EDUC 735 RESEARCH PAPER ASSIGNMENT INSTRUCTIONS The Research Paper for this course will be based on the topic you chose in the beginning of the course concerning teaching and learning. Your paper must...

Running Head: LEADERSHIP ESSAY                        1
LEADERSHIP ESSAY                                    7
LEADERSHIP ESSAY
Table of Contents
I. Introduction    4
II. Historical Summary    4
A. Development of the School Year Schedule    4
1. Agrarian Society    4
2. Post Industrial Society    5
B. Factors Contributing to Reading Loss over the Summer    5
1. Absence of Formal Instruction    5
2. Demographic Factors    5
C. Long-Term Effects of Summer Reading Loss    6
1. Elementary School Years    6
2. Middle and High School Years    6
III. Cu
ent Issue in Present Culture of Education    6
A. Mitigating Summer Reading Loss    6
1. Early School Planning    6
2. Literacy Activities with Families    7
B. Summer Reading Programs    7
1. Engaging Activities    7
2. Implementation of Reading Strategies    7
C. Access to Books    8
1. Self-Selection    8
2. High Interest Selections    8
IV. Strategies to Address the Issue    8
V. Biblical Integration    10
A. Prove
s 21:5 Christian Worldview on Effective Planning versus Loss    10
1. Creating a Strategic Plan for Reading Success    10
2. Effects of Ineffective Planning    11
B. Prove
s 8:33 Bible Scriptures on Instruction and Wisdom    11
1. The Art of Instruction    11
2. Benefits of Instruction    11
C. Romans 5:12 Bible Scriptures on Access and Reward    12
1. Seeking Assistance    12
2. Following Through with a Plan    12
VI. Conclusion    12
References    14
I. Introduction
Summer reading loss can be understood as the decline in reading capabilities of children during summer vacations when they are not attending classroom sessions and not participating in literacy programs as well (Bell et al., 2020). Summer reading is also knows as summer slide, summer setback or summer learning loss. This results in degraded reading skills. As per the “No Child Left Behind Act of 2001” reading is one the literacy skill, which is developed in students as a measure to give attention and focus to education.
Despite this when children return from their summer
eaks to their schools the summer reading loss is the condition, which impacts their grades and teachers need to start with it all over again. It is a challenge for the educational leaders to sustain the accelerated progression of reading development in children (Battles, Morem, Riopelle & Tedesco, 2017). According to studies, it is found that reading loss is also a result of economic status.
In low-income groups, this level goes down as they kept at distance due to lower socio-economic backgrounds whereas in middle-income groups reading habits developed modestly. Another reason is they spend comparatively less time in reading activities during vacations. This influences their chances of being graduated from high school. Wide literature is available on internet about research being conducted in this field to reduce the impact and increase the digression (Kuhfeld, 2019).
II. Historical Summary
A. Development of the School Year Schedule
1. Agrarian Society
The standard school calendar, which is followed today, is based on 300 years’ old practice from England when dependency on agrarian society was dominant. Agrarian society is a society, which is dependent on agricultural activities for their support and sustenance as a primary means. The idea behind this was to allow children some free time from farm activities, mainly during summer season. This theory is practiced as summer
eaks in schools. Thomas Jefferson, former US President also supported agrarian society in the early formation days of US.
2. Post Industrial Society
From the period of 1890 to 1920, the American society was undergoing transformation on all aspects. Industrial and demographics changes were reshaping the country. Being isolated self-contained communities it was moving towards u
an and industrialized nation. Two important reports namely: Report of the Committee on Secondary School Studies, 1893 and report from the National Education Association titled Cardinal Principles of Secondary Education in 1918 changed the education scenario in the country (Skopinsky, 2018). The educational response to industrial era was being forged. The ideology of school and education was began to flourish with values, technicality and organizational governance as its pillars.
B. Factors Contributing to Reading Loss over the Summe
1. Absence of Formal Instruction
The summer
eaks started in June and extended until August. During this time, children do not have access to educational materials. When they join back, the teachers re-teach them, which leads to wastage of resources and time (Christodoulou et al., 2017). This process takes nearly four to six weeks to re-teach, which the student forgot during summer
eak. This is equivalent to one month of value added instruction. This is reflected in academic skills of students and it highlights their socio-economic status. The problem becomes acute with time.
2. Demographic Factors
Public li
aries are good source of information and practice but lack of transportation facilities act as hindrance for the purpose. Due to this, children do not get enough opportunities to improve their academic skills and performances (Petty, Smith & Kern, 2017). Local li
aries organize summer programs, which can reduce the learning gaps, but due to limited availability of transport or restricted services, children are not able to take advantage of such programs.
C. Long-Term Effects of Summer Reading Loss
1. Elementary School Years
According to Early Childhood Longitudinal Study, the elementary students get a setback of approx. two weeks due to reading loss. This increases by two weeks with every summer
eak. This finally reaches to three month of lacked progress, which is cumulative in nature and has long-term effects (Beach & Traga Philippakos, 2021).
2. Middle and...