PJ Settlement

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Grade retention is a strategy for the remediation of learning or developmental delays. Students who cannot keep up with their peers or do not meet a predefined level repeat the same grade once again and by doing so have an extra year to get at the level that is needed to successfully manage the next grade. There are considerable doubts as regards the usefulness and effectiveness of retaining grades. Studies conclude that in the short term retaining grades may have a positive effect on academic achievement, but that this gain disappears in the longer term. Driessen, G. (2020). Grade retention. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/272

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Dr. Kritsonis Recognized as Distinguished Alumnus In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”

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Copyright © 2009 by the National Association for the Education of Young Children The purpose of this position statement is to promote excellence in early childhood education by providing a framework for best practice. Grounded both in the research on child development and learning and in the knowledge base regarding educational effectiveness, the framework outlines practice that promotes young children’s optimal learning and development. Since its first adoption in 1986, this framework has been known as developmentally appropriate practice.1 The profession’s responsibility to promote quality in the care and education of young children compels us to revisit regularly the validity and cur- rency of our core knowledge and positions, such as this one on issues of practice. Does the position need modification in light of a changed context? Is there new knowledge to inform the statement? Are there aspects of the existing statement that have given rise to misunderstandings and misconcep- tions that need correcting? Over the several years spent in developing this revision, NAEYC invited the comment of early childhood educators with experience and exper- tise from infancy to the primary grades, including Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 Note : Throughout this statement, the terms teacher, practitioner, and educator are variously used to refer to those working in the early childhood field. The word teacher is always intended to refer to any adult responsible for the direct care and education of a group of children in any early childhood setting. Included are not only classroom teachers but also infant/toddler caregivers, family child care providers, and specialists in other disciplines who fulfill the role of teacher. In more instances, the term practitioners is intended to also include a program’s administrators. Educators is intended to also include college and university faculty and other teacher trainers. Adopted 2009 Position stAtement a late 2006 convening of respected leaders in the field. The result of this broad gathering of views is this updated position statement, which addresses the current context and the relevant knowledge base for developmentally appropriate practice and seeks to convey the nature of such practice clearly and usefully. This statement is intended to complement NAEYC’s other position statements on practice, which include Early Learning Standards and Early Childhood Curriculum, Assessment, and Program Evaluation, as well as the Code of Ethical Conduct and NAEYC Early Childhood Program Standards and Accreditation Criteria.2 A position statement of the National Association for the Education of Young Children 2 Copyright © 2009 by the National Association for the Education of Young Children Since the 1996 version of this position statement, the landscape of early childhood education in the.

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This research emphasizes that understanding the pros and cons of including special education learners in general education classrooms is an important factor today. The role and competencies of teachers are also highlighted, as well as their effective use of inclusivity in the formation of equity in education. Jeric H. Pediglorio "Inclusivity among Special Education Learners: The Pros and Cons" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52818.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/52818/inclusivity-among-special-education-learners-the-pros-and-cons/jeric-h-pediglorio

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EDD614ASSIGNMENTCASE2 Trident International University James Newton EDD 614 Assignment Case 2 Dr. James Hodges February 10, 2020 “Impact of Poverty on the Education Success of Children” Background Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children. Research Problem The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.

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PJ Settlement

1. PJ SETTLEMENT OUTCOMES AND GOALS

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