Top Plato Symposium Essay Topics Guide!

Top Plato Symposium Essay Topics Guide! Facts, Fiction and Plato Symposium Essay Topics An idea that you think is new may have been thought by somebody else long time back. In our modern world the concept of love for a god is surely unsound. Similarly Love isn't good because love has to be of good. Consequently, love of an individual's body is replaced by means of a love of that individual's wisdom, which is replaced by the greatest love, the love of wisdom generally. Most students feel the essay topics have to be extravagant or unusual. Many students don't know how to compose a superior classification essay since they choose wrong topics to work on. Essays could be literary or non-literary. Reading example essays works exactly the same way! Choice of the essay topic is important portion of your efforts to compose a great essay. Ideas, Formulas and Shortcuts for Plato Symposium Essay Topics There are various facets of Greek art that may be accredited to Plato for creating. 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Get the Scoop on Plato Symposium Essay Topics Before You're Too Late Innovate your own ideas to create the essay more delight full and potent. If you're not sure which to use, you will hear which one is accurate. An appreciation of the increase of private freedom as it has developed in the Western Tradition. The Plato Symposium Essay Topics Game In case it sounds goofy, then odds are good the suitable choice is Its. Log into the net, there are a number of websites that supply the sample college essay. Therefore, most students wind up being frustrated since they aren't able to write and submit their customized essay paper in time. Attempt to concentrate on a single point, instead of butterfly several topics at the same time. The Chronicle s of Plato Symposium Essay Topics Essay writing is about relating to the theme. Such essays are occasionally written in a series so they cover the full scope of the theme. The majority of the works are depicting a perfect Greek person performing a noble act not simply a typical act. The Plato Symposium Essay Topics Game One of the absolute most efficient approaches to develop a topic and title is to note down any ideas you are thinking about. If you pick a difficult essay topic for a specific reason, or when you have zero choice and thegiven topic doesn't interest you much, do take the aid of Professional Advisers. Last word of advice is to seek advice from your teacher before the last decision about this issue selection for argumentative essays. Last words of advice are to seek advice from your teacher in case you have any confusion. Top Plato Symposium Essay Topics Secrets The essay writing must be completed in a well-planned and structured method. An individual must rea lize that writing an essay isn't a very simple job and there's substantial effort that's required to develop oneself into a good essay writer. The introduction needs to be convincing and bring out the thesis that you will present in the essay. You ought to make sure your essay states finally what you have been able to prove. You will have the ability to compose your own essays effectively whenever you want to. An argumentative essay on the opposite hand should be supported by facts. As an example, Write an excellent informative essay with these easy essay hacks. The Tried and True Method for Plato Symposium Essay Topics in Step by Step Detail One other important process whilst writing the college paper is to get a framework before writing your very first draft. Last words of advice are to make sure you can conduct a research work on this issue you've selected because if you're going for the above topics then it'll be much difficult that you research on it. In order that will help you narrow down an ideal topic and title for your environmental essay, we've discussed some techniques you may employ. The student may give the specifics of the topics to the firm. If it comes to write engineering essay for those students that are studying in electrical engineering school becomes confused since they are engineers and not the writers. You may receive a higher grade than your peers if you opt to quote from articles. Actually, there isn't any school. Some schools have a lot of specific topics from which you're expected to choose and write about. Whatever They Told You About Plato Symposium Essay Topics Is Dead Wrong...And Here's Why To accomplish this, the writers would have to place down the facts of their research in the argumentative essay, at the very same time they will need to cite the facts to demonstrate the credential of the arguments. In this time of unification, Plato started to travel. Persuasive or argumentative essays are intended to convince the audience of ones viewpoint about a specific topic. Superheroes are more prone to fight each other than they are supposed to fight villains. As a writer it's a very good idea to understand what critics have written about the topic.

The Dorothea Orem Self Care Theory - 1232 Words

Nursing has been a profession which promotes health and wellness, advocate for patients and families, take care of the heavy-hearted from pain and suffering, and educate the community. According to the American Nurse s Association Code of Ethics, professional nursing promote health and wellness, protect patients and use optimal abilities to take care of patients while advocating in the care of the individuals, families, communities and populations with no discrimination of persons (ANA, 2015). Nursing theories provide the principles or framework that are needed to practice and help generate further nursing knowledge. Theories are composed of Concepts, definitions, models, propositions, and are based on assumptions (Alligood, 2014). This paper will discuss the Dorothea Orem Self-Care Theory. In addition, the paper will summarize one research study that is relevant to the theory and to my current employment, analyze how the study illustrates practice implications for the theory, and e xplain at least one operational definition for a key concept from the theory. Theory Explanation Dorothea Orem theory of Self-Care came about in the 1970’s. Orem’s theory says that a patient should be able to take care of self in order to obtain optimal health and wellness. The person should have the basic needs of life and be able to perform ADL’s on their own in order to maintain self sufficiency. The basic needs of life can be explained in Maslow’s hierarchy of needs as well; Being able toShow MoreRelatedDorothea Orem s Theory Of Self Care878 Words   |  4 PagesDorothea Orem’s Theory, Metaparadigm and how it relates to Nursing Practice at HealthSouth Sunrise Rehabilitation Hospital According to Petiprin (2015), Dorothea Orem’s theory is used to encourage a person to become more independent. Petiprin (2015) further states that it is true of rehabilitation settings, (Such as,)for example HealthSouth Sunrise Rehabilitation Hospital in which patients are transitioning out of being cared for by physicians and nurses and to exclusive self-care at home. AccordingRead MoreDorothea Orem Self-Care Deficit Theory2485 Words   |  10 PagesOrem Theory Assessment Tricia Burr Elms College Elms College: Division of Nursing Theory Assessment Assignment N: 285 Theorist: _____Dorothea Orem______________________________________ Theory: ______Self-Care Deficit Theory _______________________________ |Credentials |Basic degrees – Diploma from Providence Hospital School of Nursing in Washington DC in 1934; BSN Ed from | |Of author |Catholic University of America in 1939 (Hartweg FleckRead MoreDorothea Orem s Self Care Deficit Theory881 Words   |  4 PagesDorothea Orem’s Self-Care Deficit Theory Orem saw nursing as a deliberate human action, and believed that anyone with a health related ailment could benefit from nursing. She realized when someone was unable to care for his or herself the individual was suffering from a self-care deficit. This led to the self-care deficit theory. There are three theories within the one theory: the theory of nursing systems, the theory of self-care deficits, and the theory of self-care (Creasia and Friberg, 2011)Read MoreDorothea Orem : Self Care Deficit Nursing Theory1615 Words   |  7 Pages Dorothea Orem: Self-Care Deficit Nursing Theory Timothy Urquhart Chamberlain College of Nursing NR 501: Theoretical Basis for Advanced Nursing Practice September 2015 Dorothea Orem: Self-Care Deficit Nursing Theory The art of nursing has been around many years. Like professional medicine, nursing is an ever-changing field in health care. What we learn in school is just a basic foundation of this exciting field in health care. Yet, where did the basic theories of nursing come fromRead MoreDorothea Orem s Self Care Deficit Theory2676 Words   |  11 Pages Dorothea Orem’s Self-Care Deficit Theory Jennifer Miller June 21, 2015 Knowledge Development in Nursing Introduction to Theory In 1956, Dorothea Orem made a connection between nursing and self-care in which she developed a theory called the self-care nursing theory. This theory explains why people need nursing care, a structure for the improvement of the sciences of self-care and the knowledge related with these sciences and the processes for the production of the essential care (TaylorRead MoreDorothea Orem and the Conception of the Self-Care Deficit Theory1415 Words   |  6 PagesBackground Dorothea Orem –the theorist who conceived the Self-Care Deficit theory was born in Baltimore, Maryland in 1914. Orem had completed her Masters of Science in Nursing in addition to her Bachelor of Science in Nursing and her Diploma in Nursing (Johnson Weber, 2010). She had worked as an instructor and as a dean in the Catholic University of America located in Washington, DC. She also worked in places such as the Indiana State Board of Health and the U.S. Department of Health, EducationRead MoreDorothea Orem s Self And Care Deficit Theory Of Nursing1008 Words   |  5 Pagespaper is to tell the reader about Dorothea Orem’s self ­care deficit theory of nursing. Orem was born in 1914 in Baltimore. In Washington, D.C., Orem received her diploma from Providence Hospital. She earned her Bachelor of Science in Nursing and Master of Science in Nursing from Catholic University of America. In 1976, Orem also earned an Honorary Doctor of Science degree. In 1971, Orem†™s self ­care deficit theory was published in N​ursing Concepts of Practice.​Orem worked as a private duty nurse, staffRead MoreDorothea Orem635 Words   |  3 PagesEssay: Dorothea Orem Historical Perspective Essay: Dorothea Orem Introduction The foundation for the nursing profession that provides principles to generate knowledge defines nursing theory. Successful nurses must be rooted in theory and understand the philosophy that drives their actions. Dorothea Orem is a nurse with a vision that studied human behavior, with the core concept of self-care in the patient/nurse relationship. This paper seeks to explain Dorothea Orem’sRead MoreComparison and Analysis Across Theories1142 Words   |  5 PagesComparison and Analysis Across Theories Comparison and Analysis across Theories The purpose of the nursing theories is to provide an interrelating framework focusing on the nursing practice. The defined nursing theories promote better patient care, improve the status of nursing profession, and improve the communication between the nurses, and provide guidance to the researches and education (Keefe, 2011). Not all nursing theories have the same meanings; however, they play the important role ofRead MoreSelf-Care Deficit Theory1670 Words   |  7 Pagesï » ¿ Dorothea Orem: Self-Care Deficit Nursing Theory Chamberlain College of Nursing NR 501: Theoretical Basis for Advanced Nursing Practice September 2015 Dorothea Orem: Self-Care Deficit Nursing Theory The art of nursing has been around many years. Like professional medicine, nursing is an ever-changing field in health care. What we?who learn in school is just a basic foundation of this exciting field in health care. Yet, where did the basic theories of nursing come from? What is nursing

Socio Economic free essay sample

Socio-Economic Background and Mathematics Achievement of Students in Some Selected Senior Secondary Schools in Southwestern Nigeria Yara Philias Olatunde Abstract: The study investigated the relationship between students socio-economic background and Mathematics achievement in some senior secondary schools in Southwestern Nigeria. The study adopted the descriptive survey design that employs simple frequencies and percentages for the analysis of the data. Four research questions were answered in the study. The subjects for the study were 1722 students senior secondary two mathematics students selected from 36 schools from each of the senatorial districts in Southwestern Nigeria. Two research instruments were used for data collection. The findings revealed that majority of the students lived with their father and mother only and they have the basic things needed in a house for good education. The findings also revealed that the parents of the students lived mainly in the urban areas and are educated with private businesses of their own; have investments ranging from stocks and shares to owing houses. We will write a custom essay sample on Socio Economic or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also the results showed that majority of the students were of average academic ability in mathematics. With a conducive environment like this, students academic achievement in mathematics should be better than students, who do not have such facilities. INTRODUCTION There have been several studies carried out regarding the effect of socio-economic status of students on their academic achievement. Some of these studies have conflicting results as to the relationship between students socio-economic status and their performance academically. Keeves and Saha (1992) opined that in most countries of the world, educational achievements are related to the social background of the students. This includes the gender of the students, the socio economic status of the family (and hence the student) and the ethnicity and language characteristics of the student. Studies carried out by Mok and Flynn (2008) to examine the achievement of students in catholic schools in New South Wales showed that parents level of education made a significant contribution to achievement. High Socio-Economic Status (SES) schools also scored better in the Higher School Certificate than medium or low SES schools (Mok and Flynn, 2008). In a meta analysis including approximately 200 studies by White (1982), a high correlation between SES and achievement was found (r = 0. 875), while Keeves and Saha (1992) demonstrated that SES indirectly influences student achievement while the direct effects on student achievement are associated with other variables. Beaton et al. (1996) reported that the more educational resources in the home the higher the student achievement than those who reported little access to such resources. Strong positive relationships were found between mathematics achievement and having study aids in the home. It was reported that in most countries where the Third International Mathematics and Science Study (TIMMS) were carried out, the more books the student reported in the home, the higher their mathematics achievement. Backman suggested that positive parental attitude towards their children such as high interest in their children’s academic efforts; provision of household equipment like television, computers, books, educative video, radio, good school, closeness and intimacy with children can bring about good academic performance. Fraser (1994) also looked at the effects of home environment on 408 Aberdeen children’s academic achievement and found out that two variables with the highest correlation with educational attainment are parental encouragement and parental education. In a home where parents are fairly or highly educated, there is the tendency that they would aspire to see their children better than they are educationally. This inspiration will force them to motivate their children by providing for their basic needs in education hence their performance in their academic work in school will improve.

Teacher Qualification and Student Academic Achievement free essay sample

This study examines whether teacher qualifications are related to student academic achievement, specifically, we examine the relationship between fifth grade student achievement in mathematics and reading and various indicators of teacher qualifications such as teacher certification, teaching experience and teacher’s education level. This research design takes advantage of the National Childhood Longitudinal Study of Kindergarten Class of 1998-19999 (ECLS-K). The analysis indicates that elementary school certification promotes student achievement in both fifth grade mathematics and reading, while teacher’s teaching experience matters more for reading than mathematics. In terms of teacher education, we found no significant effects on increasing students’ test scores. However, our results indicate that students’ race, their parents’ education level, and their socioeconomic status have a larger effect on test scores than teachers’ education, experience, or the general state certification. It took me a long time before I found the right data for this research. Without the guidance of Dr. We will write a custom essay sample on Teacher Qualification and Student Academic Achievement or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Liza Herzog, Senior Research Associate of the Philadelphia Education Fund, Dr Elizabeth Useem, a Senior Research Consultant at the Research for Action and Dr. Ruth Neild, a Research Scientist at Johns Hopkins University, this would not have been possible. I would like to add a special thanks to Professor Thomas Dee, Associate Professor of Economics and the Director of Public Policy Program at Swarthmore College, who suggested that I look at this particular data set (ECLS-K). I am extremely grateful for his advice, since this project would not have gotten this far without his help. I also thank my advisor Professor Saleha Jilani, who supervised the entirety of the project. Her patience and kindness with me over the months are deeply appreciated. Finally, I want to extend my gratitude to Professor Thomas Vartanian at Bryn Mawr Graduate School of Social Work for his inspiration to study the education inequality in the United States, and also my family and friends for their continuous encouragement during my semester of completing this project. The bill outlined President Bush’s public education reform agenda, proposing the most dramatic changes to the Elementary and Secondary Education Act, which has tried to raise the academic performance of all students, since its enactment in 1965. The No Child Left Behind Act (NCLB) includes significant new accountability measures for all public schools, such as closing the achievement gap between advantaged and disadvantaged students, achieving mathematics and reading proficiency for all students by the 2013-14 school year, providing a highly qualified teacher for every core academic subject, improving communication with arents and making all schools safer for students (Mantel 2005, Four Pillars 2004). To recruit and supply more â€Å"highly qualified teachers†, the law has increased federal funding for teacher training programs, such as the Troops to Teacher program that encourages military veterans to become teachers, the Transition to Teaching program that encourages experienced professional to become teachers, and Teach for America which recruits recent college graduates to teach in disadvantaged schools. Since teachers are arguably the most important education resource, recent interest in teacher labor markets stems in part from the recognition of the importance of teachers and the recognition of substantial differences across schools in the qualifications of teachers. A consistent finding in the research literature is that teachers are important for student learning and that there is great variation in effectiveness across teachers (Aaronson, Barrow and Sander, 2003; Rockoff, 2004; Rivkin, Hanushek and Kain, 2005, Kane, Rockoff and Staiger, 2006). Furthermore, many researchers believe that teacher quality is a key determinant of student achievement, and this has been explicitly acknowledged under the NCLB by requiring every elementary and secondary public school teacher be â€Å"highly qualified†. To be considered â€Å"highly qualified† under the NCLB rubrics, teachers need to have a bachelor degrees and state certification that has not been waived on a temporary or emergency basis. In addition, NCLB also requires these highly qualified teachers to be proficient in the subjects they teach, by having a college major or graduate degree in that particular subject, credits equivalent to a college major, passing a state-developed subject matter test, or having advanced certification. All these definitions of â€Å"high quality† and requirements of teachers reinforce the idea that as we raise standards for all students, we are placing even greater importance on the role of teachers. This research looks at academic gains among students during their elementary education and how their achievement is affected by the different teacher qualities, such as their teaching experience, their level of teaching certifications, their employment status, their education attainment (i. e. receipt of a master’s degree) etc, in addition to the effects of students’ schools and families impact their academic achievements. The two questions is explored in this paper are: * to what extent are fifth grade teacher qualifications associated with their students’ mathematics score? to what extent are fifth grade teacher qualifications associated with their students’ reading scores? This study is organized as follows. The next section provides a brief overview of the relevant literature on teacher quality. Then we discuss our econometric specifications and the ECLS-K data. The following section presents our results and the final section concludes with some discus sion of how these results relate to the prior literature and what they mean for current policies. II. PREVIOUS LITERATURE Kati Haycock, a teacher quality advocate, argues that there is clear evidence that demonstrate how â€Å"teachers have the single greatest effect on student learning† (Huang, Yi, Haycock 2002) since teachers spend a significant amount of time working directly with students. Highly dedicated and qualified teachers are needed to strengthen students’ learning experience and maximize their academic achievement. However, there are also a lot of different studies on teacher qualification that argues otherwise. The following literature review touches upon recent studies of teacher certification, teacher’s teaching experience, teacher’s education degree and assessments for teachers. No doubt, there is an acute need for teachers in high poverty schools in the United States, yet to improve the current programs, there are continuous heated debates on teacher assessments such as whether teacher certification improves students’ performance and whether teacher-intern programs such as Teach for America (TFA) where interns are allocated into poor performing schools and are asked to transform the classroom enhances students’ academic achievements. For TFA Corp members the criticisms tend to fall into two categories: first, is that most TFA teachers have not received traditional teacher training and therefore are not as prepared for the demands of the classroom as are traditionally trained teachers; and second, is that TFA requires only a short-term commitment, only two years of teaching and the majority of Corp members leave at the end of that commitment (Xu, Hannaway, and Taylor, 2007). This contributes to the vicious cycle of low teacher retention rate and enormous spending for training new teachers because the benefits of TFA’s teacher training are lost when TFA teachers leave. There are more than four studies done that included data on TFA and three of them are published in peer-reviewed journals. Looking at these four studies together, which will be discussed individually later, it shows that students of uncertified TFA teachers do significantly less well in both reading and mathematics than those who are new yet certified, and the negative effects in reading are most evident in elementary grades. On the other hand, when TFA teachers obtain training and certification, their students generally do as well as those of other teachers or sometimes better in mathematics. Furthermore, the problem with the retaining TFA teachers was also highlighted in the following studies. In Laczko-Kerr and Berliner’s (2002) study, they compared student achievement for 110 matched pairs of recently hired under-certified and certified elementary teachers from five low-income school districts in Arizona. These elementary teachers were paired up with students who took the mandated state achievement test, which is third grade and above, and were matched within schools and districts. Their study had two findings: first, it indicates students of TFA teachers did not perform significantly different from students of other under-certified teachers; and secondly, they found that students of certified teachers significantly out-performed students of teachers who were under-certified on all three subtests of the SAT-9 – reading, mathematics and language arts. Notably, the effect size favoring the students of certified teachers were substantial. Students of certified teachers outperformed students of under-certified teachers by about three months in reading on a grade equivalent scale, and about three months ahead in both mathematics and language arts. In addition, the study verified traditional programs of teacher preparation result in positive effects on academic achievement of low-income elementary school children. Therefore, concluding that policies allowing under-certified teachers to work with the most difficult to teach children appear harmful. Even though Laczko-Kerr and Berliner’s study did not control for prior year achievement at the individual student level, other studies that included this control also obtained similar findings such as the study by Darling-Hammond, Holtzman, Gatlin and Heilig (2005). They used data from Houston, Texas which has information on more than 132,000 students and 4,400 teachers in grades three to five over six years on six achievement tests: the Texas Assessment of Academic Skills (TAAS), SAT-9, and Aprenda (for Spanish-speaking students) in reading and mathematics. In this study, students’ prior year achievement and demographic characteristics, classroom and school characteristics, and teachers’ experience and degrees were all controlled for and they found that certified teachers consistently produced significantly stronger student achievement gains than uncertified teachers, including Teach for America teachers. These uncertified teachers had significant negative effects on student achievement for five of six tests, with the sixth test showing insignificant but negative effects. Among the five tests showing negative effect of having an uncertified teacher, the study established that uncertified TFA teachers had greater negative effects than other uncertified teachers, by hindering their students’ achievement by one-half month to three months annually compared to a fully certified teacher with the same experience working in similar school. While on a positive note, TFA teachers’ effectiveness improved once they gained certification. TFA teachers who stayed long enough to obtain standard certification did about as well as other similarly experienced certified teachers. In mathematics, TFA students did significantly better than those of other certified teachers on the TAAS test, with no difference in the SAT-9 test but still marginally worse on the Aprenda test. Even though TFA teachers appeared to improve when they became certified in their second or third year, few of them stayed in the district or even continue to teach to exercise their effective teaching. In the third study by Boyd, Grossman, Lankford, Loeb and Wyckoff (2006), they examined how the entry requirements changes the teacher workforce and affect student achievement by analyzing the effectiveness of 3,766 new teachers who entered teaching in grades 4-8 through different pathways in New York City. The study found that, compared to the students of new teachers who graduated from teacher education programs, students of new TFA recruits scored significantly lower in reading / language arts and about the same in mathematics (worse in grades 4-5 and better in grades 6-8). These results were similar to those of other teachers from non-traditional routes, including the New York Teaching Fellows, temporary license holders, and teachers from out-of-the-country. Like the Darling-Hammond et al. (2005) study in the Houston, TFA teachers’ effectiveness generally improved as they became more prepared and certified by the second year of teaching, the negative effects disappeared for elementary math. Unfortunately for reading, TFA teachers continued to exert a significant negative influence on their students’ reading scores. Just as the Houston study, most TFA teachers left after their second year and their retention rate by year three is as low as 27% and by year four only 15 %. This retention rate is about 25 percentage points lower than other non-traditional entrants and 13 percentage points less than college prepared teachers. Using the same database as Boyd and colleagues’ New York City study, Kane, Rockoff and Staiger (2006) compared entrants into New York City schools by different categories of initial pathway and certification status. Similar to the Boyd et al. tudy, this study found that, in math and reading, students of first year teachers from TFA, the NYC Teaching Fellows, and other uncertified teachers did worse than those of first year teachers who were regularly certified. As the authors sort the new teachers into different categories, they included teachers licensed through â€Å"transcript review† and temporary permits in the same group as college-prepared teachers, to mini mize the effect of teacher preparation. Once again, the study demonstrated a reduction or elimination of negative effects in math when teachers finished their training and certification and gained experience. However, in reading, the initially uncertified groups of teachers continued to have a negative effect for all three years (for Teaching Fellows and other uncertified teachers) and for two of the three years (for TFA). As the other studies have shown, TFA has an especially high attrition rate, by the fourth year, only about 10% of TFA recruits stayed in teaching, about 40% of other uncertified teachers remained, about 50% of NYC Teaching Fellows continued, and just below 60% of regular certified teachers kept onto the profession. There is a large number of studies on the relationship between student achievement and teachers’ characteristics, such as teacher experience, preparation, degrees earned, certification, and test scores and we touched upon a few of them in our previous section on teacher quality and qualification. Surprisingly, the majority of studies conclude that teacher education and experience not being strong predictors of teacher effectiveness, as measured by student gains. In the study of Chicago Public School teachers, Aaronson, Barrow, and Sander (2003) found that 90 percent of the variance in teacher effects on student learning was not explained by teacher characteristics, such as highest level of education, experience, credentials, and selectivity of the college that the teacher attended. In addition, there is an unexpected preponderance of evidence that suggests teachers who have completed graduate degrees are not significantly more effective at increasing student learning than those with no more than a bachelor’s degree. Five studies that Rice (2003) reviewed examined student achievement in a wide variety of grades and subject areas, and found that teachers having completed an advanced degree had no significant effect on student performance (Summers and Wolfe, 1977; Link and Ratledge, 1979; Murnane and Phillips, 1981; Harnisch, 1987; Monk, 1994). Clotfelter, Ladd, and Vigdor (2007a) have also found that on average, elementary teachers who had completed master’s degrees were no more or no less effective than others at raising student achievement, other than elementary teachers with master’s degrees. This group of elementary teachers appeared to be less effective, on average, than those without advanced degrees if they earned the degrees more than five years after they started teaching. In terms of the effectiveness of teacher assessment, Margolis (2006) examined the impact of high-stakes assessments, of both K-12 students and new teachers, on teacher development of equitable teaching practices. Through exploring two studies of field experiences in Washington State—one of teacher interns and one of cooperating teachers, Margolis reckons that new teachers were receiving little support in incorporating multiculturalism, cultural responsiveness, and transformative pedagogies into their teaching requirements and that state level policies in response to the No Child Left Behind Act may be decreasing teacher attention to closing the achievement gap. His analysis points out that, in order to hold teachers more accountable, policymakers may want to shift their focus from creating complex assessment guidelines that evaluate teachers’ qualification to develop better teacher-student relationships that promote pedagogical change. III. MODEL Two basic ordinary least squares (OLS) regressions are done to investigate the extent of teacher qualification influences fifth grade student’s grades in both mathematics and reading, controlling for student’s socioeconomic status and school characteristics.