 the percentage has decreased by 1% since 2000/01. The age group of 55-64, in 1997/98 it was 15% but the figure went down until 1999/00. However the figure went up in 2000/02. In 1997/98 it was 10% of visitors who are aged 65+ but the percentage stayed same until 1999. Although the percentage starts to rise slowly in 2000 by 2001 the percentage has gone up by 2%. This table shows the predicted income. In 1997/98 it was 37% visitors visited who were A/B Income earners, but by 2001/02 it has increased by 47%. The C1 Income earners visited the museum in 1997/98 was 46% and in 2001/02 it has decreased by 35%, but also the percentage did rise in 1999/00. In 1997/98 it was 12% who were C2 income earners, but in 2001/02 it has decreased by 9%, however the figure did rise in 1999/00. the D/E Income earners visited the museum in 1997/98 was 5% but in 2001/02 it has gone up by 9%, but there was steady change in 1998/2000. Overall it show that in 1997/98 it was most likely that C1 Income earners visited the Museum but by 2001/02 it has changed because A/B Income earners are likely to visit the museum * Predicted staffing needs This table shows the staffing levels. The visitors were very satisfied with the exhibition display in 1997/98 but the visitors were very satisfied in 2001/02 because it has gone up by 4%. There were only 2% of visitors not satisfied with the exhibition display in 1997/98 but it went down by 1%. In 1997/98, 50% of visitors were satisfied with the staff but in 2001/02 the percentage has increased by 14%. They were no satisfaction in 1997/98 or in 2001/02. This is an evaluation on customer service at Maritime Museum. I will be evaluating the service provided by the museum when I went for the visit. I enjoyed my trip to the Maritime Museum and it has helped with my assignment on customer service and also they provided information, which will help my coursework. The service provided by the National Maritime Museum was excellent and the staffs were motivated to their work. I had great greetings when I visited the museum and I was provided information on the exhibits, when I didnt know. E. g. when I visited one of the history section I didnt know about Nelson so the staff took his time to explain for us, so I thought that was good customer service. The lecture from the staff was good because they took their time on providing information, which I thought it was a good customer service. The purpose of this letter is to express to you my apologies for any inconvenience you may have experienced on the 27th of March 2006 due to standards of service you experienced in our restaurant. I have taken my time to investigate your case and the possible reason I could give you is that my staff didnt have record of your booking and so you had to wait for 45 minutes to be seated because the restaurant was full. We are terribly sorry if you were embarrassed by our service. During the 45 minutes the manager sat you at the bar and gave your party free drinks. As soon as the table were clear, the staff sat you down in two different tables and meanwhile we were preparing vegetarian food. I have come up with a solution to solve these problems. I will be talking to my staff about the record of booking. I will also have word with the waitress and provide better training on dealing with customers. I will make sure the systems work correctly. For the Disappointment service you had received by our restaurant we will provide you a free meal and better service from our restaurant. Once again I am terribly sorry for the service provided by our restaurant

The world urban slum population

The world urban slum population Introduction In recent years, the worlds urban poverty growing than before, social problems also lead to further highlight. With the deepening of urban poverty, it has become unsafe hidden in social and economic life. The urban poor people have many problems not to be effectively solved; they are unemployment, social security, distribution system, social equity and social development and so on. Since the middle 20th century, along with the accelerated process of urbanization and urban population density increased, the worlds urban population increased from 30% to now about 50%, this figure will be close to 60% to 2030. The population increased has brought a significant increase in the urban poor and slum issues become increasingly prominent. Currently, nearly 10 million people in worldwide are living in urban slums. And according to the World Health Organization (WHO, 2006) more than 13 million deaths annually are due to preventable environmental causes. Among them, the most populous slum in Asia , this figure represents the worlds urban slum population of more than half of the total. In the globalization process led to poverty and social inequality, in 2030 urban slum population will grow to about 2 billion. Slums represent the worst city in the current poverty and inequality, its emergence and existence of many factors. Among them, the war and the regional situation of unrest led to a significant increase in refugees, migrants quickly to urban migration, urban poverty and inequality were increased, living without protect, these are all the causes of slums. So this report will discuss different solutions to poverty in urban areas. Firstly the author describes the causes and effect, and then the report will talk about problems and how to solute these problems. The author will use reading much information from books, journals and internet to collect data, What means of urban poverty? Urban poverty generally refers to individuals or families to rely on labor income and other legitimate income could not sustain their basic needs for survival in urban areas. 1. Cause and effect 1.1 causes Uneven distribution of urban poverty groups lead to the existence and rapid expansion of the important factors. With urban poor groups, unemployment, social security, distribution system, social equity are all problems in social development and these problems did not been effectively resolved and sufficient attention. With the passage of time and social gap between rich and poor growing, global cities in the number of poor people from poverty being gradually towards the long-term poverty, social poverty in the formation of a large group. 1.2 effects In modern society, the fastest growing community is slums, slums are growing center of crime and violence, in terms of climate change, urban poverty is one of the largest sources of pollution, in this global village, someone elses poverty very soon become their own problems: lack of market products, illegal immigration, pollution, AIDS, other diseases, insecurity, crime, religious fanaticism, terrorism. People can no longer ignore the plight of slum dwellers. If people ignore these problems, it may be a serious social exclusion, with the attendant threat to peace and security, this is the adverse effects. 2. Problems 2.1 Refugees and migrant populations have high rates of poverty. 2.2 Poor living conditions. Slums are usually the worst health conditions in urban areas, and even waste materials pile up land (including industrial toxic waste), groups living in slums, often suffering from various diseases caused by pollution, slum women and their children the biggest victims of these problems. The streets are dirty, some times many people have to share one toilet. The dirty condition may cause diseases and especially for children, they are easier to get ill (Practical Action, 2008). 2.3 Basic life, health and employment are not protected. One of the main urban underemployment in recent years, some countries and regions due to growing poverty and political instability and war continued, leading to a large number of refugees fleeing their homes to escape war and poverty and to change part of a influx of relatively well-developed and there is no war in the city. 2.4 Urban poverty increased and serious underemployments lead to all kinds of crime. Modern society, the work requires not only the employed have a higher level of scientific and cultural knowledge, while the extensive application of science and technology result in decreased employment. Thus, many cities people who are low education and older age were significantly reduced employment opportunities, making the city are suffering from the rapid expansion of vulnerable groups, vulnerable groups in cities grow crimes, including violent crime is more prominent. 2.5 Urban poor and disadvantaged groups live in the bottom of society, social status is low and even some of the extreme poor people have not basic social security benefits. 3. Solutions 3.1 Through legislation to clear the main responsibility of the parties to the social security. Through the legislature to develop the appropriate social security laws and regulations, they clearly defined responsibilities of the principal parties to the social security. 3.2 Establish effective social security system. Related departments need to further improve the urban minimum living security system. Workers not only should have a minimum wage, but also establish an effective system of Family Planning survey, the conditions to help the inhabitants of current income and family status of assets and other income combined, clear procedures for poor residents to apply for assistance, protect the rights of poor residents. 3.3 The establishment of urban public housing policy as soon as possible. Poor living conditions for the poor, the Government should build public housing, to help poor people improve their living conditions. Currently low-rent housing policy introduced in some cities and their integration into the social assistance system. The system should be firmly follow the fair, the principle of open, unified per capita housing area, and ensure that housing conditions were extremely difficult for low-income residents have access to limited housing support. 3.4 The establishment of poor medical assistance policy. The health care of poor people is an increasingly prominent social problems, disease caused poor people worsened the living conditions and even fall into despair. Therefore, people need to establish a poverty-oriented medical assistance system, the system helps relieve the pressure on poor peoples lives, it is also social development and progress and an important part of social equity. Of course, this system reduces the medical burden of the poor people, but not free. 3.5 Improve peoples education level, because of financial or personal problems, lots of young people have no chance to gain better education. Consequently, with the purpose of guarantee citizens security, related organizations can help some poor students to entry universities and give them more opportunities. For instance, the organizations can provide funding to students, or build a committee to collect funds from society; they can also consulate with universities to reduce the tuition fee or provide jobs to students. From these solutions, it is not only benefit for students, but also for whole education system. 3.6 Try to change the appalling living conditions; people should not dispose sewage in anywhere. People should reduce garbage and collect all rubbish to a special place, please do not thrown away or burning rubbish. People can create a good living space. 3.7 Urban poverty lead to all kinds of crime, the best ways to solute this problem, maybe community help poor people to study different kinds of vocational education and improve the quality of the poor people; they also can improve basic education policy and try to make more people to go to school; society can strengthen ethics and law education so that people understand not to do illegal things; community can establish a social security system, it maybe eliminate the poor peoples worried, and they also need to strengthen external management of the domicile population. Conclusion In conclusion, this report talk about urban poverty and it impacts our world in different aspects, there are many problems, and people need to give the suggestions to solute these problems. Overall, poverty is a serious instability factors, because this is a very difficult question, we need more concerned about this problem so that more people and community groups aware of the seriousness, to get more help, the agency can try to solve the problem within the maximum range. Reference E. Moreno (2003) Slums of the World: The face of urban poverty in the new millennium? Giusti de Perez, R. Perez, R. (2008) Analyzing Urban Poverty: GIS for the Developing World. http://gis.esri.com/esripress/shared/images/139/URBAN_ch01.pdf Masika, R., de Haan, A. Baden, S. (1997) Urbanization and urban poverty: a gender analysis. BRIDGE, Report No 54. http://www.bridge.ids.ac.uk/reports/re54.pdf Perlman, J., Hopkins, E. Jonsson, A. (1998) Urban solutions at the poverty/environment intersection. http://www.megacitiesproject.org/publications_pdf_mcp01solutions.pdf Practical Action (2008) Urban Poverty. http://practicalaction.org/shelter/urbanpoverty_background S. Li (2007) Unemployment, Inequality and Poverty in Urban China Taylor Francis; 1 edition

Reading Intervention Programme

Reading Intervention Programme Effects of an Out-of-school Intervention Program on Reading Ability and Attitude in Low-achieving First-grade Students Abstract This study, conducted at *****, proposes instituting a before- or after-school program to address the needs of struggling first-grader readers. Biweekly intervention sessions, lasting 30 minutes each, will take place from early September through May. Using individualized instruction targeting deficiencies in individual student skills and a balanced literacy approach, data will be collected to determine the effectiveness of the program and student attitudes about reading. Parent attitudes and participation in their children’s learning will also be explored. Data will then be compared to the average gains made by typical first-grade students. I anticipate these sessions will have a positive effect on student learning and attitudes, and that participants will make slightly greater gains than typical first graders. Introduction Background/School Information In the fall of 2008, I will begin my third year as a first-grade teacher at ******. According to the 2007 School Report Card (2007), the **** student population includes 335 students in kindergarten through fifth grade. It is a diverse school (51.9% White, 2.1% African American, 34.0% Hispanic, and 11.9% Asian/Pacific Islander). 17.6% of students are from low-income families and 21.2% have limited English skills. The average size of my class over the past two years has been 25 students, with over half (14 last year) speaking a second language (including Italian, Polish, Serbian, Spanish, Tagal, and Urdu) at home. Some parents refuse bilingual or ELL services in favor of a regular classroom placement. Students begin the year at many different literacy levels. The majority of students make excellent progress with the current literacy program (Harcourt Trophies). While most of the students who attend kindergarten in our district have mastered their letter names and successfully integrat e their phonemic awareness skills with phonics instruction, there are a few students each year that struggle with these skills and have not mastered our basic kindergarten sight words. Often students who come from other school districts are even further behind. Some parents of these students have admitted to spending little or no time reading with them at home, either because the child is reluctant to work with the parent, lack of time, or because their own literacy skills may be lacking. My Philosophy/Past Efforts I believe it is my responsibility to ensure that every student learns the necessary skills to become a successful reader and to develop a love of reading. I also assume that every student will learn if expectations are high. I believe in using a balanced approach to literacy instruction (Tompkins, 2003), using phonemic awareness, phonics, and literacy instruction which incorporates both reading (shared and independent) and writing. In searching for a way to reach struggling students and help them improve their emerging reading skills, I began a biweekly guided reading group during lunch during the 2006-07 school year for four struggling students. The students were tested using AIMSweb ® and made considerable improvement between January when the program was implemented and the end of the year. One student’s reading fluency increased from ten to 33 wpm, an increase of 330% in four months. Although the lunch hour was a convenient time to work with the students, it was difficult to ensure they were focusing on the lesson and finishing their meals at the same time. I have considered the advantages and disadvantages of working with them either before or after school. While an after-school program will afford more structured time to better meet their needs, a before-school program might ensure better attendance (***, personal communication, July 7, 2008). **** has offered both a before-school remediation program with fourth graders and an after-school book club with second graders, noted that students seemed more focused in morning sessions (*****, personal communication, July 14, 2008). Before implementation, I will survey parents to determine which format best suits their schedule. Role of the Researcher As an active participant and researcher in this study, I will be working directly with four to six of my lowest-achieving first-grade students. Individual student needs will be targeted through word activities, shared reading, independent reading, guided reading, and writing activities. Area of Focus The purpose of this study is to describe the effects of a biweekly out-of-school intervention and guided reading program on reading ability and student attitude about reading in low-achieving first-grade students. Research Questions My focus question is: How will implementing an out-of-school intervention and guided reading program affect reading ability and student attitude about reading in low-achieving first-grade students? I plan on implementing this program at the beginning of the 2008-09 school year and continuing it through the end of May. I hope to answer the following questions through this action research project: How will biweekly out-of-school intervention and guided reading sessions affect reading fluency? How will these sessions affect student reading comprehension? What effect will this program have on student attitudes about reading and school in general? What effect will these sessions have on student writing ability? What effect will this program have on parent attitudes about their child’s reading ability and education in general? Will parent involvement in working with their children be affected by their participation in the program? Key Terms AIMSweb ® – â€Å"a scientifically based, formative assessment system that informs the teaching and learning process by providing continuous student performance data and reporting improvement to parents, teachers, and administrators to enable evidence-based evaluation and data-driven instruction† (AIMSweb ® Organization Website, n.d.). Analytical Reading Inventory (ARI) – â€Å"The ARI is an individually-administered assessment conducted during a one-on-one reading conference. It is administered periodically to students in grades 4-8. Results are used to determine a student’s instructional reading level, guide teachers in planning classroom instruction, identify appropriate supports and interventions, and document progress over time.† (â€Å"Student Testing,† n.d.) Differentiate – â€Å"To use differentiated instruction – an approach to teaching essential content in ways that address the varied learning needs of students with the goal of maximizing the possibilities of each learner† (ASCD Website, n.d.). Fluency – â€Å"Reading smoothly, quickly, and with expression† (Tompkins, 2003, p. 397). Grapheme – â€Å"A written representation of a sound using one or more letters† (Tompkins, 2003, p. 398). Phoneme – â€Å"A sound; it is represented in print with slashes (e.g., /s/ and /th/)† (Tompkins, 2003, p. 399). Phonemic awareness – â€Å"The ability to manipulate the sounds in words orally† (Tompkins, 2003, p. 399). Phonics – â€Å"Instruction about phoneme-grapheme correspondences and spelling rules† (Tompkins, 2003, p. 399). Running Records – While observing individual children as they read aloud, â€Å"teachers calculate the percentage of words the child reads correctly and then analyzes the miscues or errors† (Tompkins, 2003, p. 386). Effects of an Out-of-school Intervention Program on Reading Ability and Attitude in Low-achieving First-grade Students Literature Review Introduction Students today enter school at very different developmental and readiness levels. First grade is a year of exciting growth, presenting new challenges for developing children – from the all-day format to learning how to read. While many students adapt to the all-day schedule and flourish in the first-grade classroom, some are not able to keep up, slowly falling further and further behind their classmates. Teachers often struggle to differentiate instruction to meet the diverse needs of their students. They also look for ways to ensure that every student is functioning at or above grade level, particularly since the No Child Left Behind Act (NCLB) was enacted in January, 2001 (Huncosky, 2004). Because time is limited during the school day and class sizes are often large, many teachers turn to after-school hours to remediate instruction for their struggling students (Brown, 2008; Davis-Allen, 2008; Huncosky; Little Hines, 2006; Saddler Staulters, 2008). Their studies show varied results in gains among the lowest-achieving students. What is a struggling student? Davis-Allen (2008) uses the term â€Å"at-risk,† describing these students as â€Å"strangers to the behaviors and values of the middle-class (as cited in Davis-Allen, 2008). Students were asked to participate in her study because of prior substandard academic achievement (Davis-Allen). To meet Huncosky’s (2004) criteria, students were functioning below grade level in reading or failing to turn in homework. Reading Recovery uses an assortment of tests given at the onset of first grade to target the lowest-achieving students for their 12-20 week program (MacKenzie, 2001). In simpler terms, struggling students are those who, academically, are not performing at grade level. As I begin my third year teaching first grade at Wesley School in Addison, Illinois, and as I reflect on ways to improve learning for all my students, I have found that the majority of my students have been well-prepared for first grade, with a strong background in phonemic awareness and a firm grasp of phonics. They already understand the grapheme-phoneme connection and are ready to begin putting letters and sounds together to make words. Even those who may be a little behind their classmates developmentally catch up quickly and are usually reading at grade level by the middle of the year. Unfortunately, each year I have had three or four students that slowly lose ground, either because they lack a solid background in literacy, have difficulty attending to the daily lessons, or have potential learning disabilities which have not yet been diagnosed. As the work gets progressively more difficult, these students struggle with the district’s literacy curriculum. The second grade teachers report that these low-achieving students sometimes continue to struggle throughout second grade (C. Walters, personal communication, July 14, 2008). This led me to wonder if we were to target the lowest students right from the beginning of the year, would this lead to better outcomes for them in first grade and beyond? According to C. Wartman (personal communication, July 7, 2008), principal at Wesley School, we often take a wait-and-see approach in first grade. As stated earlier, many low students are successful with the curriculum as we differentiate to their needs in the typical classroom; thus, the wait-and-see approach works for them. But for those few who quickly fall behind, the wait-and-see approach is not acceptable. My goal through my action research project is to find a way to reach these students before they fall too far behind their peers. These past two years I have had the assistance of a reading aide for 2-1/2 hours per week. At the beginning of the 2006-07 year, she led extra guided reading sessions with all of my students through a push-in model. It quickly became clear that four students needed extra remediation; therefore, she began pulling them out three times a week. This offered several disadvantages, the most significant being they missed valuable classroom instruction and may have felt disconnected from their classmates. How, then, might I find a way to fill in the gaps in their education without taking them out of the classroom for remediation? My first thought was to institute an out-of-school program. Relevant Literature Very little research is available on out-of-school programs for first graders. Perhaps this is because it is already a great adjustment for them to be in school all day, and it may be difficult for them to add an extra half hour or more to their already demanding schedule (C. Wartman, personal communication, July 7, 2008). Parents may not be available, particularly those who work, to drop their children off early or pick them up after the school bus has already departed (C. Wartman). A study by Huncosky (2004) addressed at-risk students in first through third grades through a ten-week, biweekly, after-school reading and math program (Huncosky). Students were selected for this program either because they were below grade level in reading achievement or because they failed to complete homework (Huncosky). One teacher who worked with students in this program commented, â€Å"It is not a program to narrow the huge gap. It’s a program to help kids who are ready to be helped† (Huncosky, p. 14). Other teachers believed that the students accepted in the program should be able to work well on their own and in small groups (Huncosky). Most low-achieving first graders, because they are not yet able to work independently, do not meet these criteria. Huncosky (2004) did not include a pre- or post-assessment, instead relying on teacher questionnaires to evaluate the effects of the program. The literacy activities used varied from teacher to teacher, and she does not state whether or not efforts were made to address the needs of individual students (Huncosky). The focus of the study was on student attitudes about reading, rather than on assessing their performance (Huncosky). Qualitative data (teacher questionnaire addressing reading gains) of the survey showed mixed responses as to improvement in reading ability in these students. With a teacher-to-student ratio of 8:1 and inconsistent teaching approaches, this format would not work well with struggling first-g rade students. This study indicates a need for structure and consistency in instruction, lessons which address specific skills in which individual students are deficient, and small teacher-to-student ratios in order to meet the needs of low-achieving first-grade students. Reading Partners I reviewed literature on two programs that include one-on-one instruction with elementary students. The first program, Reading Partners, used trained tutors (master’s degree students) who implemented consistent interventions with at-risk fourth grade readers in an inner-city elementary school. The tutors were trained to: â€Å"(a) review past material; (b) introduce or extend a strategy; (c) read a new selection; (d) engage in related writing; and (e) provide a related, supplemental activity to extend or enrich the learning† (Saddler et al., 2008, p. 204). Sessions were held twice a week and were 60 minutes long. An Analytical Reading Inventory (ARI) (cited by Saddler et al., 2008, p. 205) and interest inventories were used to assess student reading and comprehension ability and to form bonds between the tutors and tutees (Saddler et al.). The average participant gained at least one grade level in reading, along with other intangible benefits, such as a more positive attitude and interest in reading (Saddler et al.). Reading Recovery Another very successful program that addresses struggling first graders is Reading Recovery. According to their website, â€Å"Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders† (â€Å"Reading Recovery,† n.d.). The program targets the four lowest first-grade readers for daily half-hour one-on-one sessions with teachers trained in the Reading Recovery program format (â€Å"Reading Recovery†). Once a student is reading at grade level (after an average of 12-20 weeks), he/she graduates from the program and becomes part of a literacy booster group (MacKenzie, 2001). The Reading Recovery organization reports that 75% of struggling readers are reading at grade level after completion of the program, while the remaining 25% are recommended for further evaluation and remediation (â€Å"Reading Recovery†). Both the Reading Partner and Reading Recovery programs reinforce the positive academic benefits of one-on-one and small group lessons to assist low-achieving students to make and maintain gains in their literacy development. It also demonstrates the need for continued small-group reinforcement once students are working at grade level. Students with High Reading Potential Next, I turned to literature to find out what other types of programs are being offered and which are the most successful. Little and Hines (2006) studied the effects of a 12-week, biweekly, after-school reading program on students in third through sixth grade. The study targeted students with â€Å"high reading potential† (Little et al., 2006, p. 11), offering book talks, read-alouds, and supported independent reading, followed by choices of literacy activities. As part of the 90-minute sessions, students were encouraged to read books independently that would be challenging and of interest to them (Little et al.). The goals of the program were to build reading fluency and to make reading more pleasurable (Little et al.). Although the study showed varied results, students in third and fifth grade made above average weekly gains in reading fluency compared to a national sample (Little et al.). One sixth grade student with a â€Å"negative attitude† (Little et al., p. 29) had a 40-point decline between pre- and post-test scores, which adversely affected the average scores of the 15 sixth-grade students in the study (Little et al.). This study demonstrated the benefits of teacher read-alouds, self-selected independent reading, and varied literacy activities. It also indicated a positive correlation between students in an after-school program who read books at their instructional level and weekly reading fluency gains. 21st Century Community Learning Center Initiative Brown (2008) studied a 21st Century Community Learning Center Initiative (CCLC) after-school program over three years, following the progress of 20 at-risk students from second through fourth grade in rural Georgia. She discusses the many benefits of a structured after-school program, such as improved attendance rates, attitude, homework completion, social skills, and student aspirations (as cited in Brown, 2008). Brown used yearly Criterion-Referenced Competency Test (CRCT) reading scores to assess student progress. The students’ scores improved between second and third grade (+1.85 points), but decreased between third and fourth (-23.85 points) for an overall decrease of 22 points. Report card grades in reading also decreased 2.9 points between second and fourth grades. While this may, on the surface, seem discouraging, these students outperformed the average student at the school, whose CRCT scores decreased 34 points over this same period. With no control group, we cannot ascertain how these students compare to similar at-risk students who did not participate in the after-school program. Because program participants outperformed the average student, I believe the program was successful for these students, and it demonstrates the benefits of out-of-school remediation for at-risk primary students. After-school Programs and NCLB In 2003, the U.S. Congress, seeing a need for quality after-school programs to ensure that every child is successful, set aside $993.5 million for after-school programs as part of the NCLB Act (as cited in Brown, 2008; Davis-Allen, 2008). Recent literature shows mixed reviews of the effectiveness of these programs. One reason for this may be that many of the studies do not have a control group; thus, it becomes difficult to determine whether after-school programs are truly effective. Many students, despite enrollment in after-school programs, are still achieving below grade level, but without these programs, they may possibly have fallen even further behind. Because the students have made greater gains than the norm in most of these studies, I believe they demonstrate that extra remediation sessions, particularly those that target specific deficiencies in individual students and include one-on-one and small group remediation, are effective in achieving success for struggling students . Conclusion The review of existing literature has led to some important components I will include to remediate instruction to my struggling first-grade students. To ensure optimum attendance, I will first survey parents to find a before- or after-school time that will fit their weekly schedule. Through pre-assessment and teacher observations, instruction will be targeted to individual student needs. At the beginning of the year, we will work on phonemic awareness, phonics, and sight words to address deficiencies in student reading readiness. Future sessions will follow a consistent schedule, including word work in targeted areas, teacher read-alouds, independent reading, guided reading, and writing. Guided reading at student instructional levels will be conducted in small groups of four or fewer students. Time will be spent each session working one-on-one with students or having the students read one-on-one with me, in order to assess their individual needs. This one-on-one time will also be use d to assess student progress through running records, AIMSweb ® testing, and/or reading inventories. In order to incorporate these strategies, the biweekly sessions will be limited to four students with each period lasting 30 minutes. If necessary, a third weekly session may be added to meet the needs of these emerging readers. I will track their progress and make adjustments to the curriculum depending on student progress. Parent involvement is a major component in student learning outcomes, particularly in struggling students where an â€Å"extra boost makes all the difference in the world† (H. Byers, personal communication, July 14, 2008). To encourage their participation, I will use parent surveys and home reading logs to determine and track parent involvement in working with their children. Data Collection Methodology 1. My reading aide will administer AIMS Web tests biweekly to assess student progress in fluency. This will serve as an objective assessment (quantitative data) of whether my intervention program is successful and will be one method of tracking student progress. 2. I will also assess using running records once or twice a month. Since I will administer these assessments myself, they will give me a good indication of what areas to target in our before-school sessions. I will use the results (quantitative data) to track student progress and adjust instruction. 3. During one-on-one and small group guided reading time, I will use a checklist (and take notes) to determine if students are able to read with expression. This will be a third indicator (quantitative and qualitative data) of reading progress to document in my study. 4. I will collect data on individual student reading comprehension using three methods: 4a. The weekly end-of-story tests (quantitative) will be an immediate indicator of whether students are able to read using recently-taught skills and comprehend what they are reading. The ability to write an answer the open-ended question at the end of the test will also be used to assess student progress (qualitative data). 4b. Once students develop basic reading skills, I will assess each student using a reading inventory – either the John’s Basic Reading Inventory (BRI) or a Qualitative Reading Inventory (QRI) to target areas that need remediation. This will be used on an as-needed basis, depending on student progress. It will also be used to track the success of the remediation program (quantitative and qualitative data). 4c. The third comprehension assessment will be in the form of unfamiliar reading passages, followed by a series of questions. These will most likely be introduced during the second half of the year, and will provide quantitative data to assess student comprehension by recording the number of correct answers. 5. I will also use several surveys to assess student and parent attitudes. These surveys will include closed- and open-ended questions and will be given at the beginning and end of the year to determine if participation in the program has changed student/parentattitudes, interest, and motivation to read. 6. I will use teacher observations (in the form of a Likert scale) to assess student attitudes, interest, and motivation in reading. 6. Another survey will be used to assess parent involvement in literacy activities with their children. By using pre- and post-survey data, I will discover if parent involvement is affected by student participation in my remediation program. Call for Action References 2007 School Report Card (2007). Retrieved July 7, 2008 from http://www.asd4.org/docs/srcards/Wesley.pdf. AIMSweb ® Website (n.d.). Retrieved July 16, 2008 from http://www.aimsweb.com. Association for Supervision and Curriculum Development ASCD Website (n.d.) Retrieved July 16, 2008 from http://www.ascd.org/portal/site/ascd/menuitem.3adeebc6736780dddeb3ffdb62108a0c/. Brown, G. D. (2008). An analysis of an after-school program in a small, rural elementary school in Georgia. (Ph.D., Capella University, Minneapolis, MN). Retrieved July 5, 2008, from Dissertations Theses: Full Text database. (Publication No. AAT 3297914). Davis-Allen, Y. R. (2008). Impacts of an after-school program on student achievement for at-risk children. (D.Ed., Capella University, Minneapolis, MN). Retrieved July 7, 2008, from Dissertations Theses: Full Text database. (Publication No. AAT 3289497). Huncosky, K. (2004). Closing the achievement gap at Huegel Elementary School: What can I do? Madison, WI: Huegel Elementary School. Little, C. A., Hines, A. H. (2006). Time to read: Advancing reading achievement after school. Journal of Advanced Academics, 18(1; 1), 8-33. (ERIC Document Reproduction Service No. EJ753969) Retrieved July 5, 2008, from ERIC database. MacKenzie, K. K. (2001). Using literacy booster groups to maintain and extend Reading Recovery success in the primary grades. Reading Teacher, 55(3), 222. Reading Recovery: Basic Facts (n.d.). Retrieved July 12, 2008, from http://www.readingrecovery.org/reading_recovery/facts/index.asp. Saddler, B., Staulters, M. (2008). Beyond tutoring: After-school literacy instruction. Intervention in School Clinic, 43(4; 4), 203-209. Student Testing on San Diego Unified School District Website (n.d.). Retrieved July 17, 2008, from http://www.sandi.net/indices/testscores.html. Tompkins, G. E. (2003). Literacy for the 21st century. Upper Saddle River, NJ: Pearson Education. Appendix A Beginning of Year Parent Survey – Page 1 Appendix A Beginning of Year Parent Survey – Page 2 Appendix B End of Year Parent Survey Appendix C Beginning of Year Student Questionnaire Appendix D End of Year Student Questionnaire – Page 1 Appendix D End of Year Student Questionnaire – Page 2 Appendix E Checklist Appendix F Interview Protocol 1.Do you think a before- or after-school format is better suited for first grade remediation? 2.How do you think an after-school literacy and guided reading program might affect struggling first grade students? 3.How would you decide which students should be included in an after-school program? 4.How many first graders should be included? Should there be a limit? 5.What strategies would you recommend to help these students? 6. If is always helpful to have reinforcement at home. What methods can be used to encourage parents to read with their children? 7.How do you think parent involvement affects student outcomes? 8.How do you think student involvement in an after-school program would affect parent involvement in reading to their children? 9. How do you think technology can be used in remediation programs? 10.How effective do you think â€Å"reading buddies† are to help first graders improve reading skills? 11.How long do you think each session should last? What do you think the optimal size of each guided reading group should be? What literacy skills are lacking in second grade students at the beginning of the year? How might the leveled books that will be available this fall be used in an after-school program? Are there any leveled books available to be sent home with the students? Very little literature exists on after-school programs for first graders. Why do you think that might be? 17.Are there any recommendations you might have for this program? Appendix A Triangulation Matrix Research Questions Data Source 1 2 3 1. How would two extra literacy/Guided Reading sessions a week affect reading fluency in struggling readers? AIMSweb ® Pre- and Post-Tests Running Records (Ongoing) Teacher Observations/ checklist 2. How would these sessions affect student reading comprehension? End-of-Story Tests Comprehension Passage Quizzes Reading Inventory 3. What effect would this program have on student writing ability? Writing Portfolio End-of-Story Tests Teacher Observations 4. What effect would this program have on student attitudes about reading and school in general? Pre-Survey

Graduation Speech -- Graduation Speech, Commencement Address

Well, here we are. Sitting in this stuffy gym wearing these unflattering robes, while the band is poised and ready to play â€Å"Pomp and Circumstance.† We’ve always known this day would come and, whether our teachers, our parents or ourselves are prepared for it, here it is. We’re about to take that giant leap in just a few minutes and after that, it’s time to make our own choices. No longer will our biggest decisions entail which person to ask to prom or which period would be the best to TA during. Now our choices will begin to revolve around which bills we need to pay and what job we want to be doing 20 years from now. And whether you choose to earn a degree, get a job certification or immediately start working, there are some universal choices that everyone should make to ensure a fulfilling life for ourselves and our families. First is the choice of love. The time is almost upon us to stop being children and start being parents. Unfortunately, there seems to be an alarming trend in the breakdown of families nationwide. Parents are becoming too busy to involve themselves in children’s lives. Not enough of them are talking to their children about important issues, such as tolerance, suicide and drug abuse. Divorce rates are high and not enough children receive the proper attention or counseling during those rough times. All of these factors combine to make an unsteady environment for children of today and the future. Teen drug abuse is high. Teen suicide rates are high. And for some awful reason, kids even as young as first grade are killing each other. Starting today, we have the power to change this. Growing up is an intimidating thing: a large, never ending cycle that we cannot slow nor stop but can only dig in deep with ... ...o be on this earth, so if you don’t live your life to the absolute fullest, you may have more regrets than you can count. You only have one shot at living your life so don’t make it a dull one with little meaning. Finally, in the end, after we’ve lived our lives and it’s all said and done, not all of us are going to be as wealthy as Bill Gates or have more than 15 minutes of fame. Our autobiographies won’t be best sellers and most of us won’t compete in pro sports or make it on television. This is not to say, however, that our lives will have little impact on the world around us. It is the families we raise, the friendships we honor and the beliefs we cling to that will determine in the end whether or not we were successful. I wish all of you, my friends, the very best the adult world has to offer — our time starts now. Live it fully with no regrets. Thank you.