Social studies Power Point

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Social Studies James Pinnell Chris London Amy Clark

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There is not a universal approach in meeting the learning needs of all students. Students have different learning styles that promote higher success in the classroom compared to other learning styles. Literature has demonstrated African American students’ diverse learning needs and preferred learning styles were not consistently being addressed in the classroom. Hence, some African American students were not learning and began to perform at a lower grade level. The presenter will provide suggestions of various technology-enhanced instructional strategies and its potential impact on African American student achievement. Additionally, the presenter will provide educators with several implications that can be applied to their current classroom setting.

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In the era of increased educational accountability, students are expected to demonstrate a level of proficiency on state administered, standardized tests. The purpose of this presentation is to address standardized testing issues surrounding the academic achievement gap among African American students. Research has demonstrated that placing students in certain academic tracks merely on their standardized test scores can have negative effects on students’ ability to excel in the classroom. The presenter will address other concerns, such as stereotype threat, that African American students face while taking high stakes test which can lead to poor performance.

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Access the archived webinar here: http://www.aacrao.org/conferences/conferences-detail-view/understanding-student-college-choice Academic research on student college choice has expanded dramatically over the last five decades. Much of the impetus for this research was the growing interest among institutional policy makers on how they might influence student enrollments. In this webinar, we will provide an overview of research about college choice that is relevant for admissions and enrollment management professionals. In particular, we will review the factors that influence students’ decisions and the timing of their college choice process. We will discuss differences among white, African American, Latino, and Asian American students with respect to these factors, as well as research on the factors influencing nontraditional students’ college choice. Throughout this webinar, we will highlight the relevance of this body of research for institutional policies and practices.

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The purpose of this study is to explore the six attributes of the Resiliency for Academic Success Framework (2002) and the possible relationship to academic achievement among urban high school students with a focus on multiracial students. Trueba (2002) identified six resiliency traits for academic success in his framework: intelligent planning in the pursuit of major goals, delaying gratification for the sake of future rewards, willingness to learn a new language and culture, ability to appreciate and use family support during crises, ability to use multiple personal identities in the process of communicating with others, loyalty to school and family and the wisdom to pursue academic excellence with the love and support of teachers and parents, spiritual strength based on religious, cultural, and linguistic values. Academic achievement was measured by reading and math scores, which are mandatory assessments required for graduation in the state of Illinois. The study used quantitative research analyses: descriptive statistics, correlation, ANOVA, and regression. The sample included 521 students from five diverse high schools, but only 377 students from the five high schools had PSAE reading and math scores to correspond with completed surveys. The findings demonstrated that the multiracial students were not significantly different than other racial groups (Caucasian, African-Americans, Hispanics, and multiracial) in academic achievement. Multiracial students (N=85) in the study had similar levels with mean and standard deviation scores to Caucasian students (n=136). ANOVA demonstrated that differences existed between groups in PSAE reading, but no significant differences existed between racial groups in PSAE math. The regression analyses showed that all students (N=377) had the same three Resiliency for Academic Success factors (overall resiliency average, spiritual strength, and willingness to learn a new language and culture) that were predictive in reading and math PSAE. In addition, all students (N=377) showed that the Resiliency for Academic Success characteristic of ability to use family support during crises was predictive of math PSAE scores.

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