Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors (1988–2008) by Briesch and Chafouleas
The article’s purpose was to evaluate the best management intervention in schools in relation to the results that are obtained by the comparison of self-management in student-managed and teacher-managed interventions. After the best intervention is obtained the educators adopt the best alternative which will yield the expected results (Chafouleas and Briesch, 2009).
Self-management interventions were studied in learning institutions to determine the intervention that had the largest amount of effect on the learning process. Therefore, both the teacher-managed and student-directed interventions were studied in various capacities to evaluate the one which had the most significant impact on the learners. To study the various interventions, the authors had to undertake a comprehensive literature review for studies done on the topic previously in order to come up with the said opinion (Chafouleas, 2009).
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The findings are not logical as the interventions that have been given as more effective have not only being influenced by the students but also implemented by the same category of students. Hence chances of the students developing strategies that will favor their learning environment are probably biased. Therefore, the illogical findings are attributed to the biasness in the procedures that were used to arrive at the conclusion (Chafouleas, 2009).
The results obtained by the authors showed that there is increased positive attainment of better results after the learning environment was directed towards student interventions. It was discovered that students are more content if they are included in decision making processes such as the interventions which were present in the study. Similarly, there was increased use of student-managed influences than those directed towards teachers (Chafouleas, 2009).
The conclusions that are attained by the researchers are sound as they have been derived from the findings of the study. Similarly, the literature review was detailed and in depth as it had accumulated information such that sufficient data that was collected was consistent hence making it easier to arrive at a sound conclusion (Chafouleas, 2009).
Career paths for women faculty by Conley Valerie
The study was aimed at establishing the diverse career paths for women in the faculties especially as a result of the variant careers paths that are available for professional women. The study was also attributed to the fact that emerging career women have been significant to the increased opportunities that are presented to women in various faculties (Conley, 2005).
The main item that was studied was the feminine gender which was alternatively the main feature in the study. Similarly, the gender ratio in various faculties was established such that careers which were designated to women and men were illustrated to distinguish between the definitive career paths for women in each faculty as well as the degree of gender discrimination (Conley, 2005).
The findings were logical as quite a number of faculties showed increased gender discrimination scenarios that were persistent as women were restricted to certain tasks or careers in each faculty hence limiting the opportunities available for women. Similarly, the higher education patterns for women in the faculties were used to exhibit the employment patterns for professional women in various faculties (Conley, 2005).
The results of the study are that there are certain career paths that are specifically designed for women while others are set aside for women. Therefore, the researchers found out that gender discrimination is quite common in almost all faculties as employment patterns show certain inclination to careers which are gender sensitive (Conley, 2005).
Similarly, the conclusions are sound as women have been considered as the weaker sex for quite a long period of time hence the results that depict gender discrimination are in place. Consequently, men have always dominated certain fields which are managerial in nature such that women are only allowed to take up junior positions regardless of their level of education while as men in the faculty are not restricted to certain career paths (Conley, 2005).
Research report by Clardy on history and effectiveness of online education
The purpose of the study was to describe the history of online education, its characteristics and effectiveness in obtaining results. The paper was also aimed at evaluating the principles that are attributed increased efficiency in attaining effective online education that will prove beneficial to students and their teachers. This study was conducted through literature review of already researched items (Clardy, 2009).
The study was conducted on the online education systems as well as campus education such that by comparing the two systems the researcher was able to identify various loopholes in each system. There was also in depth studying of the various characteristics of each system as well as the ways through which effectiveness can be increased in either (Clardy, 2009).
The online and campus education are similar in the degree of effectiveness though the there issues which should be considered to make the online education more effective. These findings are logical as there are several issues which accompany online education due to the physical contact with the teachers that enhances learning (Clardy, 2009).
It was discovered that online and on-campus education systems are neither perfect such that a hybrid of the two is attributed as the most effective education system. Similarly, it was discovered that the two could compliment each other in the learning system (Clardy, 2009).The conclusions drawn from the literature review are sound as at various points, the learners and teachers use online services to carry out their academic purposes while the on-campus is used for clarifications. Hence it is not clear which should be portrayed as the best though recommendations are given for consideration of certain elements of the online education systems (Clardy, 2009).
Conley, V.M. (2005), career paths for women faculty- evidence from the 1999 National Study of Postsecondary Faculty. Retrieved on December 20, 2010 from: http://thomas.loc.gov/
Chafouleas, S.M. and Briesch, A. M. (2009), review and analysis on self-management interventions to promote appropriate classroom behavior. School psychology quarterly, vol, 24. pp. 106-118
Clardy, A. (2009), Distant, On-line Education: Effects, Principles and Practices. Retrieved on December 20, 2010 from: http://www.eric.ed.gov/.