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They either become resilient despite numerous setbacks or become disconnected with the educational system and remain stagnant or develop additional problems such as unemployment or addiction (Raywid, 2001). While many at-risk students are able to overcome such difficulties and become successful in adult years, those that are unable to do so not only lose their self-esteem and will to overcome obstacles, but they also fall into traps that prevent them from seeing their true capabilities. The cycle of perpetuating at-risk students continue if they become parents while still having the problems that have previously held them back from finishing school, and their children have higher chances of becoming like them in the future unless they are given an alternative form of education or intervention. How Students Become At-Risk Some factors are predetermined to be causes of risks for dropping out of high school among the youth. Most of these are but not limited to: having divorced parents or undergoing divorce; lack educational support at home; financial instability; lack ties to community, school, and peers; high rates of mobility; little or no extra-curricular activities; has a long history of being unsuccessful academically; being emotionally unstable; sufferers of physical, emotional or sexual abuse; have psychological and/or addiction problems; have no health care plans; juvenile law-offenders or gang-members; or have not finished the grieving process for the loss of important loved ones (McGee, 2001). The presence of one or a combination of any of these risk factors increases the stress levels of students, which makes them lose focus on studying and instead lets them dwell more on such problems. In addition, the lack of a proper support groups or guidance counselors would leave these youths unable to cope with the strains both in the home and in the self, which could prevent them from properly learning, and would ultimately lead them to self-pitying, hopelessness, and eventually dropping out from school or pursuing their chosen careers. Most students recognize the need to graduate in order to improve their lives, so it would be absurd to think that they chose to drop out for no sound reason (Pillow, 1997). They would even show signs to teachers or advisers that they want to finish school but they might not know how to do this effectively. These indicators would show up in behaviors such as showing up in class despite having low grades, submitting half-done homework, and taking or retaking exams despite previous scores. However, it they do not get enough support and encouragement from their teachers in being pushed forward to graduate, or if they feel that they do not receive any help, these students would feel discouraged and even think that it is not worth doing anymore since help is not available anyway. Unfortunately many teachers or counselors are unable to recognize indicators of at-risk students and immediately accept that these youths are uninterested and uninitiated to learn. It would immediately be assumed that the students quit school as an impulse, but this is not always the case. At-risk Students do not Decide Things Overnight Dropping out from school is not a choice that is decided on impulse. Rather, it is the steady accumulation of various problems that a student continually encounters every day, with the end result of not continuing schooling altogether. It is possible that during basic
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Economists, as specialists in economics, are mainly concerned with the production, consumption and transfer of wealth. 2. Environmental scientists, as interdisciplinary specialists in physical and biological sciences, and environmental science, are concerned with the study of the environment and the solution to environmental problems.
The advantages of using ERIC databases are many, compared to other databases. ERIC offers a comprehensive, searchable, easy-to-use, full-text database of education research and internet based bibliographic. ERIC also provides information that meets the regulations of the Educational Sciences Reform of 2002.
These issues are socially, economically and culturally instigated have, and have far-reaching effects on student’s progress. These issues have been impeding young people from undertaking or pursuing lucrative academic careers that can permit them achieve their academic objectives.
Recent years, critics underline the importance of critical thinking in decision-making process and its positive impact on problem solving.
In general, critical thinking is defined as "skilled and active interpretation and evaluation of observations and communications, information and argumentation " (Fisher, Scriven 1997 cited McGuiness, 2004).
No religious, social, cultural or educational system has ever survived without being questioned especially the educational system. "Education can and should do much influence social, moral and intellectual discovery by stimulating critical attitudes of thought in the young." said Bernard Show (as cited in thinkexist.com).
Explain how critical thinking contributed to the quality of your decision.
Making a decision on career has lifelong repercussions. The ability to think with a clear objective and critical mind is a crucial factor for success in career, and personal life.
Humans are living in the age of information and the inability to evaluate ideas and make good decisions results in failure. Individuals with good critical thinking skills in different situations have plenty of employment opportunities waiting for them. Fluctuations in the employment market mean that in order to survive and be successful, workers must learn new skills and adapt to the changing environment quickly.
Additionally, learning the different aspects of critical thinking is crucial in that it would enable me as OD practitioner to question information and other people’s ideas and make appropriate conclusions. Clarity enables one to come up with new
Manzo Anthony et al. characterized as dialectical thinking which is the ability to address issues from several perspectives and arriving at the most reasonable and economical reconciliation of information and ideas that may seem contradictory.
Critical thinking refers to disciplined thinking that is open-minded, informed by evidence, clear and rational. It comprises the disciplined intellectual process of skillfully and actively conceptualizing, applying, evaluating or/and analyzing information gathered. It bases on values of universal intellectual that transcend subject matter sections.
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