A Model for Academic Acceleration
It is important to see academic acceleration not as a single intervention but rather as an ongoing, holistic, whole-school process necessarily involving the student, the student's caregivers, and his or her teachers.
Accordingly, Peter Merrotsy has developed an acceleration model that recommends six steps toward a better curriculum for gifted students: identification, communication, a negotiated curriculum, academic acceleration, access to advanced courses while still at school, and support.
Identification
Identification of a gifted student should imply that educational action will take place. It needs to be remembered that identification is notoriously unreliable, especially for gifted students from a background of disadvantage (e.g., low socioeconomic status or forced cultural minority status). That is one of the reasons why it is important to have a broad, inclusive curriculum and to have students involved in making decisions about getting online degree.
Communication
Each gifted student has a right to know the curriculum options and pathways to earn online bachelor degree available to him or her. Information about enrichment programs, extracurricular activities, meeting outcomes in alternative ways, high-level courses, senior courses, academic acceleration, and access to advanced-level courses online degree while still at school should be clearly communicated to gifted students, and indeed to all students and their caregivers.
A Negotiated Curriculum
Gifted students are in a position to make informed decisions about their education. They should be actively involved in decision-making processes concerning their curriculum. Gifted students should be empowered to negotiate their curriculum.
Academic Acceleration
Academic acceleration appears to be the best and most feasible method for providing a challenging, rewarding, and continuous education which matches a gifted student's academic ability and comes closest to meeting his or her educational—intellectual, social, and emotional—needs. In order to earn online bachelor degree it may be necessary to change the organization of the school's curriculum and, in some cases, to change systemic policy.
Advanced-Level Courses
Access to advanced-level courses while still at school is an appropriate and natural progression for a gifted student who has academically accelerated. It is important to remember that an accelerated student could choose instead to study a greater number of secondary subjects, complete fewer secondary subjects but in greater depth, or take a year off, perhaps as an exchange student in another country. Whichever option is pursued, careful long-term planning, clear communication, and a negotiated curriculum are needed.
Support for Gifted Students
To help their intellectual, social, and emotional development, academically accelerated students need appropriate support, in terms of policy, administration, coordination of courses, enriched educational experiences, access to high-level courses, access to specialist teachers, tutors, counselors and mentors, and resources. In particular, gifted students from dis-advantaged backgrounds, and from rural and isolated settings, need financial support so that they have access to resources and to educational experiences and opportunities enjoyed by others.
Guidelines for online bachelor degree
The Iowa Acceleration Scale offers a thoughtful and careful objective guide for whole-grade, academically accelerated progression and is supported by research and many repetition studies. There are four critical items: If a student's measured IQ is below 120, if a sibling is either in the same grade from which the student will accelerate or in the new grade to which the student will accelerate, or there is any antipathy by the student, then whole-grade acceleration is not recommended. School history; an assessment of ability, aptitude, and achievement; academic and developmental factors; interpersonal skills; and attitude and support by the school and family are then taken into account in order to give, or not give, as the case may be, a recommendation for whole-grade acceleration. If whole-grade acceleration is not recommended, then advice is available on the suitability of other forms of acceleration or on enrichment and extension online degree programs.
Ongoing Issues
Two key issues need to be addressed worldwide if gifted students are to gain adequate access to a curriculum that includes options for online bachelor degree. These issues need to be addressed to overcome the impact of social and cultural disadvantage and to give equity of access to appropriate educational programs for gifted students.
First, the findings of research concerning the academic and affective benefits of well-administered acceleration online bachelor degree programs need to be accepted by educational administrators, communities, and teachers. System-organizational patterns of social grouping and the lockstep method of promotion constitute an effective barrier to the development of giftedness, suggesting the deep and urgent need for more flexible forms of school organization that ensure continuity of experience based on criteria other than age or years of attendance and that permit student progression based on individual development and performance.
Second, the end result or consequence of acceleration must be appropriately supported and managed by the education system. For example, with respect to advanced-level subjects studied while still at school, clarification is needed concerning equity of access, which can only be maintained through flexible forms of delivery and alternative modes of study; recognition that they constitute a formal component of secondary school studies, with continuity and articulation of curriculum; the status of secondary students who have completed advanced level units of studies, inter alia that they are still eligible for university entrance scholarships; and credit transfer.
Peter Merrotsy
EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.
Showing posts with label Online Bachelor Degree. Show all posts
Showing posts with label Online Bachelor Degree. Show all posts
Sunday, September 6, 2009
Saturday, September 5, 2009
Online degree, part 5.
Types of Academic Acceleration
Grade skipping is but one example of academic acceleration. In practice, the range and types of academic acceleration also include early entrance to school, continuous progression, self-paced instruction, correspondence courses, combined classes, multiage classes, curriculum compacting, curriculum telescoping, extracurricular programs, mentorships, content acceleration, subject acceleration, credit by examination, concurrent enrollment, advanced placement (an American practice with few equivalents elsewhere), early access to advanced-level studies while still at school, and early entrance to university.
Academic acceleration, therefore, refers to any of the ways by which a gifted student engages in the study of new material that is typically taught at a higher grade level than the one in which the child is currently enrolled, covers more material in a shorter time, and accordingly is seen to be vertical provision for gifted students. Implicit is the assumption that gifted students, who perform, or reflect the potential to perform, at advanced skill levels should be studying new material at levels commensurate with their levels of ability. Because a common characteristic of gifted students is their ability to learn at a fast rate, acceleration is seen to be a fundamental need of a gifted student and, in some form, should be an integral part of every gifted program.
A model for academic acceleration may refer to service delivery, whereby a standard curriculum experience is offered to a gifted student at a younger age or earlier grade than usual. Or it may refer to curriculum delivery, which involves increasing the pace of presentation of material, either in the regular classroom or in special classes. In either case, programs for academic acceleration allow the examination of content in greater depth, give access to subject matter at levels of greater conceptual difficulty, and should provide instruction that individually and explicitly matches the achievement levels, ability, interests, and learning style of the gifted student.
Tags: Online Degree, Online Degrees, Online College Degrees, Online Accredited Degrees, Online Bachelor Degree, Online Degree Program, Online Health Care Degree, Online College Degree Programs, College Degree Distance Education Online, Online Course College Degree, Online Pharmacy Degree, University Online Degrees.
Benefits of Acceleration
Academic acceleration has several administrative benefits. It is a readily available and inexpensive educational option. It is a way of giving recognition for a student's advanced abilities and accomplishments. It increases learning efficiency, learning effectiveness, and productivity; it gives a student more choice for academic exploration; and it may give increased time for a career.
The report A Nation Deceived presents an excellent summary of recent research supporting the academic and affective benefits of well-administered acceleration. From this research come four important findings that are strong and clear and unequivocal.
First, acceleration is consistently and highly effective for academic achievement. No studies have shown that enrichment programs or provisions give more benefits to gifted students than methods of acceleration. Academic benefits do arise from ability grouping accompanied by a differentiated curriculum, but the greatest benefit comes from academic acceleration. That is, accelerated gifted students, regardless of which form of acceleration is used, significantly outperform students of similar intellectual ability who have not been accelerated.
Second, there is no research to support the claim of maladjustment from acceleration. Despite the preponderance of evidence in favor of academic acceleration, concern about the social and emotional adjustment of accelerated students persists. This concern is cited by both teachers and administrators as the primary reason for opposition to academic acceleration. However, research finds no evidence to support the notion that social and emotional problems arise through well-run and carefully monitored acceleration programs.
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Third, acceleration is usually effective in terms of affective adjustment. For many students, it removes them from difficult social situations and from unchal-lenging and inappropriate educational contexts. It exposes the student to a new peer group and, in fact, significantly increases the chances of a gifted student forming close and productive social relationships with other students. That is, academic acceleration goes a long way to meeting the social and emotional needs of the gifted student who uses it.
Fourth, a gifted student who is not accelerated when it is appropriate may well experience educational frustration and boredom; have reduced motivation to learn; develop poor study habits; have lower academic expectations, achievement, and productivity; express apathy toward formal schooling; drop out prematurely (there is at least some anecdotal evidence to support this); and/or find it difficult to adjust to peers who do not share advanced interests and concerns. That is, rather than expressing concern over potential socioemotional maladjustment arising from acceleration, teachers and administrators need to be concerned about the probability of maladjustment effects resulting from inadequate intellectual challenge.
EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.
Grade skipping is but one example of academic acceleration. In practice, the range and types of academic acceleration also include early entrance to school, continuous progression, self-paced instruction, correspondence courses, combined classes, multiage classes, curriculum compacting, curriculum telescoping, extracurricular programs, mentorships, content acceleration, subject acceleration, credit by examination, concurrent enrollment, advanced placement (an American practice with few equivalents elsewhere), early access to advanced-level studies while still at school, and early entrance to university.
Academic acceleration, therefore, refers to any of the ways by which a gifted student engages in the study of new material that is typically taught at a higher grade level than the one in which the child is currently enrolled, covers more material in a shorter time, and accordingly is seen to be vertical provision for gifted students. Implicit is the assumption that gifted students, who perform, or reflect the potential to perform, at advanced skill levels should be studying new material at levels commensurate with their levels of ability. Because a common characteristic of gifted students is their ability to learn at a fast rate, acceleration is seen to be a fundamental need of a gifted student and, in some form, should be an integral part of every gifted program.
A model for academic acceleration may refer to service delivery, whereby a standard curriculum experience is offered to a gifted student at a younger age or earlier grade than usual. Or it may refer to curriculum delivery, which involves increasing the pace of presentation of material, either in the regular classroom or in special classes. In either case, programs for academic acceleration allow the examination of content in greater depth, give access to subject matter at levels of greater conceptual difficulty, and should provide instruction that individually and explicitly matches the achievement levels, ability, interests, and learning style of the gifted student.
Tags: Online Degree, Online Degrees, Online College Degrees, Online Accredited Degrees, Online Bachelor Degree, Online Degree Program, Online Health Care Degree, Online College Degree Programs, College Degree Distance Education Online, Online Course College Degree, Online Pharmacy Degree, University Online Degrees.
Benefits of Acceleration
Academic acceleration has several administrative benefits. It is a readily available and inexpensive educational option. It is a way of giving recognition for a student's advanced abilities and accomplishments. It increases learning efficiency, learning effectiveness, and productivity; it gives a student more choice for academic exploration; and it may give increased time for a career.
The report A Nation Deceived presents an excellent summary of recent research supporting the academic and affective benefits of well-administered acceleration. From this research come four important findings that are strong and clear and unequivocal.
First, acceleration is consistently and highly effective for academic achievement. No studies have shown that enrichment programs or provisions give more benefits to gifted students than methods of acceleration. Academic benefits do arise from ability grouping accompanied by a differentiated curriculum, but the greatest benefit comes from academic acceleration. That is, accelerated gifted students, regardless of which form of acceleration is used, significantly outperform students of similar intellectual ability who have not been accelerated.
Second, there is no research to support the claim of maladjustment from acceleration. Despite the preponderance of evidence in favor of academic acceleration, concern about the social and emotional adjustment of accelerated students persists. This concern is cited by both teachers and administrators as the primary reason for opposition to academic acceleration. However, research finds no evidence to support the notion that social and emotional problems arise through well-run and carefully monitored acceleration programs.
Tags: Online College Bachelor Degree, Online College Degree Distance Education, Online Course And College Degree, Pharmacy Degree Online, School Online College Degree Distance Education, College Degree Learning Online Program, Masters Degree Graduate Accredited Online College Programs, Online Accredited Law College Degree, Online Colleges College Degree, College Degree Program Online, College Degree Education Online, College Degrees Online, Internet College Degree Online, Online Degree Accredited College University, Accountant College Course Degree Online, Bachelor Computer Degree Online Science.
Third, acceleration is usually effective in terms of affective adjustment. For many students, it removes them from difficult social situations and from unchal-lenging and inappropriate educational contexts. It exposes the student to a new peer group and, in fact, significantly increases the chances of a gifted student forming close and productive social relationships with other students. That is, academic acceleration goes a long way to meeting the social and emotional needs of the gifted student who uses it.
Fourth, a gifted student who is not accelerated when it is appropriate may well experience educational frustration and boredom; have reduced motivation to learn; develop poor study habits; have lower academic expectations, achievement, and productivity; express apathy toward formal schooling; drop out prematurely (there is at least some anecdotal evidence to support this); and/or find it difficult to adjust to peers who do not share advanced interests and concerns. That is, rather than expressing concern over potential socioemotional maladjustment arising from acceleration, teachers and administrators need to be concerned about the probability of maladjustment effects resulting from inadequate intellectual challenge.
EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.
Wednesday, September 2, 2009
ABSTINENCE EDUCATION
Abstinence education advocates abstinence as the 100% sure way to prevent pregnancy and the transmission of sexually transmitted diseases (STDs). The U.S. teen pregnancy rates have been decreasing since the 1990s, but of all of the developed countries in the world, the United States still has the highest teen pregnancy rates. The Centers for Disease Control and Prevention estimate that approximately 19 million new STDs occur each year, almost half of them among young people ages 15 to 24. Teens with STDs are impacted emotionally and physically, and the annual medical cost directly attributed to STDs in the United States is well over $13 billion. Communities are looking for answers on how to address the complex issues of teen pregnancy and STDs. Abstinence education is seen as one such answer.
The premise of abstinence education is that abstinence is the best choice for youth when it comes to making sexual decisions. Schools and communities can decide what type of programming to provide to their young people. The current federal initiatives are driving the abstinence-until-marriage initiatives, and anyone receiving federal funding must adhere to specific guidelines. The evaluation of these programs shows some short-term impacts on attitudes and behavioral intent,
but long-term studies on behavior are mixed. This entry provides a general overview of sexuality education, abstinence education, federal funding for abstinence programming, guidelines for selecting programs, and evaluation of abstinence programs.
Sexuality and Abstinence Education
Parents are the primary educators of their children. Some parents may not feel comfortable broaching the topics with their children, may not have the factual knowledge to share with their children, or may not know how to talk to their children in a developmen-tally appropriate manner. Who else can teach the children? The vast majority of children attend public school, and schools are a logical place to provide sexuality education. Programming may be taught by teachers, health educators, nurses, doctors, or other credentialed professionals. No matter who is teaching the children, it is important for the school to verify the accuracy of the curriculum, evaluate the credentials of the provider, and be sure the curriculum meets with school district policies.
Sexuality education guidelines are typically established at the state level and carried out at the local level. Almost every state mandates sexuality education, and some mandate abstinence education. Districts and communities may choose from a range of programs, from comprehensive sexuality education programs—which may cover birth control, a range of sexual behaviors, gender identity, life skills, and anatomy and physiology—to abstinence-only-until-marriage programs, which only discuss sexual activity within the context of marriage. School districts typically create policies delineating what type of sexuality education will be taught in what grades and what topics will be covered. Most school districts allow students, with parental permission, to opt out of sexuality education.
Sexuality education has changed from the broader ranging comprehensive sexuality education in the 1970s to the current, more narrowly focused, federally funded abstinence-only-until-marriage programs of the late 1990s and today. The change in program focus can be attributed to a concern among some parents and communities that comprehensive sexuality education was teaching students how to have sex or was sending the mixed message "Do not have sex— but if you do, be sure to use protection." Some of the disfavor arose from not clearly delineating what could and should be taught in the schools, that is, concerns over what was developmentally appropriate and what was the purview of the parent. Some people felt absti-nence education was a means of establishing moral purity and strengthening marriage.
Abstinence education proponents support the one message of abstinence from sex and do not want students to receive the mixed message "Yes, remain abstinent—but if you are not abstinent, then remember to use birth control." Many abstinence education programs do not discuss birth control except to describe their failure rates. Components of abstinence education programs can vary, but generally the focus is on the harm that comes from sexual intercourse and early sexual involvement. Depending on the school district, curricula components vary and may or may not include anatomy and physiology, life skills, communication skills, or refusal skills components.
The curricula are created by a variety of people, including teachers, school districts, health educators, faith-based groups, private businesses, or community members.
Abstinence-plus proponents believe abstinence is the best choice for young people when it comes to making decisions about sex. The "plus" in abstinence-plus often includes life skills components such as goal setting, life planning, communication, anatomy and physiology, and information on contraception. The plus component refers to the ability of the teacher to answer student questions, provide information about contraceptives, or possibly refer the student for information on contraceptives.
The philosophy of the current abstinence-only-until-marriage, also known as abstinence-only, programs is that sexual intercourse and sexual activity should happen only between a man and woman and only when they are married. There is no discussion of contraception except to discuss failure rates, and no programs may advocate for the use of contraceptives. Each program adheres to a set of guidelines as established by law in 1996. The next section discusses federal funding of abstinence-only programs and the program guidelines.
EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.
Tags:
Online Degree, Online Degrees, Online College Degrees, Online Accredited Degrees, Online Bachelor Degree, Online College Degree, Phd Degree Online, Online Masters Degree, Online Computer Science Degree, Online Nursing Degree, Nursing Degree Online, Online Accounting Degree, Online Education College Degree, Guide For Online Degree Rochville University, Online Degree Program, Online Health Care Degree, Online College Degree Programs, College Degree Distance Education Online, Online Course College Degree, Online Pharmacy Degree, University Online Degrees, Online College Bachelor Degree, Online College Degree Distance Education, Online Course And College Degree, Pharmacy Degree Online, School Online College Degree Distance Education, College Degree Learning Online Program, Masters Degree Graduate Accredited Online College Programs, Online Accredited Law College Degree, Online Colleges College Degree, Earn A College Degree Online, Accredited College Degree Education Online, North Carolina Online Degree College, Online College Life Experience Degree, Online Masters Degrees, Communication Masters Degrees Online
The premise of abstinence education is that abstinence is the best choice for youth when it comes to making sexual decisions. Schools and communities can decide what type of programming to provide to their young people. The current federal initiatives are driving the abstinence-until-marriage initiatives, and anyone receiving federal funding must adhere to specific guidelines. The evaluation of these programs shows some short-term impacts on attitudes and behavioral intent,
but long-term studies on behavior are mixed. This entry provides a general overview of sexuality education, abstinence education, federal funding for abstinence programming, guidelines for selecting programs, and evaluation of abstinence programs.
Sexuality and Abstinence Education
Parents are the primary educators of their children. Some parents may not feel comfortable broaching the topics with their children, may not have the factual knowledge to share with their children, or may not know how to talk to their children in a developmen-tally appropriate manner. Who else can teach the children? The vast majority of children attend public school, and schools are a logical place to provide sexuality education. Programming may be taught by teachers, health educators, nurses, doctors, or other credentialed professionals. No matter who is teaching the children, it is important for the school to verify the accuracy of the curriculum, evaluate the credentials of the provider, and be sure the curriculum meets with school district policies.
Sexuality education guidelines are typically established at the state level and carried out at the local level. Almost every state mandates sexuality education, and some mandate abstinence education. Districts and communities may choose from a range of programs, from comprehensive sexuality education programs—which may cover birth control, a range of sexual behaviors, gender identity, life skills, and anatomy and physiology—to abstinence-only-until-marriage programs, which only discuss sexual activity within the context of marriage. School districts typically create policies delineating what type of sexuality education will be taught in what grades and what topics will be covered. Most school districts allow students, with parental permission, to opt out of sexuality education.
Sexuality education has changed from the broader ranging comprehensive sexuality education in the 1970s to the current, more narrowly focused, federally funded abstinence-only-until-marriage programs of the late 1990s and today. The change in program focus can be attributed to a concern among some parents and communities that comprehensive sexuality education was teaching students how to have sex or was sending the mixed message "Do not have sex— but if you do, be sure to use protection." Some of the disfavor arose from not clearly delineating what could and should be taught in the schools, that is, concerns over what was developmentally appropriate and what was the purview of the parent. Some people felt absti-nence education was a means of establishing moral purity and strengthening marriage.
Abstinence education proponents support the one message of abstinence from sex and do not want students to receive the mixed message "Yes, remain abstinent—but if you are not abstinent, then remember to use birth control." Many abstinence education programs do not discuss birth control except to describe their failure rates. Components of abstinence education programs can vary, but generally the focus is on the harm that comes from sexual intercourse and early sexual involvement. Depending on the school district, curricula components vary and may or may not include anatomy and physiology, life skills, communication skills, or refusal skills components.
The curricula are created by a variety of people, including teachers, school districts, health educators, faith-based groups, private businesses, or community members.
Abstinence-plus proponents believe abstinence is the best choice for young people when it comes to making decisions about sex. The "plus" in abstinence-plus often includes life skills components such as goal setting, life planning, communication, anatomy and physiology, and information on contraception. The plus component refers to the ability of the teacher to answer student questions, provide information about contraceptives, or possibly refer the student for information on contraceptives.
The philosophy of the current abstinence-only-until-marriage, also known as abstinence-only, programs is that sexual intercourse and sexual activity should happen only between a man and woman and only when they are married. There is no discussion of contraception except to discuss failure rates, and no programs may advocate for the use of contraceptives. Each program adheres to a set of guidelines as established by law in 1996. The next section discusses federal funding of abstinence-only programs and the program guidelines.
EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.
Tags:
Online Degree, Online Degrees, Online College Degrees, Online Accredited Degrees, Online Bachelor Degree, Online College Degree, Phd Degree Online, Online Masters Degree, Online Computer Science Degree, Online Nursing Degree, Nursing Degree Online, Online Accounting Degree, Online Education College Degree, Guide For Online Degree Rochville University, Online Degree Program, Online Health Care Degree, Online College Degree Programs, College Degree Distance Education Online, Online Course College Degree, Online Pharmacy Degree, University Online Degrees, Online College Bachelor Degree, Online College Degree Distance Education, Online Course And College Degree, Pharmacy Degree Online, School Online College Degree Distance Education, College Degree Learning Online Program, Masters Degree Graduate Accredited Online College Programs, Online Accredited Law College Degree, Online Colleges College Degree, Earn A College Degree Online, Accredited College Degree Education Online, North Carolina Online Degree College, Online College Life Experience Degree, Online Masters Degrees, Communication Masters Degrees Online
Monday, August 31, 2009
How To Get Online Degree - Education Online
Online education is now very popular. Let's find out how educational psychology can help you in receiving online colledge degrees. Just read all our posts in this blog and you can easely start your online education.
Educational psychology is a special field of endeavor because it strives to apply what is known about many different disciplines to the broad process of education. In the most general terms, you can expect to find topics in this area that fall into the categories of human learning and development (across the life span), motivation, measurement and statistics, and curriculum and teaching. More specifically, the educational psychologist studies such topics as aggression, the relationship between poverty and achievement in schools, lifelong learning, quantitative methods, and emerging adulthood. Online education is truly a diverse and fascinating field of study and unlike other social and behavioral sciences. Its significance for application to the real needs of both children and adults cannot be overestimated.
Learn how to receive online degree easely
The importance of all these topics is not limited to the college classroom or academic lecture circuit. Rather, the ability to understand complex issues such as vouchers, early intervention, inclusion, cultural diversity, and the role of athletics in the schools (to mention only a few examples) carries important implications for public policy decisions. The encyclopedia includes some technical topics related to educational psychology, but for the most part, it focuses on those topics that evoke the interest of the everyday reader.
Online Accredited Degrees easy
Although there are hundreds of books about different topics in education and online degrees and there are thousands of university and private researchers pursuing more information about these topics, most of the available information tends to be found in scholarly books and scholarly journal articles—usually out of the reach of the everyday person. In fact, there are few comprehensive overviews of the field of online education, and the purpose of this multivolume Encyclopedia of Educational Psychology is to share this information in a way that is, above all, informative without being overly technical or intimidating.
Get Online Bachelor Degree
Through more than 275 contributions, experts provide overviews and explanations of the major topics in the field of educational psychology.
How were these topics selected to be included in this encyclopedia? The underlying rationale for topic selection and presentation comes from the need to share subjects that are rich, diverse, and deserving of closer inspection with an educated reader who may be uninformed about educational psychology. Within these pages, the contributors and I provide the overview and the detail that we feel is necessary to become well acquainted with topics that fairly represent the entire field.
Online College Degree - Right Now!
EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.
Educational psychology is a special field of endeavor because it strives to apply what is known about many different disciplines to the broad process of education. In the most general terms, you can expect to find topics in this area that fall into the categories of human learning and development (across the life span), motivation, measurement and statistics, and curriculum and teaching. More specifically, the educational psychologist studies such topics as aggression, the relationship between poverty and achievement in schools, lifelong learning, quantitative methods, and emerging adulthood. Online education is truly a diverse and fascinating field of study and unlike other social and behavioral sciences. Its significance for application to the real needs of both children and adults cannot be overestimated.
Learn how to receive online degree easely
The importance of all these topics is not limited to the college classroom or academic lecture circuit. Rather, the ability to understand complex issues such as vouchers, early intervention, inclusion, cultural diversity, and the role of athletics in the schools (to mention only a few examples) carries important implications for public policy decisions. The encyclopedia includes some technical topics related to educational psychology, but for the most part, it focuses on those topics that evoke the interest of the everyday reader.
Online Accredited Degrees easy
Although there are hundreds of books about different topics in education and online degrees and there are thousands of university and private researchers pursuing more information about these topics, most of the available information tends to be found in scholarly books and scholarly journal articles—usually out of the reach of the everyday person. In fact, there are few comprehensive overviews of the field of online education, and the purpose of this multivolume Encyclopedia of Educational Psychology is to share this information in a way that is, above all, informative without being overly technical or intimidating.
Get Online Bachelor Degree
Through more than 275 contributions, experts provide overviews and explanations of the major topics in the field of educational psychology.
How were these topics selected to be included in this encyclopedia? The underlying rationale for topic selection and presentation comes from the need to share subjects that are rich, diverse, and deserving of closer inspection with an educated reader who may be uninformed about educational psychology. Within these pages, the contributors and I provide the overview and the detail that we feel is necessary to become well acquainted with topics that fairly represent the entire field.
Online College Degree - Right Now!
EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.
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