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Extra-curricular activities (ECAs) have demonstrated positive effects on students' academic achievement, school experiences, motivation, and self-esteem, especially at the high school level. Students who participate in ECAs can develop different types of skills depending on the ECAs that they participate in. This study examined the relationship between time spent in extra-curricular activities (ECAs) and academic performance in a sample of (n = 43) high school seniors, who participated in ECAs, and those who did not. A survey completed by the students revealed their age, gender, participation in ECAs, types of ECAs, and time spent in ECAs in a typical week. Each student's English Language Arts grade was collected as part of the study. Results of a Chi-Squared Test of Independence indicate that there is not a relationship between time spent in ECAs and grade received in English Language Arts. Implications for future research and practice, specifically to school psychologists, are provided.
Pre-University Paper from the year 2019 in the subject Pedagogy - General, grade: 1.0, , language: English, abstract: This study was undertaken to find out what are the common experiences of students in participating extra-curricular activities. Also this study aims to know on how students cope up the difficulties they’ve experienced while joining extra-curricular activities. Only fifteen selected students are involved in the research, thus we recommend that they must gather more respondents in order for them to generalize the views and experiences of the students for having an extra-curricular in school. Based on the data that we gathered from all of our respondents that are involved in extra-curricular activities, many of them share the same experiences regarding their participation on ECA. They gain experiences that positively affect them and can be used to improve and enhance not only their grades but their skills and their personality as a student and as a person. For all the students who have extra-curricular activities, researchers recommend that if they will involve to this kind of activity, they should balance their time management in order to not affect their academic performance. In addition, for students who wants to have extra-curricular activities, we recommend that they should prioritize their academics first before other things so that they could not suffer difficulties especially when it comes to projects, assignments and tests.
In 1985 the federal government funded two 5-year centres to conduct research on effective schools. Student Engagement and Achievement in American Secondary Schools presents the findings of one of these studies, as carried out by the National Center of Effective Secondary Schools located at the University of Wisconsin-Madison. Editor Fred M. Newmann and the other contributors to this study examine existing research, detail their own findings, and propose concrete strategies for improving students' achievement in secondary schools.
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
There are many opportunities for students to participate in nonacademic activities. These activities can include: sports, clubs, private lessons, and religious activities. Participation in these activities enriches students' lives by encouraging social skills. Yet, if students are involved in activities requiring many hours of participation, does it affect their academic performance? Knowing the answer to this question, parents and teachers can help their students develop better time management skills. Research has produced conflicting results on this issue. Many studies emphasize the benefits of extracurricular activities and homework, while others focus on the negative consequences of each. There is research suggesting a positive relationship exists between the two. Yet, according to the critics, too much involvement in extracurricular activities takes away from time that could be spent studying or completing homework. Overscheduled children may not have as much time to complete homework assignments, leading to a decline in academic achievement. The researchers acknowledged the positive benefits of extracurricular involvement and were interested in the relationship between students' extracurricular activities and homework performance. To determine the relationship between extracurricular involvement and homework performance, the researchers conducted a four-week study in two elementary schools. Data was collected in two third grade classes. At the beginning of the study, the researchers sent home a survey with students for a parent or guardian to complete. The data received from the survey provided the researchers with each student's weekly time commitment to extracurricular activities. Additionally, the researchers examined students' homework performance over a four-week period. Each week, two to three homework assignments assessed students' knowledge of content being taught in the classroom. For the first two weeks, math homework scores were recorded, and the second two weeks, language arts homework scores were recorded. The researchers analyzed their data using a Pearson correlation test. No significant correlation was found between the number of hours spent in extracurricular activities and math homework performance. Yet, results revealed a significant negative relationship between the number of hours spent in extracurricular activities and language arts homework performance. However, this correlation went a different direction than the researchers hypothesized. A positive correlation between extracurricular involvement and homework performance was not found. These findings led to the rejection of the researchers' proposed hypothesis. Appended to this document are the following: (1) Appendix A: Knox County Approval Letter; (2) Appendix B: Parent Permission Letter Form 1; (3) Appendix C: Parent Permission Letter Form 2; (4) Appendix D: Extracurricular Involvement Survey; and (5) Appendix E: Student Homework Performance Record. (Contains 2 tables and 1 figure.
First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
"We can't do that in our school district." "I don't have time to add that to my curriculum." "We're fighting against impossible odds with these students." Sound familiar? School improvement can often feel like a losing battle, but it doesn't have to be. In this fully revised and updated second edition of The Learning Leader, Douglas B. Reeves helps leadership teams go beyond excuses to capitalize on their strengths, reduce their weaknesses, and reset their mindset and priorities to achieve unprecedented success. A critical key is recognizing student achievement as more than just a set of test scores. Reeves asserts that when leaders focus exclusively on results, they fail to measure and understand the importance of their own actions. He offers an alternative—the Leadership for Learning Framework, which helps leaders identify and distinguish among four different types of educators and provide more effective, tailored support to - "Lucky" educators, who achieve high results but don't understand how their actions influence achievement. - "Losing" educators, who achieve low results yet keep doing the same thing, expecting different outcomes. - "Learning" educators, who have not yet achieved the desired results but are working their way toward excellence. - "Leading" educators, who achieve high results and understand how their actions influence their success. Reeves stresses that effective leadership is neither a unitary skill nor a solitary activity. The Learning Leader helps leaders reconceptualize their roles in the school improvement process and motivate themselves and their colleagues to keep working to better serve their students.
'Making Learning Happen' offers a practical discussion of teaching and learning for the post-compulsory sector of higher and further education.
With over 70,000 copies of the first edition in print, this radical treatise on public education has been a New Society Publishers’ bestseller for 10 years! Thirty years in New York City’s public schools led John Gatto to the sad conclusion that compulsory schooling does little but teach young people to follow orders like cogs in an industrial machine. This second edition describes the wide-spread impact of the book and Gatto’s "guerrilla teaching." John Gatto has been a teacher for 30 years and is a recipient of the New York State Teacher of the Year award. His other titles include A Different Kind of Teacher (Berkeley Hills Books, 2001) and The Underground History of American Education (Oxford Village Press, 2000).