Here is the synopsis of our sample research paper on The Factors that Determine Underachievement in Schools in the UK: Seeking Ways to Raise Achievement. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
This 9 page paper provides an overview of the common perspectives on why underachievement remains prevalent in schools in the UK. This paper considers the fact that many of the programs designed to increase achievement focus on who is to blame for the problem, rather than addressing more effective protocols for improvement. Conclusions are drawn based on the current literature and supports some efforts being made to improve school achievement. Bibliography lists 11 sources.
Page Count:
9 pages (~225 words per page)
File: MH11_MHUKed.doc
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either teachers or curriculum design rather than seeking out the underlying causes of poor academic performance and providing an effective response (Epstein et al, 1999). In the past, academic
failure or poor overall performance has been blamed on everything from poor student ability to the failure of the educational system itself (Epstein et al, 1999). In the
United Kingdom, a country currently suffering from a high level of unemployment among youth populations, underachievement has been viewed not only as a problem to be addressed by particular schools,
but as a general social problem as well (Epstein et al, 1999). The increasing need to address student achievement as an underpinning of future economic success has been the
fundamental directive for addressing underachievement and attempting to impact change in British schools. A variety of strategies have been adopted by many different schools to improve the standards of achievement
among student populations (Carlton, 1997). For example, The Boswells School in Chelmsford, England, have sought to include a variety of improvements, including the setting up of a approach that
links underachieving boys with peer counselors to encourage the participants to take a more personal interest in the gains that can be made and in their own individual performance (Carlton,
1997). In addition, the school has also explored the use of mentoring programs which are designed to bring together staff members and students in collaborative interactions to improve scholastic
performance (Carlton, 1997). Other schools have sought the assistance of charitable organizations, including Rathbone CI, in the linking underachieving students with possible occupational opportunities (Crequer, 1997). It has been
recognized that children often do not perceive the necessity for skills they are developing in the educational setting, reducing their desire to learn and their cooperation. In schools in
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