The relationship between leadership and management Essay

The relationship between leadership and management - Essay Example Dissimilarity between leader and leadership is important and confusing since the leader is an individual as leadership is the function that an individual performs. A leader or a manager are two words that are used interchangeably to describe individuals holding formal authorities in organizations irrespective of their behavior in such positions. A manager does not necessarily exercise leadership in positions in which they are appointed even though leadership is just part of management. Generally, there are skills or traits that an effective leader is required to have as explained by various theories both old and contemporary theories. Some of the main traits that appear in leaders are ambition, zeal, intelligence, self-directive, and self-confidence. At times, physical characteristics, capability, and persona may be important aspects used to summarize what a leader is. There are six distinct characters that popular effective leaders have such as honesty and integrity. In addition, dr ive, motivation, cognitive ability, and business knowledge are also other characteristics of leaders. These traits would definitely distinguish whether a manager will be an effective leader or not. ... Leaders are emotionally stable, intelligent, discerning, and theoretically skilled who are able to show analytical ability, good ruling, and the capability to think strategically. Leadership requirements may vary with the situations of a workplace hence the need of researchers to concentrate on what effective leaders do rather than what effective leaders are (Nixon, Megan & Parker 205-207). Leadership skills, which are the knowledge, abilities, and competencies, are very essential in leadership. Nevertheless, the competencies depend on various factors such as the leader’s basic nature and values, the number of followers and the extent of leadership skills of a leader. The organization’s background and the values and associated behaviors of whoever is being led are in fact imperative while considering the leaders skills. Managers are usually needed to use these skills, which may be improved in training courses such as guidelines for decision-making, problem solving metho ds as well as appropriate use of power and influence without forgetting building trust to enable smooth and effective running of an organization (Shahmandi, Silong & Ismail 65-67). Effective leaders are always consistence in their operations and posses abilities based on hard work. Effectual leadership earns and keep others trust, have personal integrity, inspires trust among their followers, and ensures steadiness with what they promise their hanger-on. Nice leaders define and set a sense of mission by setting goals, priorities, and standards and ensuring the communication and implementation of the objectives set for smooth running of the organization (Shahmandi, Silong & Ismail 65-67). Moreover, good and

The Black Cat - Abnormal Madness :: Poe The Black Cat Essays

The   Black Cat - Abnormal Madness It seems that almost every Edgar Allen Poe story ever written has a much deeper and darker meaning hidden inside its lines. Many of these pieces are demented enough even if the reader does not read "between the lines." "The Black Cat" is an example of this kind of story. In this morbid look into the narrator's mind, the reader follows the narrator as he does many disturbing things in his household. This story, like many of Poe's other pieces, is a venture into abnormal psychology where the narrator is completely insane, not only because of the horrible things he does to his cat and his wife, but   because of his state of mind that he shows the reader throughout the story. At the beginning of the story, the narrator makes the writing out to be "plainly, succinctly, and without comment, a series of mere household events"   (p. 1495). As the story progresses, the reader finds out that this is > clearly not at all the case. The events within the text of this account are unmistakably the ramblings of a madman who cannot seem to control his actions and keeps drifting deeper and deeper into insanity. In the first paragraph of the story, the narrator begins to defend himself by saying that he is not mad. This definitely seems like he is trying to reassure himself more than the reader of his state of mind. This seems to be Poe's way of gradually   easing into showing the reader that this story is, in fact, an exploration   into the abnormal psychology of the human mind. The narrator says that from his childhood, he has been considered a very   docile person. He also mentions in the first part of the story that his "My tenderness of heart was even so conspicuous as to make me the jest of my   companions" (p. 1495). At the point in the story when he says all this, it seems fairly feasible. However, as the reader goes on to read, the rest of the story, they find out that this is not the narrator's present demeanor in the least. Just from seeing what is obvious about the narrator and not even reading deeper into his mindset, the reader can gather that the man is   probably not a reliable source for correct information.

Origins of Sexism

How is it that the word defined as the attitudes or behavior based on traditional stereotypes of sexual roles somehow became synonymous with en discriminating against women? 1 When did this term adopt a negative connotation? The dictionary continues to describe the noun as discrimination or devaluation based on a person's sex. 2 The definition implies that the discrimination applies to both sexes, not that one is the victim of the other. However, it is clear: women are perceived as the inferior sex in our society, and apparently always have been.Yet, although sexism is a relatively modern word, the idea was created by power-hungry men and spread by biblical writers. In the way that a table is unstable if just one leg is fractionally horror, the way patriarchy and matriarchy are understood affects how sexism is viewed. If you were to reference a dictionary in search of definitions, you would find almost mirror images- only, in a matriarchy it is the mother who is head of the clan, not the father. However, Cynthia Leer, author of The Myth of Matriarchal Prehistory has a different take on this.She says, â€Å"Matriarchy should be understood instead as the [mastery] of the Mother's way,† or as, â€Å"a realm where female thing are valued and where power is exerted in non-possessive, non-controlling and organic ways that are ruinous with nature. â€Å"3 Matriarchy has gotten a bad reputation through the years for being a term open to interpretation due to its many meanings. The pure purpose of the word, in its simplest form, is to describe a time in which men were not the dominant sex. Another phrase greatly misunderstood is gender roles.First, please disregard memories of your first grade teacher using the word ‘gender' instead of ‘sex' in order to keep laughter under control. Second, the two words are utterly different – apples and oranges. Gender is a not a biological characteristic; it is not the label to explain which reproductive or gans a person may have. Instead, gender is a social characteristic that a society attaches to a biological sex to explain the expectations of behavioral norms and cultural significance. In today's colloquial language, ‘gender roles' and ‘sexism' seem to be interchangeable. In actuality, gender roles serve as a mask for the greater travesty Of our time: sexism. The argument goes something like this: â€Å"Sexism has always existed! Women never hunted, because they were women and they were always confined to their homes. † For the sake of argument, let's pretend this is an curate statement. Even then, if women everywhere were confined to doing only ‘feminine† tasks and chores, the whole argument is still completely backwards – sexism has not always existed.In fact, it is quite ignorant to believe that very early societies would have been able to arrive at the mentality that one sex is superior to the other when every person was valuable to the cla n – they all relied on each other to survive. There is no reason to believe that a matriarchal society ever existed, that an entire clan was ruled by a woman. But similar to chimpanzee communities that we study today, it is very probable many hominids (two-footed primates) lived in a maternity; essentially, women were central to the society. Families were formed around the mother figure – the only known piece to the puzzle of childbearing in prehistory. When children were born, they were automatically accepted into their mothers clan, named after her, and no sense of illegitimacy lingered. 6 The mothers in prehistoric time were inclined to share provisions with their children and family members, and in time began feeding the entire clan – solidifying the idea that women Were important to the arrival of a civilization.Females sustained the clan by gathering fruits, vegetables and grains – males gathered as well, but only enough to feed themselves and possi bly a close male relative. Both sexes hunted small game and male-female groups hunted together with nets and spears. It is widely accepted, though, that only men hunted large game. When horticulture became prevalent, (some time later- around 10,000 BCC) it is said to be the work of women. 7 Aside from gathering food, providing about eighty percent of the nutrition received in a clan, women took on jobs that have advanced onto a stereotype that lingers in contemporary societies.Because early societies had yet to discover the link between sex and pregnancy, and because fatherhood was not a recognized position, men did not take on the responsibility of rearing children. Until relatively recently in the spectrum of humanity, every child demanded two to three years of their mother's time to breastfeed, and many women had multiple children within this age group at one given time. Regarding the aforementioned idea that every able body was necessary to the success of a developing clan, wome n could not afford to be del during childbearing years. It was in order to maintain society that women had to be carefully tasked with chores. The main concern was that every chore was â€Å"compatible with simultaneous child watching. † Specifically women were given, assignments that did not require severe concentration, were easily interruptible, and most importantly, did not put children in danger, in a way that hunting would. 9 This is how women fell into step with chores such as preparing daily food and spinning, weaving, and sewing clothes.It takes several hours of spinning yarn to create enough to weave in n hour, so women spun while they watched children and young girls spun while they tended to livestock. 1 0 With menstruation and pregnancy constantly present in these civilizations, and with game meat only sporadically appearing meat was very valuable to the women, who were always on the verge of anemia. 1 1 The anemia created another barrier between women and huntin g in addition to the already-present complications of hunting during pregnancy or with children. Their bodies were too physically weak.Also, female bodily fluids are more potent to an animal; therefore the women would be more easily sensed by their prey, making it almost counterproductive for a female to go on a hunt. 12 Some may argue that it still is indeed the femaleness of a woman that prevents her from a hunt. It IS not her designation as a woman that keeps her from participating in â€Å"male† activities, it is the fact that a woman's body has different functions, abilities, and limits than a man's. In a functional society every person plays a specific role and no role is more important than another; every single role is required for the society to thrive. Asking a man to breastfeed so that a woman could attempt to cut down a tree was – and still IS – irrational. ) It is to sexist for communities to fall into a way of life that allows every individual to c ontribute to their fullest potential, thus creating a highly productive and efficient society. There was a time when the femaleness of a woman was not seen as a disadvantage by men, but rather it was revered and honored. Forty thousand years ago, before words could be written down, prehistoric peoples represented concerns, rituals, sacrifices, and more with cave art and carvings.It comes as no surprise that many of the oldest carved figurines found show admiration for a woman's body: her fertility and ability to produce and feed hillier. 13 These figurines, called Venues, typically depict women who are â€Å"fat, healthy, with giant breasts†. 14 It might seem strange to a present-day woman how carving women as fat could possibly be flattering, let alone venerating. But a thin figure, something many women strive for today, would have been very troubling: her children would have gone hungry. We also kick to old preserved cave paintings for ideas of what culture was like before writing.In a remote part of central India, paintings of South Briar tribes from 8000 BCC to 2500 BCC were found on rock shelters. Like many others, they epic animals, hunting, dancing, and symbolic designs. 1 5 In these specific paintings, there are more women drawn, and they are more detailed than the stick figure men. The women are painted as strong and capable women – hunting and taking care of children all the while. To keep the traditions alive, South Briar women still partake in ritual hunting. 16 Sir Leonard Woolly called Cretan art the most inspired in the ancient world. 6 Paintings always show priestesses in the foreground with men behind them. Women in Crete were portrayed as merchants, farmers, chariot drivers, and hunters. Wall paintings show the women performing religious rituals. It does not appear that Crete was an equal society -? in a painted scene Of female dancers, the males and females have segregated seats, but the women had better accommodations. 17 Seve ral tombs that belonged to women were filled with riches such as jewelry, gold, and precious stones. In comparison, no male grave has been found with equal value.The Cretan world seems to have been able to develop and advance as a female-centered community without abandoning peace and pleasure-18 There is some scholarly inquiry as to whether there were female-centered clans in the Neolithic ere as well. There are very few images of males from this time period and the few that have been uncovered show men in situations inferior to women. 19 This leads to the theory women in Neolithic times held a higher status than women of later generations. The corpses found in Neolithic graves were buried with shells and paint arranged in a way to resemble female reproductive organs. 0 It is believed these art works indicate worship or glorification of the females in their clans. Fertility seems to be the basis of their worship and it often reinstated into prayer for healthy crops and animals. Doe s this mean goddess worship appeared in Neolithic culture, or did they only worship females? Was their worship equivalent to women having social power and dominance? As many myths rarely offer facts, they cannot be used to set history' in stone; however, they do shed light On what might have been happening during the time periods in which they were created.Several myths show warring between men and women in which the men always take over power from the defeated females. 21 These motifs appear in Central and Western Desert Australian Aborigine, Panda of New Guiana, Sumerian, and Greek mythology . 22 â€Å"Social charter† myths appear to justify why men took over female ruling, suggesting women committed some sort of sin or were naturally weak. If men had always existed as the controlling power, myths of former female powers would not exist. If men had always restrained women, their dominance would seem natural and it would be unnecessary for them to write explanations.Powerful women in mythologies are astoundingly universal . 23 patriarchy was an avalanche started by one meager realization: men had a role in procreation. Suddenly, their female-driven jealousy was uprooted. By giving the children their fathers' clan name instead of their mothers', the men had proof of â€Å"ownership†. With offspring essentially attached to the men of the clan, labor was also controlled by the men-24 Anthropologists insist that when large game hunting began during the Stone Age, men felt that hunting was their natural function in society. 5 With this new sense of identity came power- their dangerous work gave them status. It also created a sort of club or community between the male members of a tribe or clan . 26 Hunting required great teamwork, cooperation, ND lack of competition- these men had to work together. Most likely, men felt legitimated by their â€Å"exclusiveness† and their â€Å"us-versus-them pride† . 27 Of course, women hunted small gam e, but more in a means of ‘opportunistic kills'. Indeed, many ritualistic tools used during hunts were forbidden for women to see. 8 So when horticulture, a practice mainly performed by women, became popular around 5000 BCC, and large game began to disappear in populated civilizations, men had to jump on the band wagon and begin farming as well. 29 With men farming – a very isolated activity in imprison to hunting – they felt they lost everything fundamentally male. Young boys were not being taught the solidarity that came with hunting, so the men of the clan developed a new idea of group puberty rites. 30 These ceremonies did not occur before a horticultural society was established.The men began reinforcing gender roles in their society by teaching their sons what it took to be a â€Å"man†, something they felt should have been natural. Marilyn French, author of From Eve to Dawn: a History of Women in the World, explains, â€Å"Male solidarity was and re mains a manipulation against women. The first political movement, it arose, like all solidarity movements, to counter a sense of powerlessness and oppression,† that had dissipated with the loss of a hunter-gatherer society. 31 The main push of these puberty rites was to abnegate their mothers which led the oppression of women, including emotions they associate with them.Soon boys were taught disdain towards ‘feminine' emotions like love, compassion, and softness. Feelings were replaced with a hard, cool attitude and submission to elder males. 32 Thus, a form a sexism that still exists today (and many people ignore) was created: en are not to show â€Å"feminine† qualities. Dominance over children created another form of sexism. Now that males were aware of their part in procreation, they had to assure that the children their mates produced were theirs. In order to do this, they had to keep women under strict surveillance.Many women were captives from other village s, raped so as to be claimed as a mate, and given no rights; they were virtually slaves. 33 To bolster men's paternity roles, rules and laws were created that only applied to women. Females were the first criminals – adultery suddenly became a crime. Even Hough men always had the right to infanticide, women were not allowed to abort their children. Paternalism groups were founded on this domination. At this point, females were considered an object of the male's possession. Contrary to matrilineal, potentiality required force, and brutality towards women was often encouraged in their society. S When dominance started to shift towards the males, clans left their matriarchal marriages and began existing in parasitical marriages – women were no longer surrounded by male kin (stronger than she) and lost their protection. In a patriarchal marriage, the omen were taken and forced to live with their husbands' families who very likely did not speak the same language. 36 In some patriarchal communities women were allowed to leave. However, due to the fact that children were property of men, the women had no right to take children with them, and many stayed. 37 Without women protesting, patriarchy was born.Another vessel for both patriarchy and the idea of sexism was religion. Even in the beginning Of the Old Testament, the Bible provides very different roles for men and women. When God punishes Adam and Eve in Genesis, he describes Adam (man) as the breadwinner, and Eve (woman) as someone who needed a tight leash . 38 This tight leash takes the form of her husband and uterus. Women were limited by this elemental plot for centuries after – both Judaism and Christianity enforce further constraints on women. In Leviticus, it claims that everything a woman touches while she is â€Å"unclean† from menstruation is impure. 9 Taken out of context, this can be seen as a terrible sexist act, but there are also conditions in which a man is unclean. Even so, women cannot control what makes them unclean while men can. The biblical impurity of a woman outlasts her menstruation, even during childbirth-40 The women were secluded from the group for two weeks while they were impure and usually stayed with other women in â€Å"menstrual huts†. When they were allowed to grace the sanctuary and men again, they fulfilled their marital duties (the two weeks in which they saw their husbands they were most likely to conceive). 1 When a woman gave birth she had to seclude herself for seven days as if she were menstruating. Fifth baby was a male, she could return to the group on the eighth day for the baby's circumcision and tribal ironies before completing her thirty-three days of blood purifying. If the baby was a female, there Was no ceremony to welcome her arrival and her mother was required to purify for sixty-six days. 42 Consider this: if a woman is in constant impurity, constantly forbidden from the sanctuary, how often could a Heb rew wife appear in public?A scarce rabbi or community leader does not make for a good one – how would she be able to fulfill the responsibilities? In addition to underlining the uncleanness of a women, the Old Testament shows violent themes against women. In Deuteron 22:13 t shows that if a bride's virginity is challenged by the groom, the whole community plays a part in verifying the speculation through the custom of bloody sheets. If their suspicion is true (or they agree she did not bleed enough) the male population is permitted to stone her to death.Later in Deuteron, there are examples of rape and abuse with only small monetary penalties. 43 Even though religion is not to blame for men first seeking control over women, it plays a large role in the spread of sexual discrimination because many people looked to these ancient scriptures as a guide for their lives. It is believed by some biblical scholars that Yeah was originally conceived as androgynous. 44 He is characteriz ed by the word ‘compassion', which in the Hebrew language is rooted in the word ‘womb'. He is described as â€Å"giving birth† to Israel, â€Å"suckling' and watching over his children. 5 But as the Bible transitions into the book of Numbers, Yeah is not only male but patriarchal. In Numbers 12, God punishes only Miriam and not her brothers for the same act- the story teaches that women shall not challenge men. 46 Some argue that it is difficult to accuse the Bible of sexism hen several other verses describe such different ideas. For example, Galatians 3:38 adequately removes all justification for discrimination Of any kind by saying, â€Å"There is no longer Jew or Gentile, slave or free, male and female. For you are all one in Christ Jesus. Pay close attention to the wording: there is no longer male and female. Moreover, religion is described as a specific fundamental set of beliefs and practices generally agreed upon by a number of persons or sects. 47 The Bi ble (and the religion that follows it) is a text assembled by men and was prone to their social biases of the time period. Sexism very well did exist in the Hebrew Bible and it is impossible to erase history. It is not universally accepted that fertility held more weight and value in society before the Bible was written.Cynthia Leer, shares her view on the idea of matrilineal societies and goddess worship (something that dissipated long before the Bible): Prior to the Neolithic revolution, we have every reason to believe that prehistoric peoples, like contemporary hunting and gathering peoples, were more interested in restricting their fertility than enhancing it. Contraception, abortion, and infanticide are all practiced in uniting and gathering groups, and in horticulture societies as well, with infanticide rates ranging from 1 5 to 50 percent.Skeletal evidence suggests that childbirth was dangerous for mothers and children alike. Infant mortality rates were high at Actual ¶y;k, for example, and women there and elsewhere died very young by our standards (on average in their late twenties, earlier than men) in part because of high maternal mortality. It seems unlikely under these conditions that pregnancy and childbirth we invariably regarded as miraculous and welcomed as the gift of a munificent goddess. 48 Leer also geared the Venus figurines and points out the biggest dispute with establishing them as worship of fertility.The figures rarely show signs of pregnancy, lactation, or childbirth. 49 If Paleolithic artists were concerned in depicting pregnancy and fertility there are many ways to have done that – but these figures lack evidence of childbearing and most are simply voluptuous. They could show the clan's concern regarding hunger, which explains why they have fuller shapes – communities valued healthy and full bodies. 50 However, if you were to drop the notion that Venus figures represented omen and their fertility and ability to repr oduce, why are there only women figures?The complication with pinpointing the origins of sexism is the underlying question: which came first? Gender or sexism? Returning to overburdened language, it is because gender exists that sexism exists. Gender allows men to dominate women – it provides a biological excuse. Unfortunately many feminist matriarchies suggest that women are women because we hold secondary status to men. The designation ‘Woven† is neither a gender, nor a biological sex, but a category that people are placed into.This category seems to form the parameters in which women have experiences, yet women are only the byproduct of the category existence (in the same way my mother insists I had a bad time because my attitude was terrible to begin with, and not that my attitude was terrible because I had a bad time). 65 So long as this omnipresent category exists, sexism will exist. The femaleness of a woman is defined by Leer as the experience of being per ceived to be a woman and being treated as women are treated. This extends to any specific way women were treated in different cultures whether good or bad. The only femaleness that can be attached to any woman of any time period in any place of the world is this: ‘woman'. It is hard to speak for the men and women from a time before they themselves could speak, but don't believe it was ever intended for footmen in the kitchen† to be a derogatory term. The mentality that one biological sex is of higher-rank than another is derived from the simple fact that certain bodies are more able for specific tasks. Intended or not, men felt oppressed. This sparked a very deliberate and violent revolution. Men stole control and power long before rating was established and history was preserved.Indeed it was history; looking back to biblical times, the pictures that stories paint of their communities and culture show male-dominance. With the spread of Christianity, the secret of a more peaceful and equal past was locked up and it became widely accepted that the husbands and fathers should be the head of the household. Christianity and the men in the Bible certainly did not initiate all of the suffering and abuse against women that appears today – but they did Set the precedent that has seemed to excuse men for centuries. Bibliography Advisor, J. M. , Olga Softer, and Jake Page.

Analysis Of Toni Morrison s Beloved - 1323 Words

Toni Morrison’s Beloved is a masterwork of fiction that allows the reader to have many different experiences based on the novels that you pair the book with. When you read Beloved in a modernist light you get a story with slightly different themes then if you read it through a feminist lens. It is a credit to Morrison that her thoughtfully crafted piece of art is able to stand on it own in so many varying ideas. One of the lens that doesn’t get discussed enough is the lens of African American empowerment in the 20th century. There are quite a few insights that can be gleaned when reading the book surrounded by authors such as: Amiri Baraka, Nikki Giovanni, and Sonia Sanchez. Beloved shows us the harsh truths that were facing the†¦show more content†¦As a racial group they are forced to spend more time looking back then looking forward. A major issue of the time period that Morrison was writing in is one that reflected itself through Sethe in Beloved. Sethe experiences many different kinds of alienation throughout the novel. Early on she is physically and emotionally alienated from her husband Halle, from her children, from her community, and also from herself. This alienation comes from her being forced to kill her eldest daughter by the whites sent to put her back in chains. Sethe being forced to kill her daughter to keep her out of chains is what puts Sethe back into chains. No, she is not technically a slave to the white man again. However, she is an outcast to her community, this burden is the chains she must wear now, and it is the fault of the white man she must bear this burden. Alienation is a chain that every black character in Beloved must bear. They are all alienated in one way or the other. One of the best ways to see this is the multiple flashbacks to Sweethome. In these flashbacks the black characters do not show much in the way of characterization or personality. Their every action is personified by their nee d to be less victimized by their white masters, and how they could be safer from them. In Amiri Baraka’s Black Art Baraka lays out the idea that poetry must be used as a weapon to further the cause of African Americans. He says the African American artist need to,† let all

Staging of Artificial Seawater Free Essay Example, 1500 words

Hodges Carl an environmental scientist at the Arizona University pioneered massive artificial water. According to Hodges setting up seawater that is artificial in which primarily, seawater is channeled to canals in the coastal region it vital in arid areas. Under the seawater in the scheme, water is flown into the shrimp's farms after which its nutrients are loaded and directed to the wetlands from the farms with Salicornia mangrove forest. Salicornia is a plant that grows in a salty place, which is advantageous in a manner that it does not absorb the nutrients required for the agricultural products. Here, water is filtered naturally, as it returns to the sea. It is vital to note that heavy seawater aids in raising the table of the freshwater. One of the advantages of the system, global warming is the compartment of the production of carbon dioxide and further sucking of the canals and plants. The above drains water from the sea and oceans making the sea levels rise. The system ab ove is functional in Kino Bay in the Mexican desert on the western side of California. We will write a custom essay sample on Staging of Artificial Seawater or any topic specifically for you Only $17.96 $11.86/page Again, the regulation depends on the type of crop grown. For instance, those who plant rice are given upper in the water supply. Having put that across, it is pertinent to note that the quantity of water for artificial water supply is more the same as pump irrigation. Here, it is recommended that in a dry climate, the ration should be 1000 or more if evaporation is highly demanded.

The Effect Of Media On Women s Body Image Essay - 2058 Words

Isaiah Lopez Dr. Lambert IN 151 17 September 2016 The Effect of Media on Women’s Body Image In this paper, the belief that the media has a negative effect on the body image of women will be discussed. When a woman sees a representation of the â€Å"ideal body† on advertisements on television, magazines, or social media, they compare it to their own bodies, and when their bodies fail to resemble those seen in the media, a negative body image and negative self-esteem is developed. The issue is that what is seen in the media is unattainable. The media primarily uses models that have skinny, fit, and toned bodies, which doesn’t represent the majority of body types present in real life. Not only that, but they then proceed to airbrush these models, further making that image completely unattainable. Furthermore, this trend is especially seen in regards to women of color. Not only are women being told that they aren’t skinny enough, but black women are being told that they aren’t white enough. This paper will address the issues associated with media cau sing women to have a negative body image and it will propose that in order to overcome this problem, women’s awareness towards the manipulation of the media must be increased. This argument will be supported by research and evidence provided by arguments of female authors and through studies conducted over the years. Firstly, the origin of body image influenced by media must be examined. Women’s body being influenced by the media datesShow MoreRelatedThe Effects Of Media On Women s Body Image1242 Words   |  5 Pagesinfluence of the media on all aspects of culture and society has been a issue around the world. One of the social cultural aspects particularly influenced by the media is body image. A surprisingly large number of individuals, the majority of which are young women, develop their body image in with the ideas advanced by the media, which judge women’s attractiveness based on how thin they are. Body-image plays a very important role in our individualistic society. Modern beauty image standards whichRead MoreThe Media s Effect On Women s Body Image967 Words   |  4 PagesThe Media s Effect on Women s Body Image We live in a body-obsessed culture.  Women feel pressured to have the perfect bodies, and we believe so many lies about what a perfect body is from the media. Women are today influenced by images that we see in the media, and sometimes the influence is so great that we risk our lives trying to portray what we see. Across the board throughout different civilizations, there have been so many distortions of what the perfect body looks like placed in ourRead MoreThe Effects Of Social Media On Young Women s Body Image2983 Words   |  12 PagesMedia images of unrealistic body images have always been communicated through TV commercials, magazines, billboards, and many other advertisements. The latest method of advertisement and communication is social media. Social media was introduced in 2004. It allows users to create profiles, find lost friends and loved ones, and also share pictures and videos. In today s world, social media is the main form of communication among young people . The latest controversy in social media is the negativeRead MoreMedia s Effect On Society s Perceptions Of Women s Body Image1474 Words   |  6 PagesMedia’s effect on society’s perceptions of women’s body image causes mental health issues Part 1: 1. Group Topic Our group’s main topic explores women’s mental health and the issues around it that affect women socially, politically, and economically. 2. Individual Subject †¨ In the beginning of my report I was researching juvenile women affected by mental disorders and media’s influence on it. I had several disorders I was going to discuss, however, I became embedded into the subject surroundingRead MoreTodays Unrealistic Body Expectations1311 Words   |  5 Pagesabs, and a small waist while good looking women are viewed to have the characteristics of being slim and fit, having a small waist, lean hips, and perfect skin complexion. As a result, many people are affected by our own societys portrayals of good looking men and women that they feel pressured into doing whatever it takes and going through extreme measures, most of the time, spending countless hours in the gym trying to achieve that perfect body. Body image is evident in the gym, as the men are liftingRead More Medias Influences on the Development of a Womans Self-Esteem1301 Words   |  6 PagesWomans Self-Esteem As young women grow up it is a time for learning. This time can be easier to handle by some than others. For some it can be a revelation of new experiences and ideas, but for other it can also be a difficult, stressful time for those trying to discover themselves. This can affect themselves as well as those around them. During this time, young women are likely to identify with those around them, their peers. Identifying with peers can help young women along by giving them the opportunityRead MoreThe Effects Of Social Media On Body Image1663 Words   |  7 PagesDo college-ages women who use twitter exhibit higher levels of social comparison and body checking than non-users? Countless scientific studies and research focus on the effects of social media platforms on body image, social comparison, and image satisfaction. Author Erin A. Vogel has written extensively over the effects of social media and body image. The studies utilize different experimental approaches that indicate the subjects who showed high levels of social comparison orientation are avidRead MoreEssay on The Media Influence on Body Image925 Words   |  4 Pagesrelationship between media and body image ( Holmstrom, 2004). Here I review the theory that has been used by researcher in the area. Bandura’s Social cognitive theory (1994) assumed that â€Å"people learn and model the behaviors of attractive others†. The supporters of this theory suggest that young women find slim models in the media attractive and try to imitate them through dieting which leads them to eating disorders. Body image refers to a person’s unique perception of his/her body. It is how we perceiveRead MoreSocial Media Allows People To Share Pictures And Ideas1057 Words   |  5 PagesSocial media allows people to share pictures and ideas with others across the world. 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Elementary Education Effectiveness Free Essays

string(330) " Purpose of the Study The following is a detailed investigation into possible explanations of varying degrees of reading achievement found in Mississippi and what can be done to maintain a higher overall proficiency in reading among Mississippi students, while satisfying the requirements of the No Child Left Behind Act of 2001\." In the State of Mississippi there are 149 school districts; of those districts, one-hundred forty-five are accredited, three are on probation and four are under advisement. Mississippi consists of 437 elementary schools, 178 middle, 184 high schools and sixty combination elementary and secondary schools (MS Dept. of Education, 2005). We will write a custom essay sample on Elementary Education Effectiveness or any similar topic only for you Order Now In 2002, the No Child Left Behind Act of 2001 was signed, mandating all Title I schools to be held accountable for the success of their students. Under this act; States must define minimum levels of improvement as measured by standardized tests chosen by the state. AYP targets must be set for overall achievement and for subgroups, economically disadvantaged students, limited English proficient (LEP) students and students with disabilities (2001). If a school fails to meet the above mentioned criteria a series of consequences follow. Once a school is labeled â€Å"in need of improvement†, the label remains until improvements are made and the required achievement status is fulfilled for two consecutive years. If the school fails two years consecutively, the consequences become more severe. (Great Schools, 2006) Schools â€Å"in need of improvement† consequences: †¢ After two years of â€Å"in need of improvement† status, transfer options to a non-in need school within the district must be given to students. †¢ Three years of failed AYP the school must provide supplemental services such as tutoring as well as transfer options. †¢ Four consecutive years of failed AYP requires the school to implement one of the following: replace school staff, implement new curriculum, decrease authority of school level administration, appoint outside experts to advise the school, extended school year/day, restructure internal organization of school. This along with transfer and supplemental options. †¢ After five consecutive years of failing AYP the district must plan the restructuring of the school. These plans must include one of the following: reopen school as public charter school, replace all or most staff including principal, enter contract to have outside entity run school or arrange for the state to take over school operations. †¢ Six consecutive years of AYP failure requires implementing the previous years plan (Great Schools, online database). The delta region of Mississippi is considered the poorest areas in the state. It has been called the â€Å"Third World Country in America† (Mississippi Delta Report, 2001). The Mississippi Curriculum Test (MCT) is used to measure student mastery of skills and content for elementary grades two through eight, as outlined in the Mississippi Curriculum Frameworks (MS Dept. of Education, 2003). The Mississippi Board of Education identifies eight priorities necessary for improving student achievement; these priorities are: reading, early literacy, student achievement, leadership, safe/orderly schools, technology, and parent/community involvement (2003). Several strategies have been suggested to improve the performances of Mississippi schools; such as creating a more challenging curriculum, creating smaller classes, and increasing parental involvement (MS Dept. of Education, 2005). In 2002, â€Å"Reading First was passed into law by a bipartisan majority of Congress under the No Child Left Behind Act of 2001† (2002). Mississippi was given an eleven million dollar grant which would be used to: †¦help districts and schools improve student achievement in reading through the application of scientifically based reading research. Reading First will help States, districts and schools apply this research – and the proven instructional and assessment tools consistent with this research – to ensure that all children can read at grade level or above by the end of third grade (2002). Reading First had four priorities which included; 1) raising the caliber and quality of classroom instruction, 2) basing instruction on scientifically proven methods, 3) providing professional training for educators in reading instruction and 4) supplying substantial resources to support the unprecedented initiative. With the passing of this program several techniques have been implemented in the hopes of improving reading performances of Mississippi students. The following study, particularly the literature review will investigate existing strategies and the effectiveness of each. Several theories have been examined over the years in hopes of finding an effective strategy to improve student achievement. The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results. Statement of the Problem Mississippi consists of four-hundred and eighty-six thousand people living in poverty; ten percent of children belong to families that are not able to meet their needs (2005). Recent statistics show that those living in poverty are fifty-one percent African American and approximately forty-seven percent Caucasian (2005). Research has shown that the socioeconomic status of students influence the degree of success they will experience. (Donahue Grigg, 2003) Mississippi has varying degrees of reading proficiency among school districts. In the 2003-2004 school year, six districts, consisting of one elementary school, five middle schools and one high school, were identified as â€Å"in need for improvement†, based on the reading and math proficiency of its students. For the purpose of this study, only schools reflecting a lack in reading proficiency will be discussed. The U. S. Secretary of Education, Margaret Spelling announced in a November 2005 press release, â€Å"Eighty percent of the fastest-growing jobs require at least some post secondary education. Yet far too many students are leaving high school unprepared for college†. Improved student achievement can provide students better preparation for college, thus closing the achievement gap. Low socioeconomic schools, although improving, are still behind the majority of middle-to-upper class schools in America (Donahue Grigg, 2003). There are several factors to consider when looking at closing the achievement gap found in low socioeconomic schools. One factor is that â€Å"young, low-income and minority children are more likely to start school without having gained important school readiness skills, such as recognizing letters and counting† (2003). As Donahue and Grigg’s report showed, when students start school already behind others, they are likely to continue such patterns if not addressed early on. Existing studies demonstrate the problems researchers are having addressing literacy issues early on in a students academic career. Researches are trying to find appropriate strategies to combat the achievement gap with many variables which will be discussed further in detail, in the following study. Purpose of the Study The following is a detailed investigation into possible explanations of varying degrees of reading achievement found in Mississippi and what can be done to maintain a higher overall proficiency in reading among Mississippi students, while satisfying the requirements of the No Child Left Behind Act of 2001. You read "Elementary Education Effectiveness" in category "Papers" Many schools have chosen to implement a â€Å"school-wide approach† to closing the achievement gap; however, when dealing with schools consisting primarily of low-income students, there are other factors to consider when choosing a strategy. The proposed study will focus on improving reading skills in high-poverty schools found in Mississippi by comparing different techniques widely used and creating a more targeted strategy for low-income students. When deciding on an appropriate strategy for improving reading comprehension there are a few factors one must consider. The following questions will outline the factors to be researched in this study. Research Questions 1. What impact does social economic status have on the achievement gaps found in the State of Mississippi? 2. What are the contributing factors found in Mississippi schools that are demonstrating low reading scores among economically disadvantaged students? 3. Are there high-poverty schools in Mississippi which demonstrate positive improvements in reading scores? What are the strategies used? 4. How does implementing Theory into Practice (TIP) encourage positive student achievement in disadvantaged schools? Hypothesis To affectively close low socioeconomic achievement gaps in reading, strong emphasis on establishing proficient reading ability should be made in elementary school. Nature of the Study The research conducted in this study will be an investigation of existing literature regarding techniques used in improving reading skills, exemplary schools demonstrating such techniques and finally, a suggested strategy to use when applying research to low socioeconomic schools with low reading proficiency found in Mississippi school districts. Significance of the Study The significance of this study is that by identifying factors contributing to the achievement gap found in low socioeconomic school districts, as well as investigating into existing programs that have had a positive influence on reading performance scores in other high-poverty schools is that, school administrators and policy makers will have a better basis in which to improve upon existing programs and interventions that would be more financially attainable than starting new programs. The high cost of starting new programs such as; creating new assessment strategies, providing more staff and researchers as well as other costly planning and implementing variables, often times are not practical for low-economic schools. While children of today are growing up in a world where data are being revealed at an alarming rate and knowledge is simply a click away, reading plays an increasingly crucial role in society (Topping Paul, 1999). The ability to read is not only fundamental for understanding and mastery of every school subject students will encounter, but literacy also plays a critical and crucial role in students’ social and economic lives (Snow, Bums, Griffin, 1998). As a result, no other factor will have a greater impact on the success of students in Mississippi than their ability to read. With such an emphasis placed on the importance of reading achievement, educational leaders must clearly articulate the expectation that all students can become successful readers, while providing the most effective strategies and opportunities for students to succeed in reading and adopt lifelong reading practices. (Okpala, et al. , 2001) Definitions of Terms Action Team for Partnership- This partnership is also known as a School Improvement Team or a School Council. Although the ATP members oversee the school’s partnership program, other teachers, parents, students, administrators, and community members also may lead family and community involvement activities (ATP website). Adequate Yearly Progress- AYP requires that schools hold the same high standards for all their students; regardless of racial or ethnic background, socioeconomic status and English proficiency Core Academic Subjects- These subjects include: English, language arts and reading, arts, civics, government and history, mathematics and science, foreign languages, as well as, economics and geography. Elementary School- a nonprofit institution which includes, public school, day or residential school and elementary charter schools which State law mandated elementary education. Family Literacy Services – The services provided to participants on a voluntary basis that foster a positive change in families. These changes include, providing families with interactive activities between parents and child concerning literacy, teaching parents to take an active role in their children’s education, teaching self-sufficiency by providing parental literacy training, and providing education to children which is age-appropriate and prepares them for school and life experiences. Highly Qualified (in reference to public elementary or secondary school teacher) – A highly qualified teacher will possess a State certification for teaching or holds a license to teach in a particular state due to passing the State exam and is employed in a teaching position after meeting all required testing, training and educational requirements satisfactory to the State, district and school regulations. Mentoring- A responsible elder who provides positive leadership and guidance to a child as a positive role model in that child’s life. A mentor mission is to help a child to one day become a responsible adult. Minority- a group of students which do not demonstrate the majority’s characteristics, such as socioeconomic status, ethnic background or other key characteristics. Other Staff- staff found within an institution such as personnel, guidance counselors, and administration and teachers aides. Limitations In her 2005 press release Secretary Spelling said, â€Å"we all hear a lot of stories about why schools are missing Adequate Yearly Progress, but we don’t hear much about how thousands of other schools are making it and closing the achievement gap†. This study is limited by location; its main concentration being primarily on Mississippi schools, programs and outcomes. The primary research method is investigating existing literature, as such; there is substantial literature on the failures of many schools trying to improve student achievement; however there is very little literature depicting success. One other limitation to consider is that this study focuses on reading proficiency; however; to get the most accurate depiction of a schools success is to consider all core academic subjects. Chapter Two The following literature focuses on how schools in the Mississippi School district and nationwide are implementing school improvement plans and closing the achievement gap. In School Improvement and Closing the Achievement Gap Report 2003-2004 the accountability of Mississippi Schools past and present is discussed (2004) and Craig Jerald, author of Dispelling the Myth discusses how nationwide high poverty, high minority schools have high achieving students (2001). Both reports will be discussed here. The researcher wanted to know how many high-poverty and high minority schools nationwide have high student performance. The study used the Education Trust Database to identify certain criteria. Over 4500 schools were analyzed. Each meeting the criteria set and performing well above the expectation (2001). Both papers discuss the achievement gap, more importantly they reported the areas of greatest improvement. The Achievement Gap Report (2004) focused on the Mississippi school districts. It gave an accountability report on those school districts that have been struggling, as well as providing a strategic outline to close the gap. Specific schools were used as models of for improving test scores. Dispelling the Myth (Jerald, 2001) focused on school districts nation wide. Although no reasons for poor school performance were given, the author did state that none of the schools were magnet schools. This report showed that most schools with high poverty, high minority students live in urban areas (2001). However, the more recently published Achievement Gap Report (2004) reported that some of the poorest schools are in rural areas. Dispelling the Myth (2001) looked at specific criteria for the study, whereas, the Achievement Gap Report (2004) did not. Both studies failed to look at specific schools and detail specific strategies used in improving the achievement gap. The Mississippi Achievement Gap Report (2004) plan made suggestions on how schools can improve, but a greater detail is needed to truly understand what each school did to improve scores. Model schools or a model program can be established based on greater research. Socioeconomic Influence Literature regarding reading programs was of most interest for this study. Several scientific journals addressed factors of low socioeconomic status and under achievement. The achievement gap found amongst low-income students was addressed in Education: The State We’re In (Donahue Griggs, 2003). Substantial information was given on the obstacles facing high-poverty youth today. Reading proficiency among elementary school students of low-income families are at a disadvantage (2003). When studying low-income fourth graders, the author found that in 2003, across the nation, only fifteen percent are proficient in reading. The authors also demonstrated that the majority of low-income students read about three grades behind non-poor students (2003). Proficiency differences among races were briefly discussed; Similar disparities exist between white students and students of color; 39% of white 4th graders can read at the proficient level compared to only 12 % of African-American students and 14% of Latinos. Overall, about three in ten fourth graders can read proficiently, and this in itself is cause for concern. (2003) Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement (Okpala, et al, 2001). Parental involvement is a commonly discussed approach to establishing higher student achievement. A study done in North Carolina was based on three factors; (a) Instructional supplies expenditures will affect academic achievement positively; (b) the SES of students in a given school, measured by the percentage of students that participate in free/reduced-price lunch programs, will affect student achievement negatively; and (c) parental involvement that is measured by parental volunteer hours per 100 students will influence student achievement positively. These factors were beneficial in understanding the SES influence on successful reading programs. These factors and the results of this particular study will be investigated further throughout this study. Implementing Change A very brief but informative piece, Evidence from Project Star About Class Size and Student Achievement (Folgers Breda, 1989) addressed three specific questions to ask oneself when considering changing programs. The three questions were; 1) How effective will the change be? 2) How much will it cost and 3) what are the problems of implementation? (1989) All three of these questions were found to be valuable when assessing existing programs, as well as when considering the necessary factors when looking to improve upon them. The Gallup Poll (1989 Survey) was reported to have an overwhelming approval from parents when asked about reducing class size. The problem with this strategy is that â€Å"reducing class size substantially is very costly† (1989). A widely researched program investigated during this study was the Accelerated Reader Program. One report (Melton, et. al. , 2004) demonstrated the uses and results of the AR program. By definition the Accelerated Readers program is â€Å"†¦a learning information system designed to heighten student interest in literature and to help teacher manage literature-based reading (McKnight, 1992). This study was particularly significant because it was conducted in two Jackson, Mississippi elementary schools. There has been extensive coverage of the AR program. A 2004 study compared the reading achievement growth of fifth graders following a year of participation in the AR program with other fifth graders who did not participate. The results demonstrated that students in the AR program actually scored significantly lower than non-participants. Although many studies show little to no benefits from the AR program, the program has provided a few guidelines; such guidelines include, 1) Engage students in large amount of reading practice with authentic material 2) students should read at their own individual reading level, and 3) student incentives such as ribbons or extra recess improves the odds of a students success. By using computer technology, teachers can use the AR program to assess students reading level and invite and motivate students to read material they find interesting (Vollands, et al. , 1999). Students are given a choice of books suited to their particular reading level. Random multiple choice tests are given to test students’ comprehension of the material. In a National Institute of Child Health and Human Development (Dept. of Education) evaluation, AR programs and other computerized reading programs were reviewed (Chenowith, 2001). The lack of research on evaluated programs ability to produce long-term gains in reading achievement caused the National Institute to determine the AR programs did not meet standards (2001). Common complaints of the AR program include, 1) when the program ended, participating students went back to reading less than before participating 2) the AR program limited the choice of books available to a student because certain books that were not accompanied by an AR test were not valid (Chenowith, 2001) and 3) AR encourages children to read for the wrong reasons, for example to win a prize (Carter, 1996). However, as Chenowith (2001) noted, many parents responded to the latter, that it did not matter why students read, as long as they were in fact reading. Topping and Paul (1999) found that with the proper educator training on the AR program, the odds of successful student achievement with the program will improve. Students already in at risk in reading before the AR program will gain positive results when AR is implemented (Vollands, Topping and Evans, 1999). â€Å"Many elementary schools have adopted programs which encourage authentic reading time and aid in the development of reading skills for life (Melton, et al. , 2004). However, little research has been conducted on individual, less costly programs (2004). When studying the effects of the AR program on African American students and white students in Mississippi, black students scored lower (2004). High School Statistics as a Basis for Increased Beginner Learning Although not the primary focus of this study, it is important to understand the future of elementary students by looking into current graduates predicaments. Over the last twenty years, there have been dramatic increases in high school promotion; as well as, in graduation requirements. Most recently, states and districts, such as Mississippi, have begun implementing graduation and end-of-course exams (Committee for Economic Development, 2000). Some critics have noted that the rise in standards and high-stakes tests will be unfair to students who have attended poorly resourced schools (Achieve, 2000). However, this problem has been met by offering extra help and supportive services to the students of the disadvantaged schools (2001). One of the most common support methods has been to offer disadvantaged students more time; such as summer school, adding an extra year to their high school education and transition programs to ensure students can fulfill high school requirements (2001). Little progress has been made in developing a better curriculum and instructional support to aid in the acceleration of learning for disadvantaged high school (Balfanz, et al. , 2002). Some high schools have implemented a whole school reform by creating catch-up courses and district wide special prep courses (2002). These reforms have not been thoroughly evaluated because their infancy; using small, formative studies, thus little is known about the feasibility and rapidity of student acceleration in disadvantaged high schools. This study aims at taking the first step to in understanding the elementary school learning needs and providing appropriate teaching techniques for each schools situation; by reporting on the initial results and impacts of the Talent Development High Schools (TDHS) ninth grade instructional program in reading and mathematics. The study involves several cities and multiple high-poverty, non-selective high schools within each city. Academic Models of Recognition Piney Woods School in Piney Woods, Mississippi has programs that should be viewed as national models. Although a private school, its strategies for success are practical and successful. The predominantly African American school is known for changing the lives of low-income students by having them â€Å"complete a rigid diet of reading, writing, math, science and foreign language† (Wooster, et al. 2001). While requiring students work ten hours a week in order to teach them responsibility, Piney Woods School gives students a sense of unity and tough love. The programs implemented are; Writing Across the Curriculum, which trains freshman and sophomores’ in basic composition skills; Always Reaching Upward, a peer tutoring program which pairs under achievers with high achievers and Save the Males, a tutoring, mentoring and special male focused groups that facilitate responsibility and self confidence. The results are phenomenal with a ninety five percentage rate of students going on to college after graduation and the other five percent going into military services. Analysis of existing achievement data in high-poverty high schools provides two conclusions. First, students who attend high-poverty high schools are typically performing below national norms and are dramatically short of the performance benchmarks employed to measure academic success. An analysis conducted by Education Week (1998) indicates, for example, that students entering high school in the majority of large cities are often found to be two or more years below grade level (Quality Counts ’98, 1998). In Philadelphia, for instance, seventeen percent of high school students attend one of twenty-two non-selective neighborhood schools (Neild Balfanz, 2001); and approximately half of these students are reading below the fifth or sixth grade level. A quarter of these students are reading at the seventh or eighth grade level. Approximately one in four students attending a nonselective high school in Philadelphia read at grade level. In eight of the non-selective neighborhood schools in Philadelphia, a little over two thirds of first-time ninth graders are performing below the seventh grade level in both reading and mathematics (Neild Balfanz, 2001). One important conclusion that can be drawn from this data is that in many non-selective urban schools students need accelerated learning opportunities. A second conclusion is that the current level of academic performance in disadvantaged high schools can lead to multiple negative consequences for students and society. It is too early to accurately gauge the impact of the high-stakes; standards based graduation tests and dropout rates of students entering high school with weak academic skills (Bishop Mane, 2000; Hauser, 2001). Existing data from metropolitan cities such as Chicago (Roderick Camburn, 1999) and Philadelphia, however, demonstrates a link between poor academic preparation and course failure; as well as the retention of many high-poverty students. Course failure and retention in the ninth grade has caused a high amount of high school drop outs. Forty-three percent of first-time freshmen in Philadelphia entering ninth grade with below seventh grade math and reading skills were not promoted to the tenth grade (Neild Balfanz, 2001); in comparison to the eighteen percent of students entering ninth grade with math and reading skills above the seventh grade level. Student skills below grade level requirements result in retention, poor attendance, and course failure. First-time freshmen who were not promoted to the tenth grade had a dropout rate of nearly sixty percent when compared to a twelve percent drop out rate for students who were promoted (Neild, Stoner-Eby, Furstenberg, 2001). The individual and social consequences of dropping out of high school are considerable. The Committee for Economic Development (2000) has documented the economic returns to advanced education. Non-promotion has become the norm in approximately two hundred-fifty to three hundred high schools, in thirty-five major cities in the United States (Balfanz Legters, 2001). Sixty percent of the population in these public high schools is African American and Latino students in (2001). The United States Department of Education expresses the importance of raising graduation requirements and standards; therefore it is essential to the success of future high school students, that a means of improving reading proficiency is achieved. Contributing Factors to Student Achievement In 2001, the No Child Left Behind Act placed even stronger responsibility on states to raise student performance. As a result of these accountability standards, states must now administer standardized tests to â€Å"measure adequate yearly progress† of all students (2001). They face costly federal mandates and must submit comprehensive plans. The federal law also focuses on narrowing the achievement gap between races. It requires that states monitor the performance of racial and economic subgroups and undertake corrective action in failing schools (Wong, 2004). †¦states are implementing policies that provide incentives to attract and retain teachers and increase student performance. Incentives are helping states recruit new teachers into the work force, attract persons from outside education, retain teachers in the classroom and support accountability programs that focus on school-by-school efforts to boost student achievement (Cornett and Gaines, 2002). Researchers examining student performance consistently find that one of the most important influences on student achievement is socioeconomic status (SES) of students. These findings give little comfort to educators in economically disadvantaged schools who are facing heavy pressure to improve performance and close the gap between minority and white students. Yet Verstegen and King (1998) claim that a growing body of research is using better databases and more sophisticated methodological strategies to provide evidence that school policies can make a positive difference in student outcomes. They also emphasize that resource patterns that optimize performance in one setting do not necessary work in others. Encouraged by this line of thinking, the researcher will investigate factors that may explain the differences in performances in schools that share a common socioeconomic context. Are there choices made by policymakers and administrators in economically disadvantaged schools that spark significant improvements in performance in these schools? In this study, the researcher will assume the significance of SES or â€Å"input† factors in explaining achievement, and the researcher considers the impact of other factors over which schools have some control. Impact of Process Variables Although the statistical models will include measures for SES (percent of economically disadvantaged students and percent white students), the focus will be on process variables. The latter include those variables that school systems more or less control. The researcher categorizes these variables into three general areas: 1) school class size 2) school policies and 3) proven effective programs to increase student reading proficiency. One of the most controversial characteristics of schools is the amount of students per teacher (FTE). Production function research on the effects of school size has been inconclusive, and both sides have their advocates. Supporters of small schools contend that students get more attention, school governance is simpler, and teachers and administrators are more accessible to parents. Noguera (2002) states that in high schools where the majority of low-income students of color are achieving at high levels the one common characteristic is the small size of the schools. Lee and Burkam found that students are less likely to drop out of schools with fewer than 1,500 students (2003). However, others argue that large schools are able to offer students a wider range of educational offerings and services (â€Å"Still Stumped,† 2002). Recent research indicates that the effects of school size may depend on the SES of students. Findings show consistently that the relationship between achievement and socioeconomic status was substantially weaker in smaller schools than larger schools, that is, students from impoverished communities are much more likely to benefit from smaller schools. On the other hand, a positive relationship exists between larger schools and the output measures of affluent students (Lee and Smith, 1996; Howley and Bickel, 1999). Because this study will examine the performance of economically disadvantaged students, the researcher expects to find a negative relationship between school size and achievement scores. That is, the larger the school, the less likely students are to achieve on standardized tests. The relationship between class size and positive student achievement is another relationship that has been closely studied. In 2000, Congress allocated $1. 3 billion for class size reduction as a provision of the Elementary and Secondary Education Act (ESEA) (Johnson, 2002). Most of the studies that examine the effect of class size on student performance have focused on primary schools. One of the largest and most scientifically rigorous experiments was the 1985, Tennessee’s Student Achievement Ratio (STAR) study. The STAR project provides compelling evidence that smaller classes can improve student achievement, especially in primary schools, which could have lasting effects (1985). The four year longitudinal study focused on classes in Tennessee and consisted of grades kindergarten through third. Classes of thirteen to seventeen students were compared to classes of twenty-two to twenty-six students; of the total classes, some had just one teacher and some had a teacher and aid. Phase one included over three hundred classes and a total of 6500 students (1985). The result after four years was positive support for the reduction of classroom sizes which proved to have positive effects on student achievement. Some critics have pointed out the limitations of project STAR (Vinson, 2002). A couple of limitations listed in a report by Tony Vinson in 2002 were: 1) limiting sample of certain cultural groups 2) schools volunteered to participate in the study, suggesting they had motivation to use innovative teaching practices. In 1996, Mostellar, a statistician, reported; â€Å"the Tennessee Class Size study demonstrates convincingly that student achievement is better in small K-3 classes and the effect continues later in regular-sized classes (1996). In a follow-up study, Nye, Hedges and Kontantopoulos (1999) found that students of smaller class size continued showing significant advantages over students of regular-sized classes, throughout school, to graduation. These students demonstrated higher grades, took more challenging classes, had better graduation rates and were more likely to go on to college (Vinson, 2002). Wisconsin’s Student Achievement Guarantee in Education (Vinson, 2002), began in the 1996-1997 school year and was expanded in 1998-1999 and again in 2000-2001 (Wisconsin Dept. of Public Instruction). The objective of the program is to improve student achievement through the implementation of four school improvement strategies: class sizes no more than 15:1 in grades K-3; increased collaboration between schools and their communities; implementation of a rigorous curriculum focusing on academic achievement; and improving professional development and staff evaluation practices. Schools in SAGE have renewable 5-year contracts with the state and get state aid equal to $2,000 for each low-income child in the grades served by the program. During 2005-06 495 schools participated in SAGE (up from 30 when the program began). Just over 93,000 K-3 pupils were served. State funding, which was $4. 5 M in 96-97 will be $98. 6 M in 2006-07. A few districts are also benefiting from a state categorical aid program created in 1999 to help schools pay debt service on the cost of new classrooms built to accommodate SAGE (DPI). The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members’ schools. Through the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online). Five years of NNPS surveys and result focused studies on member schools’ progress has been reported (2005). NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the following elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3. Action plans 4. Implementation of plans 5. Funding 6. Collegial support 7. Evaluation 8. Networking Results from longitudinal studies showed that â€Å" a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related language arts, positively affected students’ reading skills and scores (Sheldon Epstein, 2005b). The original SAGE pilot program research involved participants of which fifty percent were below the poverty level (Vinson, 2002). Participating classes were reduced from average size to fifteen students per teacher. An evaluation by Molinar, Smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and math. Second and third graders were reported to follow the same pattern. The third study to be reviewed is the Prime Time (1984) project in Indiana. This was originally planned to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana. The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and three districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that â€Å"students were not assigned to experimental control groups on a random basis†, and that school policies were changed and implemented during the course of the study (Vinson, 2002). A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentioned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven empirical studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels. For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students. Small classes are beneficial because of 1) better student reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986). Slavin’s (1990) research of empirical studies, were chosen for analysis based on a three part criteria; 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were comparable (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990). A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement since the mid-1980s. In all his reviews of class size studies, he’s always concluded that; â€Å"The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing (Vinson, 2002)†. Johnson (2000), citing a study at the Heritage Foundation examining National Assessment of Educational Progress (NAEP) reading data, asserted that the difference in reading assessment scores between students in small classes and students in large classes was insignificant. He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanushek’s conclusions (1999). Studies of the effects of class size in secondary schools are much more rare and largely equivocal (Deutsch 2003; Grissmer 1999). Many of those who advocate for smaller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly. In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes stimulate student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in adolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement. An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher experience (Hedges, Lane, and Greenwald 1994). Mississippi’s Department of Education’s Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home. Strategies for improving student achievement according to Mississippi’s School Improvement and Closing the Achievement Gap Report 2003-2004 include: †¢ Strong parental involvement †¢ Community and church support †¢ Various reform models aligned to state curriculum †¢ Dedicated teachers †¢ Structured teaching †¢ Thinking maps †¢ Stable staff †¢ Comprehensive systems to monitor student progress †¢ Aligned curriculum, assessment, and instruction †¢ Peer coaches †¢ Instructional time that is increased (2004) As the reader will notice, the majority of these strategies incorporate relationships between the school and outside sources for example parental and community involvement. These strategies were created by schools in Mississippi demonstrating high student achievement. Finally, the researcher will also examine the effects of global resources, that is, per pupil expenditure (PPE), on the impact of performance. In their review of production function research, Verstegen and King cite Hedges, Laine, and Greenwald’s assertion (1994) that â€Å"Global resource variables such as PPE, show positive, strong, and consistent relations with achievement† (1995, 57-58). However, other studies fail to yield significant results (Chubb and Moe 1990; Okpala 2002). Tajalli, in his examination of the wealth equalization or â€Å"Robin Hood† program in Texas, found that the transfer of nearly $3. 4 billion of dollars to poor school districts did not have a significant impact on the improvement of performance in these districts (Tajalli, 2003). It may be that expenditures in general have an indirect effect that is not apparent when using PPE as a direct measure. In his study of school spending Wenglinsky (1997) develops a â€Å"path† in which he concludes a school’s economic resources are associated with academic achievement. He posits that per-pupil expenditures on instruction and central office administration are positively related to class size, i. e. , more spending on smaller classes. Smaller teacher/student ratios contribute to a cohesive school environment, which enhances achievement. Chapter Three Description of Methodology This study is a comparative analysis of eight Mississippi elementary schools from seven school districts; two K-2, two K-3 and four K-5. Factors analyzed were the students to teacher ratio (FTE), socioeconomic status (SES), and student ethnicity, and comparison MCT scores. At first a total of twenty schools were randomly chosen from different districts. The researcher then chose eight schools of conflicting SES percentages. It is a comparative study using the case analysis method; since it attempts to compare school factors influencing student performance. Using the Mississippi Academic Excellence Indicator System (AEIS) data, the researcher will examine these variables to determine the elements that can impact success or failure of public school campuses. The measure of performance is the standardized test given in 2005 to students in Mississippi public schools, the MCT. The researcher focused the study on Mississippi elementary schools that are predominantly populated by students who come from economically disadvantaged backgrounds. The socioeconomic status was based on the percentage of students eligible for free or reduced-price lunches. The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results. Validity and Reliability The MCT scores are provided by the Mississippi Department of Education, and the demographics of each school were provided by the NCES found on the greatschools. com database. Twenty schools were chosen by random; then eight were chosen for analysis based on conflicting SES factors in order to get realistic insight as to the influence of student success factors on each school size. This study has limitations due to the fact that it is based on MCT scores which can be deceiving. These tests have been criticized by researchers because they do not portray a student’s overall understanding of a subject and do not allow for different learning abilities and styles. It is because of this limitation that further study should be conducted on the achievement levels of students based on different approaches to classroom learning. Sample and Population Three samples were used for this study. Sample one consisted of two schools serving grades K-2; each school was from a different district. Sample two consisted of two schools which served K-3 and were from two separate districts. Finally, the third sample consisted of four K-5 schools, from two different districts. Overall, seven districts and eight schools of different sizes in the state of Mississippi were compared. The study specifically seeks to identify variables in low performing schools that could hinder them from improving performance. In order to provide an accurate study, the researcher took samples from different sized schools with different student demographics. Implementation Research was conducted by recording data for each school for a side-by-side comparison of different factors (see Appendix). All factors were found through greatschools. com, which summarizes each school’s characteristics for easy research. All school samples were then analyzed for the reading achievement average. Based on the average, the researcher then examined the achievement factors; determining whether there was a trend between any of the achievement factors and the MCT results of the chosen school samples. Factors compared during analysis were; socioeconomic status (SES), student-per-teacher ratios (FTE), and the percentage of nonwhite students. The MCT scores for 2005 were used as an indicator of overall reading proficiency of the chosen school. In order to determine whether a variable was a consistent influence on the MCT scores, three consecutive years of MCT scores from 2003-2005 were analyzed. The overall study aimed to discover a consistent pattern between a variable, such as SES or FTE, and the level of reading proficiency. Data Analysis Two of the three samples were consistent with the researcher’s hypothesis that SES is a strong influence on reading proficiency. Sample 1 however was uncharacteristic of the other two. In Sample 1, both schools demonstrated above the state average in MCT reading scores, however, the school with the highest SES percentage actually did better. This is uncharacteristic since Sample 2 and Sample 3 demonstrated a trend in high SES and low MCT scores for three consecutive years. As discussed in chapter two, the literature review, the influence of class size on student achievement has been an on going debate among researchers. For this reason, the researcher included student-per-teacher ratios as a sample variable. The researcher had expected to see some evidence of FTE influence reflected in the MCT scores; however, that was not the case. According to the data collected, the FTE of all three samples ranged between fifteen and seventeen, with the state average being fifteen. The results demonstrated no reoccurring trend between FTE and MCT scores. Sample 1 schools demonstrated varying above average MCT scores and the same FTE of seventeen. In Sample 2, School 1A demonstrated a below average MCT score with a FTE of fifteen; however, 2B had higher test scores and a higher FTE. In Sample 3, all but one of the schools had a FTE of Seventeen, 3B demonstrated a FTE of fifteen and a below average MCT score. School 4B had below average MCT scores but a FTE of seventeen, like the remaining two schools with higher MCT scores. Between all three samples, there was no reoccurring trend between MCT scores and FTE. The researcher had expected student ethnicity to play a large role in student achievement levels, however based on this studies samples, there was little proof that such a trend existed. As demonstrated in Appendix A through C, schools demonstrating low achievement scores varied in the percentage of nonwhite students. The same variations were found in schools with high achievement scores. Overall, the only achievement factor that demonstrated a trend was the socioeconomic status factor. SES as a factor of achievement was present in Samples 2 and 3, but seemed irrelevant in Sample 1. Based on the results and the uncharacteristic trends found in Sample 1, the researcher feels that the quality of the curriculum and teaching strategies had an influence of the high achievement levels found in Sample 1. The researcher feels strongly that SES is an influential factor on the reading achievement of elementary students in Mississippi. It must be noted however, the influence of SES can be minimized with the proper curriculum and learning strategies. MCT scores give educators insight into the overall achievement levels of students, and should be used as an indicator of what type of teaching strategy should be used. There are numerous ways to improve student achievement. Educators and school administrators must be aware of the learning abilities and potentials of students and gear curriculum and teaching strategies towards the needs of the students. References Achieve (2001). Standards: How high is enough? Achieve Policy Brief, 3. Washington, DC: Author. Allen, J. (2001). 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