Treatment of Students in the Research Proposal

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Edwards. O., Mumford, V., Shillingford, M., & Serra-Roldan, R. (Jul 2007). Developmental assets: A prevention framework for students considered at risk. Children & Schools, 29(3). Retrieved October 20, 2009, from Academic Search Complete database.

Edwards, Mumford, Shillingford, and Serra-Roldan (2007) explored the topic of identifying and treatment of students who were considered at risk for failing school. They note that the traditional medical model surmises that there is a disease entity at play or some behavioral deficit. However, the authors theorize that teachers, working in conjunction with counselors, can facilitate asset building, which can benefit all students, especially those at risk of failing.

Gentry, M., Peters, S., & Mann, R., (Spring 2007). Differences between general and talented students' perceptions of their career and technical education experiences compared to their traditional high school experiences. Journal of Advanced Academics, 18(3). Retrieved October 20, 2009, from Academic Search Complete database.

Gentry, Scott, and Mann (2007) investigated data from an exemplary career and technical education (CTE) center to determine how talented and general education students viewed their CTE experiences when compared with their traditional high school education experiences. It was found that students preferred several aspects of the CTE setting. These included: autonomy, flexibility in choosing subjects and pace, high expectations, and the professional treatment they experienced that was related to a job-like experience. Sabbagh, C., Resh, N., Mor, M.

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, & Vanhuysse, P. (2006). Spheres of justice within schools. Social Psychology of Education, 9(2). Retrieved October 20, 2009, from Education Research Complete database.

Sabbagh et al. (2006) argue that there are distinct spheres of justin within the education setting and that these affect the daily life of schools and classrooms. The researchers identified five areas where these apply: right to education, allocation of learning facilities, teaching-learning practices, treatment of students by the teacher, and student evaluation of grade distribution. It was found that the ideals of social justice did not correspond with the actual practices that guide educational resource allocation.

Moses, M. (Winter 2004). Contested ideals. Understanding moral disagreements over education policy. Journal of Social Philosophy, 35(4). Retrieved October 20, 2009, from Academic Search Complete database.

Moses (2004) examined the moral and political roots of educational policy disagreements. These disagreements have significant implications for the ethical treatment of students. Although both ends of the political spectrum that were investigated invoked the ideals of equality, these ideals were often at opposite end of the spectrum. Better understanding of these differing opinions can help in future policy disputes that will affect the treatment of students.

McLeod, R. (Dec 1995). Student misbehavior -- an ounce of prevention. Journal of Correctional Education, 46(4). Retrieved October 20, 2009, from Academic Search Complete database.

McLeod.....

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