Kade Research Logs

Research Log MODEL
Name: John Doe

Date: March 7, 2017
EQ: Should Hawaii institute the death penalty?
Three Points to Prove: #1: The death penalty is not a deterrent to crime.
#2: The death penalty is inhumane.
#3: The death penalty is not cost effective.
________________________________________________________________________________________________
Point that this Source/Information Proves: # 1: The death penalty is not a deterrent of crime.
Excerpts (These should provide insight into the Point to Prove):
“When the smaller crimes go down--the quality of life crimes--then the murder rate goes down,” Mr. Carlisle said.
“We haven’t had the death penalty, but we have one of the lowest murder rates in the country,” he said. “The F.B.I.
statistics for 1998 showed Hawaii’s homicide rate was the fifth lowest.”
“At Michigan’s constitutional convention in 1961, the delegates heard arguments that the death penalty was not a
deterrent, that those executed were usually the poor and disadvantaged, and that innocent people had been sentenced to
death.”
“Culture and religion play a role, as well as political vagaries in each state.”
Analysis (How does this source support the Point to Prove?):
This website provides arguments against capital punishment. The author suggests the death penalty is not a
deterrent to crime. Surprisingly, the homicide rates of several different states that do not have the death penalty are
actually lower than those with the death penalty. Hawaii is one of these states. There are quotes from judges, governors,
and the prosecuting attorney from Hawaii, Peter Carlisle. Carlisle makes a reference to the Bryan Uyesugi case – where
the defendant shot seven of his co-workers at the Xerox copy machine company.
There is specific evidence against the death penalty that indicates it is not a deterrent to crime. For example, even
without the death penalty, Hawaii has the fifth lowest homicide rate in the nation. This proves, at least to some degree,
that a state without the death penalty can thrive as one of the safest states in the nation. Along these same lines of
reasoning, homicide rates in the states that do have the death penalty are still high, such as Texas and California. This
indicates that the death penalty doesn’t necessarily deter crime. To ground this in more specific data, the NY Times found
that during the last twenty years, the homicide rate in states with the death penalty has been 48% to 101% higher than
states without the death penalty!
Culture, religion, politics, and the overall ideologies that dominate a community influence whether the death
penalty will remain law. In more conservative states, the death penalty is more prevalent. Interestingly, at Michigan’s
constitutional convention in the 1960s, some argued that those who were executed were predominantly poor and of racial
minorities. If valid, this is concerning as it indicates corruption in the system (a system that can end life). If the death
penalty remains, more efforts must be taken to ensure the quality and fairness of the justice system through which they
will be punished.
Work Cited (correct MLA format):
Bonner, Raymond and Ford Fessenden. “States With No Death Penalty Share Lower Homicide Rates.” The New York
Times. The New York Times. 22 September 2000. Web. 4 Jan 2004.
I am assuming that this is a reputable and reliable article because it was published in The New York Times Magazine.
Research Log #1
Name: Kade Komeya

Date: 22 September 2017
EQ: How does using STEM impact education in modern American schools?
Three Points to Prove: #1: STEM has improved student grades over non-STEM schools
#2: STEM is structured to be immersive to students. It engages many who aren’t.
STEM programs are more engaging for students than non-STEM programs. and inspire students to be creative
problem-solvers.
#3: To make students better prepared to work in the jobs of the future.-Change
STEM programs prepare students for jobs better than non-STEM programs.
________________________________________________________________________________________________
Point that this Source/Information Proves: #1: STEM has improved student grades over non-STEM schools
//STEM programs are more engaging for students than non-STEM programs.

Paper#1
“Results generally indicated no effect of STEM-focused magnet schools, but did indicate some positive effects of STEM-
focused charter schools.”
“The students who transferred to a STEM-focused charter school made significant gains in 2009 in their mean NCE
achievement in the areas of Language Arts, when compared to their own prior achievement from 2006”
“In all cases students attained higher achievement during their third year at a STEM charter school than during their final
year at their old school (Table 1). This difference was significant (p ≤ .05) for the students who transferred to a STEM
charter school in fall of 2006 in the areas of mathematics and language arts.”
“Comparing students’ achievement after 3 years in a STEM magnet school to their own achievement prior to the transfer
yielded no significant differences.”
Paper#2
“On average, students in T-STEM schools had higher scores for reading, mathematics and science”
“Male students in T-STEM schools performed better than male students in traditional schools. The results were similar for
female students except for science scores”
“Although on average students in T-STEM schools performed better, these differences were not statistically significant.”

Students transferring from non-STEM to STEM schools have a slight grade average improvement over non-
STEM students transferring to other non-STEM schools. STEM students have achieved a 4.7 average NCE improvement
to Math, Reading, and Language Arts between the years 2006-2009 after transferring to a STEM charter school and
staying there for 3 years. The results were different for STEM magnet schools transfers, with similar grade averages to
non-STEM school transfers.
Students transferring to STEM schools have improved grades on average to non-STEM schools, leading to the
point that STEM in schools is beneficial to average student grades over non-STEM schools. Students that were
participating in STEM schools “had higher scores for reading, mathematics and science”-(Paper#1). Overall, the
improvement in grades was minor, but for the better of it.

Paper#1
Judson, Eugene. "Effects of Transferring to STEM-Focused Charter and Magnet Schools on Student Achievement." Journal of
Educational Research, vol. 107, no. 4, 01 Jan. 2014, pp. 255-266. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1031092&site=ehost-live.
Paper#2
Erdogan, Niyazi and Carol Stuessy. "Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students
in the United States: A Multi-Group Analysis on the Outcome of Student Achievement." Educational Sciences: Theory and
Practice, vol. 15, no. 6, 01 Dec. 2016, pp. 1517-1529. EBSCOhost,
I am assuming that these are reputable and reliable articles because…

They came from EBSCO, an information database.
Research Log #2
Name: Kade Komeya

#2: STEM programs are more engaging for students than non-STEM programs and inspire
students to be creative problem-solvers.
#3: STEM programs prepare students for jobs better than non-STEM programs.
________________________________________________________________________________________________
Point that this Source/Information Proves: #2: STEM programs are more engaging for students than non-STEM
programs and inspire students to be creative problem-solvers.

Paper#1
“Dean Kamen, the inventor of the Segway, founded FIRST to inspire kids the same way that athletes and movie stars
do—by showing them the sky is the limit. But instead of being motivated to work on their three-point shot in the hopes of
becoming a professional athlete, he wanted them to be empowered by scientists and engineers to be big thinkers.”
“The FIRST Robotics Competition attracts more than 300,000 contestants annually”
Paper#2
“What we do know is that students from K-6 are very interested in the STEM subjects, however, as they begin junior high
school and then high school this interest declines sharply. We also know that a major percentage of girls do not pursue the
STEM subjects beyond eighth grade. Thereby impacting the STEM workforce and creating a gross disparity among
gender and ethnicity within the STEM field. This is a very serious issue and everyone needs to encourage women and
underrepresented minorities to stay with STEM.”-American Journal of Engineering Education
“The constructs that were identified as being central to this endeavor included: STEM engagement, perceived risk of
failing, self-efficacy for problem solving, self-efficacy for robotic concepts, and the intention to pursue STEM
education.”-American Journal of Engineering Education

Today, more than 300 thousand student contestants all use STEM in a robotics competition that covers pretty
much almost every grade level in school. Most schools have a robotics team that goes to the robotics competition, that
actively involves STEM in its concept. Robotics teaches some aspects of STEM: “Perceived risk of failing, self-
efficacy for problem solving, self-efficacy for robotic concepts, the intention to pursue STEM education, and
basic STEM engagement.”
//STEM usually is not a common topic for any student to want to pursue, but this issue may be the worst
in females since they lose interest in STEM somewhere around 8th grade.

Paper#1
Erdogan, Niyazi and Carol Stuessy. "Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students
in the United States: A Multi-Group Analysis on the Outcome of Student Achievement." Educational Sciences: Theory and
Practice, vol. 15, no. 6, 01 Dec. 2016, pp. 1517-1529. EBSCOhost,
Paper#2
Mosley, Pauline, et al. "Robotic Cooperative Learning Promotes Student STEM Interest." American Journal of Engineering Education,
vol. 7, no. 2, 01 Dec. 2016, pp. 117-128. EBSCOhost,
I am assuming that this is a reputable and reliable article because it is a scholarly journal article.
Research Log #3
Name: Kade Komeya

______________________________________________________________________________________
Point that this Source/Information Proves: #3: STEM programs prepare students for jobs better than non-STEM
programs.

Paper#1
Baran explains, “Students believed that they would use their learning in STEM education program in their future career
and profession (83%) and schoolwork (16%).”
Paper#2
Spillane explains, “Outside-of-school experiences offered real-world STEM and career connections through community
based projects, field trips, mentorships, internships, and job shadows.”
Spillane explains, “Such connections to outside STEM experts and resources gave students increased freedom and
accessibility to learn in settings beyond the traditional classroom.”

Most of the students believed that they could apply their new knowledge on STEM to future jobs, after
completing tasks assigned to them in a series of STEM program after-school activities. More than 80% of the students that
participated in the activities believed that they could use their new knowledge to aid them in their future careers and
professions.
Some STEM schools have the added benefit of offering connections to outside veteran STEM users, allowing for
students to have increased potential in their learning capabilities through the accessibility of experienced STEM
professional’s knowledge on the topic of STEM. This helps the STEM students be more sure about what they are learning,
and know that they are being taught by the right people with the right knowledge on STEM to better prepare them for the
future STEM jobs.

Paper#1
Baran, Evrim, et al. "Moving STEM beyond Schools: Students' Perceptions about an Out-Of-School STEM Education Program."
International Journal of Education in Mathematics, Science and Technology, vol. 4, no. 1, 01 Jan. 2016, pp. 9-19. EBSCOhost,
Paper#2
Spillane, Nancy K., et al. “Inclusive STEM High Schools Increase Opportunities for Underrepresented Students.” Phi Delta Kappan, vol.
97, no. 8, 01 May 2016, pp. 54-59. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric%AN=EJ1098693&site=ehost-
live.
I am assuming that this is a reputable and reliable article because both came from EBSCO and one of them is from a
scholarly journal.
Research Log #4
Name: Kade Komeya

#4: Some would argue that it takes away from traditional subjects, but it adds more to student
learning than it takes away. STEM is just changing priorities.
______________________________________________________________________________________
Point that this Source/Information Proves: #4: Some would argue that it takes away from traditional subjects, but it
adds more to student learning than it takes away. STEM is just changing priorities.

Paper#1
“Look at where the American kids stand compared with their peers abroad. The most recent international test, conducted
in 2012, found that among the 34 members of the organization for Economic Cooperation and Development, the United
States ranked 27th in math, 20th in science, and 17th in reading. If rankings across the three subjects are averaged, the
United States comes in 21st, trailing nations such as the Czech Republic, Poland, Slovenia, and Estonia.“
“Since 1964, when the first such exam was administered to 13 year-olds in 12 countries, America has lagged behind its
peers, rarely rising above the middle of the pack and doing particularly poorly in science and math. And yet over these
past five decades, that same laggard country has dominated the world of science, technology, research and innovation.”

While America’s schools are gaining STEM interest in schools, their students aren’t doing as well regardless,
since they are as a collective whole, scoring as the 21st in the averages of math, science, and reading. America always
had a bad history of low test scores, but this is compensated for later on because America is one of the well known
innovation countries that is very successful in science, technology, and innovation. America doesn't do that good in
science for the universal youth science tests, but is a leader of science, being quite contradictory in the test results. This
could be due to the science welfare variance created by new immigrants coming to America for various reasons to share
their new ideas and discoveries with the citizens of America, leading to America’s proficiency in science.
While STEM does have a downside in reading, it makes up for the downside by focusing on subjects that
America needs the most in current circumstances. STEM aims to teach students how to be an engineer, and that is one of
the biggest jobs in demand to this day. America is effectively patching one of its own big problems in the process of
trading off a topic that it has been struggling with since the beginning.

Paper#1
Zakaria, Fareed. “Why America's Obsession with STEM Education Is Dangerous.” The Washington Post, 26 Mar. 2015,
www.washingtonpost.com/opinions/why-stem-wont-make-us-successful/2015/03/26/5f4604f2-d2a5-11e4-ab77-
9646eea6a4c7_story.html?utm_term=.f12def96e3ce.
I am assuming that this is a reputable and reliable article because it came from a popular news outlet with sources.
Research Log #5
Name: Kade Komeya

Date: 4 January 2018
______________________________________________________________________________________
Point that this Source/Information Proves: #5: STEM aids education from an early age.

Paper#1
McClure mentioned: “Some of the newest research in early STEM involves interdisciplinary connections between children’s STEM skills
and other important outcomes, like reading and executive function development. For example, a randomized study of the Building
Blocks math curriculum showed that it led to higher scores on measures of early language and literacy, such as the ability to recognize
letters and gain oral language skills like expressing one’s knowledge and understanding spoken words.”
McClure mentioned: “Research from the learning sciences has demonstrated that children benefit from contextualized, integrated
lessons,38,39 and integration often deepens understanding of relevant concepts, promotes problem-solving, and supports understanding
of how concepts are applied in the real world.”

STEM is an intertwined setup of science, technology, engineering, and math that works together to teach young
children by applying real-life situations in their simplest form. As McClure mentioned: “Some of the newest research in
early STEM involves interdisciplinary connections between children’s STEM skills and other important outcomes, like
reading and executive function development. For example, a randomized study of the Building Blocks math curriculum
showed that it led to higher scores on measures of early language and literacy, such as the ability to recognize letters and
gain oral language skills like expressing one’s knowledge and understanding spoken words.”
STEM is commonly applied at a young age to help start the learning cycle for young children. Learning early
helps the children later on, so that they can grasp concepts easier. As McClure mentioned: “Research from the learning
sciences has demonstrated that children benefit from contextualized, integrated lessons,38,39 and integration often
deepens understanding of relevant concepts, promotes problem-solving, and supports understanding of how concepts are
applied in the real world.” The application of STEM to early learning aids problem solving later on in school.

Paper#1
McClure, Elisabeth R., et al. STEM Starts Early: Grounding Science, Technology, Engineering, and Math Education in Early
Childhood. Joan Ganz Cooney Center at Sesame Workshop, Joan Ganz Cooney Center at Sesame Workshop, 01 Jan. 2017.
EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED574402&site=ehost-live.
I am assuming that this is a reputable and reliable article because it came from EBSCO.
Research Log #6
Name: Kade Komeya

______________________________________________________________________________________

Paper#1
Gonzales mentioned: “Results indicated that T-STEM academies have implemented educational reform strategies that
produce better-prepared graduates for post-secondary education and perhaps students that are prepared for the knowledge
economy.”

This doesn’t necessarily help out grades, but it gives the students knowledge for the workplace later on. While not
directly handy in school, STEM also helps students prepare for the workspace, and the main point of school is to be ready
for the workplace, so it fully benefits the students. (Gonzales)“Results indicated that T-STEM academies have
implemented educational reform strategies that produce better-prepared graduates for post-secondary education and
perhaps students that are prepared for the knowledge economy.”

Paper#1
Gonzales, Alberto, et al. "Toward Achievement in the "Knowledge Economy" of the 21St Century: Preparing Students through T-STEM
Academies." Research in Higher Education Journal, vol. 25, 01 Sept. 2014. EBSCOhost,
Research Log #7
Name: Kade Komeya

______________________________________________________________________________________

Paper#1
ChanJin mentioned: “Results from 5th-12th graders who completed a STEM assessment before and after the Robofest
competitions found students in the Robofest group showed improvement and achieved higher scores in math and science
after the competition.”

Knowing that STEM is also actively applied in robotics, the robotics competitions also help out the students
understanding of math and science. (ChanJin)“Results from 5th-12th graders who completed a STEM assessment before
and after the Robofest competitions found students in the Robofest group showed improvement and achieved higher
scores in math and science after the competition.” This hands-on method of learning by making robots can also be
fabricated to be more effective in teaching math and science to students that participate like what they did in the Robofest.

Paper#1
ChanJin Chung, C. J., et al. "Assessing the Impact of an Autonomous Robotics Competition for STEM Education." Journal of STEM
Education: Innovations & Research, vol. 15, no. 2, Jul-Sep2014, pp. 24-34. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=98981938&site=ehost-live.
Research Log #8
Name: Kade Komeya

______________________________________________________________________________________

Paper#1
Elam mentioned: “Results indicated the program had a positive impact on students’ attitudes towards engineering.”

A summer engineering program utilizing STEM can also help out attitudes. (Elam)“Results indicated the program
had a positive impact on students’ attitudes towards engineering.” While attitudes don’t directly help out student grades, it
does help the students

Paper#1
Elam, Matthew E., et al. "An Engineering Summer Program for Underrepresented Students from Rural School Districts." Journal of
STEM Education: Innovations & Research, vol. 13, no. 2, Apr. 2012, pp. 35-44. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=79468719&site=ehost-live.
Research Log #5
Name: Ryan Smith

EQ: How will improving battery technology revolutionize the way we travel, the way we live and the way we
communicate?
Three Points to Prove: #1: Battery tech will make electric and hybrid cars the norm in the future.
#2: Solar power will be saved by homes and fed back into the grid to share.
#3: New batteries will make our cell phones last days making them better.
________________________________________________________________________________________________
Point that this Source/Information Proves: #
I am assuming that this is a reputable and reliable article because…

Kade Research Logs

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Kade Research Logs

Încărcat de

Drepturi de autor:

Formate disponibile

Research Log MODEL

Name: John Doe

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Name: Kade Komeya

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

I am assuming that these are reputable and reliable articles because…

Name: Kade Komeya

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Name: Kade Komeya

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Name: Kade Komeya

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Name: Kade Komeya

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Name: Kade Komeya

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Name: Kade Komeya

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Name: Kade Komeya

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

Name: Ryan Smith

Excerpts (These should provide insight into the Point to Prove):

Analysis (How does this source support the Point to Prove?):

Work Cited (correct MLA format):

I am assuming that this is a reputable and reliable article because…

S-ar putea să vă placă și