At-risk students attitudes toward schooling as related to achievement, Essay

At-risk students attitudes toward schooling as related to achievement, attendance and bahavior - Essay Example ed on the SAAS-R that records students attitudes about feelings about school, teacher relationships, the ability to do well in school, the potential for good grades and engagement in school activities and actual academic achievement, as defined by performance on the Kentucky K-Prep instrument. The study will also measure the relationship between student feelings about self and school and other non-academic factors, such as attendance and the number over recorded behavioral infractions. The academic success of a student depends on numerous positive and negative factors. An overabundance of negative factors present in a student’s life may place them at-risk for facing a number of difficulties such as academic failure, withdrawing from school, and exhibiting certain behavioral problems that my result in a lower quality of home and school life. These risk factors can include ethnic or minority status, low socio-economic standing, and family level of education attainment. Another significant risk factor involves whether or not the student exhibits any physical, behavioral, or emotional disabilities. All of these dynamics may combine to compromise the student’s chances of receiving a quality education in a free and public school. It is also important to consider other potential barriers to academic achievement. The risk factors here involve a student’s lack of motivation, self-perception, and the interaction that takes place between teachers and other school staff. Rollins and Valdez (2006) found that student perceptions of how they will perform in school determine their academic success. Perception is defined to include all processes associated with the recognition, transformation, and organization of sensory information (Little, 1999). The perception theory defines perception as images that exist where and when the mind perceives them (Carr, 1918). Carr proposed that images are not the whole reality of what is seen, but reality is duration, and the

Nelson Goodmanss New Riddle Of Induction Term Paper

Nelson Goodmanss New Riddle Of Induction - Term Paper Example The traditional problem of induction was popularized by David Hume and it reamined quite traditional until Nelson Goodman proposed a new problem which he called â€Å"the new riddle of induction† as expressed in the third chapter of Fact, Fiction and Forecast. By the new riddle of induction Goodman put forward a claim that not all generalizations are confirmed by their instances. In other words â€Å"confirmation of a hypothesis by an instance depends rather heavily upon the features of the hypothesis other than its syntatical form† (72). He distinguished the lawlike (that a given piece of copper conducts electricity increases the credibility of the statement asserting that other pieces of copper conducts electricity, and thus confirms the hypothesis that all copper conducts electricity) and accidental (that a given man now in this room is a third son does not increase the credibility of the statement asserting that other men now in this room are third sons and so does not confirm the hypothesis that all men now in this room are third sons) statements. Yet, both are cases in which the hypothesis is a generalization of the evident statement. Thus, Goodman argued: â€Å"only a statement that is lawlike – regardless of its trut h or falsity or its scientific importance – is capable of recieviing confirmation from an instance of it; accidental statements are not† (73). As such, there is need for a way of plainly distinguishing the lawlike from the accidental statements. However, the problem of induction goes beyond merely trying to exclude a few cases that are admitted by our definition of confirmation. Hence, Goodman proposed a new predicate, â€Å"grue.†