Pennington Student Achievement Center

Pennington Student Achievement Center: Your Gateway to Academic Success

Introduction:

Are you a student at Pennington School striving for academic excellence? Or perhaps you're a prospective student or parent researching support services? Then you've come to the right place! This comprehensive guide delves into the heart of the Pennington Student Achievement Center (SAC), exploring its resources, programs, and the positive impact it has on student learning. We’ll unpack the services offered, highlight success stories, and answer your frequently asked questions to provide a complete picture of this invaluable resource. Get ready to discover how the Pennington SAC can empower you to reach your full academic potential.


I. Understanding the Pennington Student Achievement Center (SAC): A Foundation for Success

The Pennington Student Achievement Center isn't just a tutoring center; it's a dynamic hub dedicated to fostering academic growth and well-being. It’s a place where students receive personalized support, develop effective learning strategies, and build confidence in their abilities. The SAC offers a holistic approach, recognizing that academic success is intertwined with overall student well-being. This means addressing individual learning styles, providing emotional support, and fostering a positive and encouraging environment. The center’s mission is to equip students with the tools and skills necessary to not only succeed academically but also to thrive in their personal lives.


II. A Deep Dive into the SAC's Services and Programs:

The Pennington Student Achievement Center offers a wide array of services tailored to meet the diverse needs of its students. These services fall under several key areas:

Tutoring: One-on-one and small group tutoring sessions are available across all subjects, from core academic disciplines like math and science to humanities and electives. Tutors are carefully selected for their subject matter expertise and ability to connect with students. The tutoring isn't just about rote memorization; it focuses on building a deeper understanding of concepts and developing effective learning strategies.

Academic Skill Development Workshops: The SAC regularly hosts workshops focusing on crucial skills like time management, study strategies, test-taking techniques, and effective note-taking. These workshops equip students with practical tools they can use throughout their academic journey. The workshops are interactive and engaging, encouraging peer learning and collaboration.

Test Preparation: Preparing for standardized tests like the SAT, ACT, and AP exams can be stressful. The SAC offers specialized test preparation programs designed to build confidence and improve scores. These programs incorporate practice tests, targeted review sessions, and personalized feedback.

College Counseling Support: The SAC collaborates closely with the college counseling office to provide support during the college application process. This can include assistance with essay writing, application completion, and navigating the complexities of financial aid.

Assistive Technology and Accessibility Services: The SAC ensures that all students have equal access to learning resources, providing support for students with learning differences and disabilities. This can include access to assistive technology, accommodations, and individualized learning plans.


III. Success Stories: Celebrating Student Achievements

The true measure of the Pennington SAC's success lies in the achievements of its students. Numerous success stories illustrate the transformative impact of the center's programs. For instance, one student who struggled with math initially, through consistent tutoring and individualized support, not only improved their grades dramatically but also developed a newfound confidence and appreciation for the subject. Another student, initially hesitant about the college application process, found the support and guidance offered by the SAC invaluable in gaining acceptance to their dream university. These narratives highlight the personal growth and academic progress fostered by the center.


IV. How to Access the Pennington Student Achievement Center's Resources

Accessing the resources of the Pennington Student Achievement Center is straightforward. Students can typically schedule appointments through the school's online portal or by contacting the SAC directly. The process usually involves an initial consultation to assess the student's needs and create a personalized support plan. The SAC staff is committed to making the process accessible and supportive.


V. The Future of the Pennington Student Achievement Center

The Pennington Student Achievement Center is constantly evolving to meet the changing needs of students. Future developments may include expanding the range of workshops offered, incorporating new technologies into tutoring sessions, and strengthening partnerships with external organizations to provide even more comprehensive support. The ongoing commitment to innovation ensures that the SAC remains a vital resource for students striving for academic success.


Article Outline:

Title: Pennington Student Achievement Center: A Comprehensive Guide

Introduction: Hooking the reader and providing an overview.
Chapter 1: Understanding the Pennington SAC's mission and philosophy.
Chapter 2: Detailed explanation of services (tutoring, workshops, test prep, etc.).
Chapter 3: Showcase of student success stories and testimonials.
Chapter 4: Step-by-step guide on accessing SAC resources.
Chapter 5: Discussion of future plans and innovations within the SAC.
Conclusion: Reiterating the value of the Pennington SAC.
FAQs: Answering common questions about the SAC.
Related Articles: List of relevant articles with brief descriptions.



(Each chapter would then be expanded upon with detailed explanations as seen in the main body of this article.)


FAQs:

1. What subjects are covered by the tutoring program? The tutoring program covers all subjects offered at Pennington School, from core academics to electives.

2. How do I schedule a tutoring session? Appointments can typically be scheduled through the school's online portal or by contacting the SAC directly.

3. Are there any costs associated with using the SAC? The services of the SAC are generally included as part of the overall school tuition.

4. What types of workshops are offered? Workshops cover areas such as time management, study skills, test-taking strategies, and note-taking techniques.

5. Is the SAC accessible to students with learning differences? Yes, the SAC provides support and accommodations for students with learning differences and disabilities.

6. What kind of support does the SAC offer for college applications? The SAC collaborates with the college counseling office to assist with essays, applications, and financial aid.

7. How are tutors selected and trained? Tutors are carefully chosen for their subject expertise and ability to connect with students. They may receive additional training on effective tutoring techniques.

8. What are the hours of operation for the SAC? Hours of operation are typically posted on the school's website and can vary depending on the semester.

9. How can I provide feedback about my experience with the SAC? Feedback can be provided through various channels, such as surveys, direct communication with SAC staff, or parent-teacher meetings.



Related Articles:

1. Pennington School Academics Overview: A detailed look at the curriculum and academic programs offered at Pennington School.
2. Pennington School Student Life: An exploration of extracurricular activities, clubs, and student organizations.
3. Pennington School College Placement Success: Statistics and data on college admissions for Pennington School graduates.
4. Effective Study Habits for High School Students: Practical tips and strategies for improving study skills.
5. Overcoming Academic Challenges: Advice and resources for students struggling academically.
6. The Importance of Time Management in High School: A guide to mastering time management for academic success.
7. Test-Taking Strategies for Standardized Tests: Tips and tricks for performing well on standardized exams.
8. Navigating the College Application Process: A comprehensive guide to the college application process.
9. Supporting Students with Learning Differences: Information and resources for parents and educators on supporting students with learning disabilities.


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  pennington student achievement center: Doing a Literature Review in Health and Social Care Helen Aveyard, 2010-05-01 This book is superb. Most undergraduates have to undertake some form of literature review which may be daunting, this book explains it in an clear, easy to understand format. Explanations are given as to why undertaking a literature review is undertaken. Summery sections at the end of each chapter allow the reader to reflect on what they have just read, allowing the information to sink in. This book should be on every university's recommended reading list. Kerry Davis, Student Nurse, University Campus Suffolk, UK This book is fantastic! It gives a clear, concise guide to carrying out a literature review, which is of course a widely used formative assessment technique in a nursing program ... (it includes) in depth explanations and reasons as to how and why it is important to do a literature review ... the summary section at the end of each chapter is excellent, and allows the reader to review their understanding of what they’re just read. Overall an excellent book which is a must for any student nurse! Gem Smith, Student Nurse, Northumbria University, UK This book is superb. It explains the entire process of writing a literature review very clearly ... extremely helpful as the prospect of reviewing literature can be quite daunting. Vicky Bain, Student Nurse, University of Nottingham, UK A comprehensive, easy to read guide which will help students to understand how to undertake a literature review, and how to use the resultant information effectively. Anne-Marie Warnes, University of Central Lancashire, UK As a student, currently writing a literature review, I found this an extremely helpful book, which is invaluable in demystifying some of the more challenging elements, while at the same time providing clear, simple, appealing and appropriate guidance. This is a must have for undergraduate nursing students, and indeed all healthcare students embarking on such projects. Audrey Grace, Trinity College Dublin, Dublin, Ireland This bestselling book is a step-by-step guide to doing a literature review in health and social care. It is vital reading for all those undertaking their undergraduate or postgraduate dissertation or any research module which involves a literature review. The new edition has been fully updated and provides a practical guide to the different types of literature that you may come across when undertaking a literature review. It includes: Examples of commonly occurring real life scenarios encountered by students Emphasis on the importance of setting a question at the very start of the project Advice on how to follow a clearly defined search strategy Details of a wide range of critical appraisal tools Doing a Literature Review in Health and Social Care 2/e is essential reading for students at all levels within the health and social care field - and a useful text for anyone new to reviewing and appraising evidence.
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  pennington student achievement center: Culturally Responsive Teaching and The Brain Zaretta Hammond, 2014-11-13 A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
  pennington student achievement center: The Science of Reading Margaret J. Snowling, Charles Hulme, 2008-04-15 The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
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  pennington student achievement center: Breaking Barriers Brian Cafarella, 2021-06-30 The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students’ experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students’ experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students’ community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, Acceleration and Compression in Developmental Math: Faculty Viewpoints, was awarded Article of the Year by the Journal of Developmental Education.
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  pennington student achievement center: Mindfulness and Acceptance for Counseling College Students Jacqueline Pistorello, 2013-06-01 The college years are very stressful for many people, so it comes as little surprise that college-aged youth often suffer from diagnosable psychiatric disorders. Even among college students whose distress is not clinically diagnosable, the college years are fraught with developmental challenges that can trigger bouts of psychological suffering. Is it any wonder, then, that suicide is the second leading cause of death in this age group? In Mindfulness and Acceptance for Counseling College Students, clinical researcher Jacqueline Pistorello explores how mindfulness and acceptance-based approaches such as acceptance and commitment therapy (ACT), dialectical behavioral therapy (DBT), mindfulness-based cognitive therapy (MBCT), and mindfulness-based stress reduction (MBSR) are being utilized in higher education settings around the world to treat student mental health problems like severe depression, substance abuse, and eating disorders, and/or to help students thrive--both in and out of the classroom. This book offers easy-to-use programs for college counselors, therapists, instructors, administrators, and even high school counselors who are looking for tools to help high school students prepare for the transition to college. Counselors with extensive experience with mindfulness and acceptance approaches can learn new ways of adapting these approaches to interventions with college students, and counselors interested in these approaches but lacking experience can learn about these effective therapies. Finally, college administrators and staff can gain ideas for implementing mindfulness practices in various campus contexts to help p romote student mental health or academic engagement. In addition to chapters by Steven C. Hayes, the founder of acceptance and commitment therapy, this book also contains an online Appendix with helpful original handouts, Power Point slides, and links to podcasts and lectures to help implement mindfulness-based approaches on different campuses. It is a wonderful resource for any pro- fessional who works with college students and who is interested in promoting psychological well-being. The Mindfulness and Acceptance Practica Series As mindfulness and acceptance-based therapies gain momentum in the field of mental health, it is increasingly important for professionals to understand the full range of their applications. To keep up with the growing demand for authoritative resources on these treatments, The Mindfulness and Acceptance Practica Series was created. These edited books cover a range of evidence-based treatments, such as acceptance and commitment therapy (ACT), cognitive behavioral therapy (CBT), compassion-focused therapy (CFT), dialectical behavioral therapy (DBT), and mindfulness-based stress reduction (MBSR) therapy. Incorporating new research in the field of psychology, these books are powerful tools for mental health clinicians, researchers, advanced students, and anyone interested in the growth of mindfulness and acceptance strategies.
  pennington student achievement center: MDR's School Directory , 1999
  pennington student achievement center: Our Social World Jeanne H. Ballantine, Keith A. Roberts, 2011-10-26 In this brief text, two leaders of the Teaching Sociology movement encourage students’ development of their sociological imaginations through role-taking. Assuming the role of a child living in poverty in India or of a member of an African tribe, students learn to re-envision their global society. An innovative, integrated framework provides core sociological concepts, while features such as Contributing to Our Social World enable students to “do” public sociology. Our Social World: Condensed Version presents the perspective of students living in the larger global world.
  pennington student achievement center: Identifying, Assessing, and Treating Dyslexia at School Catherine Christo, John M. Davis, Stephen E. Brock, 2009-04-21 As many as one in four children experiences problems with reading. Dyslexia, the most common learning disability leads to well-documented negative effects on school and, ultimately, adult success. Therefore, it is critical that school professionals provide early and effective assessment and intervention. Identifying, Assessing, and Treating Dyslexia at School equips practitioners with in-depth understanding of the disorder and a wealth of practical information for meeting student needs. This volume: Reviews up-to-date findings on dyslexia – causes, prevalence, and related conditions. Provides research-based tools for identifying and addressing dyslexia. Offers a detailed framework for case finding and screening, diagnostic and psychoeducational assessment as well as age- and grade-appropriate intervention. Explains the roles and responsibilities of school psychologists when it comes to identifying students with dyslexia. Focuses solely on dyslexia, unlike most other books on learning disabilities. As the duties of school psychologists and related education professionals become more complex, recognizing and providing services for students with learning disorders has become progressively more demanding. Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come.
  pennington student achievement center: Creating a Culturally Inclusive Campus Barbara J. Hoekje, Scott G. Stevens, 2017-12-14 Colleges and universities increasingly recruit international students yet may lack the systems to foster these students' academic success and identity as valued members of the campus community. Sharing case studies of students and examples of innovative initiatives, this book explores strategies and key recommendations for universities to re-conceptualize their programs to better welcome and support international students. Emphasizing the relational aspect of academic and campus life, the authors provide a framework that supports students from initial contact through graduation. Carefully researched and addressing issues of language, engagement, and culture, Creating a Culturally Inclusive Campus offers universities innovative strategies for helping all students fulfull their academic goals while also contributing meaningfully to their school’s global mission.
  pennington student achievement center: School Climate and Culture vis-à-vis Student Learning Cletus R. Bulach, Frederick C. Lunenburg, Les Potter, 2016-08-08 The purpose of School Climate and Culture vis-à-vis Student Learning is to describe a reform that improves test scores, reduces dropouts and decreases bullying behavior. There are six areas that must be improved in order to accomplish this purpose. These six areas are the following: discipline, basic needs of humans, culture and climate, control, parent and community involvement, and levels of openness and trust. Discipline is one of the main problems in classrooms across the US. The authors describe a comprehensive school reform approach that addresses the six areas and reduces resistance to school reform. Creating a “high-performing” school is an organizational approach to school reform that creates a distinctly different school culture and climate than can be found in existing schools. The authors detail a vision and mission for a comprehensive school reform that involves all stakeholders and leads to high performance.
  pennington student achievement center: AI and education Miao, Fengchun, Holmes, Wayne, Ronghuai Huang, Hui Zhang, UNESCO, 2021-04-08 Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. This publication offers guidance for policy-makers on how best to leverage the opportunities and address the risks, presented by the growing connection between AI and education. It starts with the essentials of AI: definitions, techniques and technologies. It continues with a detailed analysis of the emerging trends and implications of AI for teaching and learning, including how we can ensure the ethical, inclusive and equitable use of AI in education, how education can prepare humans to live and work with AI, and how AI can be applied to enhance education. It finally introduces the challenges of harnessing AI to achieve SDG 4 and offers concrete actionable recommendations for policy-makers to plan policies and programmes for local contexts. [Publisher summary, ed]
  pennington student achievement center: Sports-Related Concussions in Youth National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on Sports-Related Concussions in Youth, 2014-02-04 In the past decade, few subjects at the intersection of medicine and sports have generated as much public interest as sports-related concussions - especially among youth. Despite growing awareness of sports-related concussions and campaigns to educate athletes, coaches, physicians, and parents of young athletes about concussion recognition and management, confusion and controversy persist in many areas. Currently, diagnosis is based primarily on the symptoms reported by the individual rather than on objective diagnostic markers, and there is little empirical evidence for the optimal degree and duration of physical rest needed to promote recovery or the best timing and approach for returning to full physical activity. Sports-Related Concussions in Youth: Improving the Science, Changing the Culture reviews the science of sports-related concussions in youth from elementary school through young adulthood, as well as in military personnel and their dependents. This report recommends actions that can be taken by a range of audiences - including research funding agencies, legislatures, state and school superintendents and athletic directors, military organizations, and equipment manufacturers, as well as youth who participate in sports and their parents - to improve what is known about concussions and to reduce their occurrence. Sports-Related Concussions in Youth finds that while some studies provide useful information, much remains unknown about the extent of concussions in youth; how to diagnose, manage, and prevent concussions; and the short- and long-term consequences of concussions as well as repetitive head impacts that do not result in concussion symptoms. The culture of sports negatively influences athletes' self-reporting of concussion symptoms and their adherence to return-to-play guidance. Athletes, their teammates, and, in some cases, coaches and parents may not fully appreciate the health threats posed by concussions. Similarly, military recruits are immersed in a culture that includes devotion to duty and service before self, and the critical nature of concussions may often go unheeded. According to Sports-Related Concussions in Youth, if the youth sports community can adopt the belief that concussions are serious injuries and emphasize care for players with concussions until they are fully recovered, then the culture in which these athletes perform and compete will become much safer. Improving understanding of the extent, causes, effects, and prevention of sports-related concussions is vitally important for the health and well-being of youth athletes. The findings and recommendations in this report set a direction for research to reach this goal.
  pennington student achievement center: Identification and Evaluation of Learning Disabilities Evelyn S. Johnson, Anne B. Clohessy, 2014-06-19 Ensure that your students have the support they need! When it comes to designing instruction for students with learning disabilities, one size does not fit all — and that’s also true for identifying and evaluating learning disabilities. Theories and legislation aside, it’s critical for your school team to have a comprehensive plan to make sure every child gets the right kind of attention—and no one falls through the cracks. This compelling, easy-to-use handbook guides general educators, special educators, administrators, and school psychologists through the eligibility and evaluation stages to ensure that students get the best services and interventions they need to be successful. You’ll find: Guidance on what data to collect and how to collect it Strategies for combining RTI with a comprehensive evaluation to diagnose SLD Detailed case studies—with graphs, figures, and test scores—at the school, classroom, and individual student level Everyone on your team has the same goal: to help students with learning challenges achieve success. This comprehensive resource has the tools you need to make that happen. This book reminds educators that we are responsible for all of our students. When students are not making the progress we expect, this text offers very specific, practical suggestions that educators can follow. This book helps to identify if a student has a specific learning disability and offers suggestions for addressing the student’s difficulty through a team approach. When using the case studies, teachers will see many examples related to their own students and find new resources to try in their classrooms that will assist those who are having difficulty making significant progress. —Marcia B. Imbeau, Professor University of Arkansas
  pennington student achievement center: Resources in Education , 1999-10
  pennington student achievement center: The Medieval Origins of the Legal Profession James A. Brundage, 2010-10 In the aftermath of sixth-century barbarian invasions, the legal profession that had grown and flourished during the Roman Empire vanished. Nonetheless, professional lawyers suddenly reappeared in Western Europe seven hundred years later during the 1230s when church councils and public authorities began to impose a body of ethical obligations on those who practiced law. James Brundage's The Medieval Origins of the Legal Profession traces the history of legal practice from its genesis in ancient Rome to its rebirth in the early Middle Ages and eventual resurgence in the courts of the medieval church. By the end of the eleventh century, Brundage argues, renewed interest in Roman law combined with the rise of canon law of the Western church to trigger a series of consolidations in the profession. New legal procedures emerged, and formal training for proctors and advocates became necessary in order to practice law in the reorganized church courts. Brundage demonstrates that many features that characterize legal advocacy today were already in place by 1250, as lawyers trained in Roman and canon law became professionals in every sense of the term. A sweeping examination of the centuries-long power struggle between local courts and the Christian church, secular rule and religious edict, The Medieval Origins of the Legal Profession will be a resource for the professional and the student alike.
  pennington student achievement center: Ethnic Matching Donald Easton-Brooks, 2019-03-13 Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
  pennington student achievement center: Leading Together Jonathan Eckert, 2017-11-02 It's about the work, not the position. Leadership is what is done, not who is doing it. The leadership work blurs the lines between teachers and administrators. Leading Together introduces a collective approach to progress, process, and programs to help build the conditions in which strong leadership can flourish and student outcomes improve. Explore the Collective Leadership Development Model for School Improvement. ? Break down this innovative model and discover the significance and interdependence of each proven and tested component. ? Ask fearless reflection questions that both challenge and demand deliberate practice. ? Learn from case study insights from an urban, rural, and suburban school.
  pennington student achievement center: JSL Vol 27-N5 JOURNAL OF SCHOOL LEADERSHIP, 2018-01-26 The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
  pennington student achievement center: Summer versus School James Pedersen, 2015-01-22 As American educational reformers continue to find innovative ways to address the global achievement gap, many experts seem to agree that increasing instructional time is a viable option. In addition to extending the school day, some educational leaders have looked to modifying the traditional academic calendar to address some of the academic losses that occur when students have 8-10 weeks of summer vacation each year. Re-examining how students spend their summer vacation, although considered by many to be a cultural taboo, may be the answer to addressing global competition and decreasing the national achievement gap. The need for a two month break from schools harkens back to a pre-industrial time that no longer is pertinent for our students. Although an answer may be staring us in the face, are we willing to give up on the American tradition of summer vacation all in the name of reform and student success?
  pennington student achievement center: Striving for Excellence , 1991
  pennington student achievement center: A Student Guide to College Composition - Second Edition William Murdick, 2011-07 This book helps students succeed in composition by showing them: How to be effective students How to handle the most difficult challenges of academic writing How to approach the most common writing assignments. How to pass a timed writing test William Murdick has a Ph. D. in rhetoric and is the author of three other writing textbooks, The Portable Business Writer (Houghton Mifflin, 1999), and The Portable Technical Writer (Houghton Mifflin, 2001), and College Writing: A First Course - Writing and Reasoning (Jain, 2006). Note on the Second Edition: This expanded Second Edition includes full-chapter treatments of the five-paragraph theme and the cause-effect essay.
  pennington student achievement center: Minority Students in Special and Gifted Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Minority Representation in Special Education, 2002-08-30 Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
  pennington student achievement center: ASM Style Manual for Journals and Books American Society for Microbiology, 1991
  pennington student achievement center: Comprehensive Behavior Management Ronald C. Martella, J. Ron Nelson, Nancy E. Marchand-Martella, Mark O'Reilly, 2012 Rev. ed. of: Managing disruptive behaviors in the schools: Boston: Allyn and Bacon, c2003.
  pennington student achievement center: Prominent Families of New York Lyman Horace Weeks, 1898
  pennington student achievement center: Implementing Evidence-Based Academic Interventions in School Settings Sylvia Rosenfield, Virginia Wise Berninger, 2009-02-26 Designed for both researchers and practitioners, this book is a guide to bridging the gap between the knowledge generated by scientific research and application of that knowledge to educational practice. With the emphasis on evidence-based practice in the schools growing exponentially, school practitioners must learn how to understand, judge, and make use of the research being produced to full effect. Conversely, researchers must understand what is being used in real-world settings, and what is still needed. The editors of this book have outlined this process as a series of steps, beginning with being a critical consumer of current research literature, followed by concepts to consider in translating research into practice: systems issues at local, district, and state levels; the role of teachers in program implementation; evaluation of implementation effectiveness, and preservice and inservice professional development of teachers and psychologists. Each chapter is written by leaders on the topic, and contributors include both researchers and school-based practitioners. With contributing authors from a variety of disciplines, this book is an invaluable treatise on current understanding of the complexities of translating research into educational practice.