FAU Lab Schools Teacher Research
The introduction of new programs often generates excitement among those who initiate the implementation. However, it's essential to consider all stakeholders in the process.
This project will impact our school community by helping us gain better insight into our students’ time obligations. We currently have robust data on our students’ school-sponsored activities, but we are completely missing activities they do outside of our school community.
There has been a long-heated debate on grading math homework on completion versus accuracy. Proponents of completion state that homework mistakes should be encouraged
To counteract these challenges and shift towards a more proactive counseling model, the implementation of "minute meetings" – brief, individualized proactive emotional check-ins – becomes imperative.
By demonstrating the positive impact of physical activity on stress reduction, physical education is positioned as a key contributor to academic success.
Gaining a better understanding of the depth and breadth of the S.T.A.R. program by analyzing overall student involvement and engagement within S.T.A.R. Program activities are vital for program sustainability and improvement.
Our research focuses on the impact of “wise-interventions” with the goal of fostering positive change in attitudes, behaviors, or outcomes of the Character Counts! Program at A.D. Henderson University School.
The present study introduces a prescriptive approach that leverages predictive analytics to forecast academic outcomes before the school year begins and remains consistent with classroom teacher observations.
The purpose of this study is to examine the academic self-concept of middle grades students with disabilities at an academically rigorous, high - performing school and how self-advocacy instruction impacts their academic self-concept.
Comprehensive school counseling programs need to carefully assess and tailor interventions to meet the student populations’ needs. Unfortunately, the needs of high achieving adolescents in accelerated curricula are often not prioritized in research or practice and many of the universal programs geared towards the general population lack empirical support for their effectiveness with high achieving students.
Sixth graders may enter middle school with academic and social gaps, especially when it comes to communication and advocacy skills.