Positive School Programs

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The document discusses three programs that can help students: 1) The Positive Action Program aims to reduce substance abuse and increase test scores. It focuses on self-management and runs from 1st to 12th grade. 2) School gardening programs teach students responsibility and improve science scores and attitudes. Gardening makes learning more fun. 3) After school homework programs provide environments for students to do homework and get help. Students who use these programs have a 73% higher test score increase than those who don't.

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[object Object], PA (Positive Action) not only helps with drug abuse and other similar problems, it also helps student with test scores. Positive Action Program

[object Object],[object Object],This structural equation analysis demonstrates how Positive Action can change the relationships between common correlates of school achievement and student outcomes. This model also shows the relationships between student behavior and achievement.

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Running head: PROGRAM DESIGN 1 PROGRAM DESIGN 2 Program Design to Promote Social Goals in American K12 Schools January 15th,2018 Program Design to Promote Social Goals in American K12 Schools Explanation of Each Initiative The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper. I think that your paper could have used an introduction followed by the thesis statement. Explanation of Each Initiative Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues. The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.

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References Cozby, P. C., & Bates, S. C. (2015). Methods In behavioral research (12th ed.). Boston, MA: McGraw-Hill Higher Education. Lecorchick III, D., Maynard, J., Morin, M., Nichols, S., Peterson, B. & Ruesch, E. Y. (2018). School-based mentoring: high school students mentor elementary students. Journal of STEM Mahon, G. A. (2010). Statistical Evaluation of Mutagenicity Test Data. Cambridge University Press. McDonald, M. (2002). Systematic Assessment of Learning Outcomes: Developing Multiple-choice Exams. Jones & Bartlett Learning. Nelson, G. & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities; 5(6) 523-539. Rosenfeld, L. B., Richman, J. M. & Bowen, G. L. (1998). Supportive communication and school outcomes for academically “at risk” and other ow income middle school students. Journal of Communication Education; 47: 309-322. Sutherland, K. S. & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders; 15(2) 103-118. Running head: SHORTENED TITLE UP TO 50 CHARACTERS 1 SHORTENED TITLE UP TO 50 CHARACTERS 2 Add Title Here, up to 12 Words, on One to Two Lines Author Name(s), First M. Last, Omit Titles and Degrees Statement of the problem The issue to be studied is determining whether or not the tutoring program is effective. There are 60 eighth grade students currently enlisted as tutors for sixth grade students; each tutor has to meet passing grade requirements and show efficiency in being a positive role model for these younger classmen. They have to demonstrate skills in organization, completing work within a timely manner, appropriate social skills, good study habits, etc. Researchers would like to see how effective this program has been for the younger students and see if they improve in grades and how these study habits are affected by the tutoring program. STEM Program This study conducted is based on students with disabilities who has entered the STEM program to enhance his and her learning. The disability is based on a learning disability in math. The article has presented how important tutoring younger children with the older grade has not only helped the tutors but the tutees self-esteem, it helps the teachers alleviate the stress of teaching. This article has shown how the younger student’s grades has improved due to the older grade children’s tutoring skills. “At risk” and low-income students This study was based on the performance of the middle school to high school students that are at risk for academic failure due to being low-income. The researcher includes how social communication and support can help to improve sociability. Data collected is based on low-income “at risk” students who had not much social support or communication. The study found that childre ...

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