I am looking for a formal research study about grade retention that show negative effects on students.?
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Check "ERIC" which is the Education Resources Information Center.  Just type in "retention" and you will have a wealth of scholarly articles to choose from.  When I am looking for things I always do an advanced search and click for full-text articles otherwise you might see an abstract or title for something really good but not be able to access it.
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check with your school librarian. they have a lot of knowledge regarding these research.
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Go to: www. Findarticles.com\nEnter: parents and teachers and involve\n\nDoing this search I came up with a number of periodical articles that appeared to have useful information.
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I have searched and searched for a website of that criteria, but have found none. Your best bet is to go to www.mensa.com and schedule a test, or to find an educational psychologist to examine you.
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This is simply not enough information to elicit serious suggestions.  At first I was going to suggest the topic, "How to teachers keep their jobs, when they are such idiots?" or some such.  But the answer would only depress us all.\n\nYou cannot ask for "specific subject" without even telling us if it is physics, chemistry, social science, or what.  But generally, I think research is most interesting when it is about a subject that most people consider too ordinary to warrant study, particularly if you discover something unexpected about it.  So if chemistry, make it the chemical steps involved in a cake raising.  If biology, make it how human fingers work.  If social science, what factors go into the design of a cereal box?  I once saw a fascinating article about why pizza tends to burn the roof of your mouth.  Real thermodynamics stuff, but with a human, everyday focus.
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Im not sure if your school has it but where i live they have a website called k12planet.com it shows the persons grades, attendance, and behavior.
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Try doing your own research for your college class...lol!\n\nAnastasi is interested in subcategorizing different kinds of validity to ensure increased effectiveness of testing (e.g. content validity may not ensure a useful score because of cultural validity considerations).\nGronlund focuses primarily on usefulness of results as the primary determination of vailidy.\n\nHere's something to get you started (I know about that evil writer's block problem...)...Just don't forget that APA format for your citation of these websites in the bibliography!\n\nhttp://www.burns.com/wcbcontval.htm\nhttp://www.gower.k12.il.us/Staff/ASSESS/4_ch2.htm\nhttp://teaching.berkeley.edu/bgd/quizzes.html\nhttp://cwx.prenhall.com/bookbind/pubbooks/linn/chapter4/objectives/deluxe-content.html
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Try Google Scholar, it can locate unlimited No. of free & paid researches
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I read once that it is more difficult to beat a video game level than get good grades in school. \n\nOther than that, i have always heard that video games mess up your academic performance because they require short term memory retention, while your classes in school will require long term. Apparently, video games "mess up" your long term memory because you use your short term too much. \n\nSo, the answer to your question is yes, they do effect your studies.
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Unless you are at a school of technology,with more tech that I have seen in a highschool, both of your example projects are way out of reach.  and unless you improve your english,written and I am assunimg verbal, it wont matter what project you turn in.  My high school project was the effect of different diets, high fat, high cholesterol, high salt and high protein  on the performance of albino rats in simple to complex mazes.  The project lasted the entire school year.
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I suspect that you will find very little research actually examining departmentalization. My fear is that this represents another "fad" in elementary education. While there are real benefits to departmentalization in the middle and high school, the behavioral characteristics of younger kids makes it less of a benefit. Many of the articles that you will see on this topic is likely to be based on opinion and not really on research.\n\nBurts, D., Charlesworth, R,. Hart, C. (1997). Integrated curriculum and developmentally\nappropriate practice:Birth to eight. (pp.42-46). Albany: State University of\nNew York Press.\n\nhttp://teachers.net/gazette/MAR01/sigmon.html
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I don't think there is any reliable statistic as to how may students use the excuse of their social life as being the reason that they dropped out.  Any survey that exists to measure that is probably at best bogus.\n\nGood Luck!!!
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Here are some that are listed where I go/went to school (I graduate in May!!!)\n\nHere is one of the things they mention. Go to the site for more info :-)\n\n\nSQ3R Study Method\n\nThe SQ3R method is the reading and studying system preferred by many educators. Reading research indicates that it is an extremely effective method for both comprehension and memory retention. It's effective because it is a system of active reader involvement.\n\nStep 1. "S"= Survey\nBefore you actually read a chapter, or go over a particular section of notes, take five minutes to survey the material. Briefly check headings and subheadings in order to understand the author's organizational pattern of ideas to be discussed. Scan all visual material. Read introductory and summary paragraphs. This preview will enable you to anticipate what the chapter is about.\n\nStep 2. "Q"= Question\nCreate interest in the material by asking: What are the main points of the chapter? As you read, keep the question in mind and figure out the most important points. It gives you a clearly defined purpose for reading, and helps you maintain interest in the material.\n\nStep 3. "R"= Read\nRead the chapter actively for meaning. Go through the paragraph before underlining, then underline key words and phrases to help you recall the main points. Be selective, you don't want to highlight non-important points or miss anything that can help your comprehension. Summarize main concepts in your own words in the margins. The more active you are in the reading process, the more you will retain.\n\nStep 4. "R"= Recite\nAfter every few pages, close your book and recite aloud the main points to the questions you posed in step 2. Try to recall basic details as to the author's intent by putting them in your own words. Verify your answer by checking the text. If you can't remember the text, read through it again. If you don't get it now, you won't remember it for a test. Take as much time as you need to answer your questions. Don't be frustrated, this takes more time but the information will be clearer in your mind.\n\nStep 5. "R"= Review\nFinally, review the chapter every so often to fix the material in your mind. Keep rereading your margin notes and underlinings. Verbalize the sequence of main ideas and supporting facts to aid retention. Numerous reviews are a lot more effective than one cramming session the night before an exam. Review once right after you've finished reading and then every couple of days.\n\nThe SQ3R is time consuming at first, expect it to take ten to fifteen percent longer to read a given chapter when you first begin. Research indicates a 70% increase in retention after two months of using the system and, eventually, a reduction in time spent preparing for exams.\nhttp://www.gmu.edu/departments/csdc/study.htm
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This is a great site for students:\nhttp://www.cancerquest.org/index.cfm?page=2225\n\nI have used it in my classroom to investigate the biology behind cancer! Hope it helps!
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you're kidding right? I hope you don't use any of the data you collect on here for a school project. This is about the worst sample you can have for a survey. Your results are going to be pretty much worthless.
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Try these sites they are really useful :\nwww.exampleessays.com\nwww.gradesaver.com\nwww.essayinfo.com\nBest of luck\n.
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Retention is a complicated issue.  Feelings often run quite high when the issue is discussed, and parents, teachers, and the general public often have differing opinions about it.  The success or failure of retention depends very much on how it is done and whether the child is a good candidate to experence increased success because of it.  When a child is retained it is important that the teacher the next year take into consideration what the child already knows of that grade level work and ensure that he doesn't simply repeat the same things in the same way.  Planning has to take place so that the child moves forward from his current level of achievement.\n\nThe most important factor to consider in retaining a child is whether or not the child will benefit from it.  Children with certain characteristics may benefit from it, while children with other characteristics will almost certainly not benefit from retention.\n\nAs mgip1 indicated, if a child is immature, young for his grade placement, it is quite likely that he can benefit from retention if the retention is done in a caring and sensitive manner.  This child needs a little extra time to mature and to be ready to handle the acacdemics.  Often younger children with learning disabiities can benefit from retention as they also often need more time to grasp concepts and learn skills.\n\nChildren with low levels of ability will not likely benefit from retention.  They are most likely doing the best they can and will continue to progress, but at a much slower rate than other children, and will probably continue to fall farther and farther behind their peers.  These children need special programming designed to meet their needs and to prepare them to lead their lives as productively and independelntly as possible.\n\nThe older children get the less likely it is that they will benefit from retention unless they are committed to it themselves and part of the decision making process.  As children progress through middle school peer pressure becomes a much more significant factor, and retention is likely to be perceived as punishment, and so is less likely to be successful.\n\nWhen retention is done well the child feels good about it. Then it will work.  I knew we had done it well when a little boy who was in fifth grade came to school on the last day of school and said to his teacher, "Mr. Smith, I've decided to stay back in fifth grade with you next year so I can improve my reading skills."  We had already discussed the issue with the parents and had planned with them to help the child come to the conclusion himself that it was best that he stay back.  Jimmy felt it was his own decision to be retained and he did very well.\n\nI hope these thoughts help.