...Managing teacher education and in-service programs: Learning styles perspective Urban schools and minority students. It is possible that the quality of teaching is inadequate only in urban schools attended by poor children who are members of minority groups. In a family with three or more children, one will do well, another will perform adequately and another will be bored or frustrated on an almost daily basis. • Special education and need for in-service. Parents are led to believe that special education is a legitimate classification for students who are unable to learn. But if future teachers were being taught to identify and teach to their student’s learning styles during their initial training, the need for frequent retraining would be drastically diminished. • Lack of student discipline and/or motivation. It is often said that students are not as well disciplined or as highly motivated as students used to be. Motivation is not biologically imposed; it results from students’ experiences and interests. Teachers who are unable to motivate and teach their students need to learn how to do so. • Children taking prescription medications. Physicians may not understand that active and nonconforming children learn differently from the way passive, conforming children do. Parents allow their active children to be drugged because they are unaware that their children can learn; that traditional instructional approaches are not responsive to how their children learn. • Cultural...
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...Alienation and engagement: Development of an alternative theoretical framework for understanding student learning. Higher Education, 55(3), 321 - 332. http://dx.doi.org/10.1007/s10734-007-9057-5 Alienation and engagement: Development of an alternative theoretical framework for understanding student learning Jennifer M. Case Department of Chemical Engineering, University of Cape Town Abstract In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for characterising the student experience of learning in higher education, compared to current dominant perspectives such as that offered by approaches to learning and related concepts. A conceptual and historical background of the concept of alienation is presented, followed by an overview of some contemporary perspectives. Drawing on this literature, a framework is then developed for characterising student learning. It comprises three categories, referring to the alienation resulting from 1. entering the higher education community, 2. fitting into the higher education community, and 3. staying in the higher education community. Each category has an associated set of theoretical tools that can be drawn upon in analysing this aspect of the student experience. Keywords: alienation, engagement, student learning, tertiary education, approaches to learning Address for correspondence: Dr J Case, Department of Chemical Engineering, University of Cape Town...
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...International Perspectives on Adult Education Author: Susan Imel Date: 2000 Adult education is practiced throughout the world. Although the adult education enterprise varies in scope, philosophy, and structure in different nations, it is not unusual for approaches to adult education developed in one region or country to spread. Certainly, adult education in the United States has been influenced by the ideas of international adult educators such as Paulo Freire and Roby Kidd and by practices such as the English University Extension Movement, Swedish Study Circles, and the Danish Folk Schools (Reischmann, Bron, and Zoran 1999). Currently, a number of perspectives on adult education are evident in the international literature. Some of the trends and issues from this literature are highlighted in this Alert. Publications from the Fifth International Conference on Adult Education held in Hamburg, Germany, in July 1997 are a particularly rich source of information on international perspectives about adult education. Sponsored by the UNESCO Institute for Education (UIE), the conference brought together more than 1,500 adult educators from around the world who participated in plenary sessions, workshops, and roundtables to shape statements about adult education and develop actions for the future. A clear trend in the conference and the documents it produced was the critical importance of adult education and adult learning "for fostering ecologically sustainable development, for promoting...
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...model for understanding adult learning theories and provides adult educators and administrators with a useful conceptual framework for working with adult learners in adult degree programs. Adult Learning Theory and the Pursuit of Adult Degrees Richard Kiely, Lorilee R. Sandmann, Janet Truluck Diane Johnson, after home-schooling her three children, knew she needed an official credential to continue to work in the field of elementary education. Facing mandatory retirement from the Federal Bureau of Investigation, William Branson enrolled in a master’s program in counseling to assist incarcerated juveniles that he had been dealing with for years. Amy Garcia, a mother of two small children, seeks an online, cohort-based program to provide her the skills and abilities needed to advance her career while meeting family and work demands. Diane, William, and Amy reflect several of the groups that make up the growing number of adults pursuing formal degree programs. The strongest growth in educational participation in the past two to three decades has been in part-time enrollments of students over age twenty-five, in particular, women (University Continuing Education Association, 2002). The population of those over sixty years old in the United States is expected to grow from 45 million in 2000 to more than 91 million in 2030; many are participating in adult degree programs (University Continuing Education Association, 2002). The National Center for Education Statistics reports that one-third...
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...Learning perspectives Perspective refers to the choice made based on a situation, from which one can measure experience and form a logical belief. Basically, it means a specific point of view in comprehending things. There are diverse theoretical opinions on learning which are related to different learning perspectives. Perspectives can be distinguished socially according to dialectical, socio-cultural and hermeneutic theories. The dialectical perspective maintains that individual learning occurs as a process of changing participation in groups (Stahl, 1998). It explains that learners keenly process data and learning occurs through their own efforts. Here, new views are linked to old ones and relationships between different views are found. According to the Gestalt theories, the key fundamentals of learning are intuition, perception and meaning and the learner was seen as a perceptual individual (Cooper). Dialectical theories are quite different but they are all united by the fact that the learner’s internal mental processes are continually progressing. The socio-cultural view emphasizes that for one to understand learning, they should focus on the social practices that make up ethos since learning is culturally shared (Stahl, 1998). This perspective largely focuses on human interaction. It suggests that learning occurs though analytical and social interactions with other people and through them the principles and norms of societies are learnt. This perspective...
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...Applying the Balanced Scorecard to Education DEMETRIUS KARATHANOS PATRICIA KARATHANOS Southeast Missouri State University Cape Girardeau, Missouri T he concept of the balanced scorecard (BSC) was first introduced by Robert S. Kaplan and David P. Norton (1992) in their now widely cited Harvard Business Review article, “The Balanced Scorecard—Measures that Drive Performance.” The widespread adoption and use of the BSC is well documented. For example, Kaplan and Norton (2001) reported that by 2001 about 50% of the Fortune 1000 companies in North America and 40% to 45% of companies in Europe were using the BSC. The basic premise of the BSC is that financial results alone cannot capture value-creating activities (Kaplan & Norton, 2001). In other words, financial measures are lagging indicators and, as such, are not effective in identifying the drivers or activities that affect financial results. Kaplan and Norton (1992) suggested that organizations, while using financial measures, should develop a comprehensive set of additional measures to use as leading indicators, or predictors, of financial performance. They suggested that measures should be developed that address four perspectives: 1. The financial perspective. Measures in this perspective should answer the question, “How should we appear to our shareholders?” 2. The customer perspective. These measures should answer the question, ABSTRACT. Although the application of the balanced scorecard (BSC) in the business sector...
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...Teacher Perspective on Full Inclusion of Students with Learning Disabilities in Saudi-Arabia High Schools Student Course School Date A Dissertation Submitted In Partial Fulfillmemt For The Award Of The Degree Of Masters Of ………………..In The Faculty Of Education At The ………..University YEAR: 2015 THE CANDIDATE’S NAME THE NAME SCHOOL Declaration This study is my original work and has not been presented for a degree or any other award in another University or institution of higher learning Signature…………………………………… Date………………………………… Name of the Student: Registration number of the student: I confirm that the work conveyed in this proposal is carried out by the candidate under the guidance of my supervision. Signature……………………………………… Date ………………………………. Name of the Supervisor Name of the University Name of the Department Dedication I dedicate this proposal to my parents, Mr. and Mrs. ………… for modeling me into who I am and for their moral and financial support throughout the whole process. Contents Declaration 2 Dedication 3 Abstract 5 Acknowledgments 7 Chapter One: Introduction 8 1.1 Background of the Study 8 1.2 The Purpose of the Study 9 1.3 Significance of the Study 9 1.4 Research Problem 10 1.5 Research Questions (Quantitative) 11 1.6 The Theoretical Model 12 1.8 Definition of Terms 13 Teacher Perspective-Refers to the view and opinions of teachers based on the special education services provided to students with disabilities...
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...Active Learning in Higher Education http://alh.sagepub.com/ Improving student engagement: Ten proposals for action Nick Zepke and Linda Leach Active Learning in Higher Education 2010 11: 167 DOI: 10.1177/1469787410379680 The online version of this article can be found at: http://alh.sagepub.com/content/11/3/167 Published by: http://www.sagepublications.com Additional services and information for Active Learning in Higher Education can be found at: Email Alerts: http://alh.sagepub.com/cgi/alerts Subscriptions: http://alh.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://alh.sagepub.com/content/11/3/167.refs.html >> Version of Record - Oct 26, 2010 What is This? Downloaded from alh.sagepub.com by guest on December 16, 2012 Article Improving student engagement: Ten proposals for action Nick Zepke and Linda Leach Abstract Active Learning in Higher Education 11(3) 167–177 © The Author(s) 2010 Reprints and permission: sagepub. co.uk/journalsPermissions.nav DOI: 10.1177/1469787410379680 alh.sagepub.com School of Educational Studies, Massey University, New Zealand Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion and employability. A parallel research programme has focused on how students engage with their studies and what...
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...universities and higher education institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative Series, Nr. 2 (2008) 31-45 BALANCED SCORECARD APPLICATION IN UNIVERSITIES AND HIGHER EDUCATION INSTITUTES: IMPLEMENTATION GUIDE IN AN IRANIAN CONTEXT DARYUSH FARID, َ EHRAN NEJATI, HEYDAR MIRFAKHREDINI∗ M Close compete of universities and higher education institutes in recent year in order to offer high quality services and achieve higher national and International rank, has led to an increase in their demand for a customized approach for assessing and improving their performance. This paper studies the application of Balanced Scorecard (BSC), as a powerful measurement and assessment system, in universities and higher education institutes. Reviewing the existing literature, the paper also provides an implementation guide for BSC in an Iranian perspective. Eventually, the performance indicators for measurement purposes of the introduced case study are proposed. Keywords: Balanced Scorecard, BSC, Performance Assessment, Higher Education, Universities, Iran. Introduction In today’s world of global competition, providing quality service is a key for success, and many experts concur that the most powerful competitive trend currently shaping marketing and business strategy is service quality (Abdullah, 2006, p. 31). Institutes of higher education are also focusing on ways to render high quality education to their educators and...
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...English 102 F 04/29/2014 Enlarging Two Languages for the Education in Chicago’s School Having bilingual education in nursery school across Illinois is a valuable practice for children because it is important to acquire two languages with eloquence. Bilingualism is often related to immigration, and this element has developed particular views of approaches to bilingual education in the Chicagoland area. The most important is the distension of the young non-Native English speakers in the early learning. When the children are 3-5 years old going to preschool, Chicago public school places them into bilingual classes because they are identified as dual language learning. By using different theories from the sociological perspective, the set of interrelation of social and pedagogical purposes can be understand from the bilingual classes of preschool in Chicago. First, functionalist perspective emphasizes the interconnection between the different parts that are involved in bilingual education, and how they work together to produce a negative or positive influence. Second, the home culture as the standard focuses its viewpoint by criticizing the value of foreign culture by using the home culture inside the bilingual language and its benefits. Finally, conflict perspective focuses how society presents itself by using power and conflict over the resources and rules of the bilingual classes. Therefore, the sociology perspective can explain the increased demand concerning the bilingual...
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...Factors Influencing Current Adult Learning Abstract AET/505 November 11, 2012 Factors Influencing Current Adult Learning Abstract The global trend for adult learning is that everyone agrees that participation is good thing, however they all realize there are barriers to participation (Brookfield, S.,2000). The future of adult education is that first information on adult education learning has to be received by the workforces of the world (Kasworm, C., 2007). The future also depends on the digitbal provides of education that need to create accessible and universal opportunities for adult learners (Kasworm, C., 2007). Knowledge is updated daily and these providers must keep up with the world. Technology is changing every day and those that want to provide the education opportunities must change with it. The digital educators must realize that the workforce they are continually educating is not always those that are working. They sometimes will be the undereducated, the disenfranchised and the dislocated worker. All will be trying to further their educations in hope of a better job or life (Kasworm, C., 2007). The educators are not always the edcuational institutions, they include government at all levels, employers and community institutions such as librarys (Merriam, S., Caffarella, R., & Baumgartner, L. ,2007). It is proven that the adults that are socialized and take advantage of the learning opportunities will acquire the skills needed to further their lives...
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...in 2008 (now also translated in Romanian, soon to be published). Over the years many consulting or educational organizations have tried to add to the Balanced Scorecard initial concepts, in some cases attempting to build “a better mouse trap”, but few succeeded to bring any significant theoretical or practical value to the BSC framework and implementation methodology, developed continuously by Drs. Kaplan and Norton and by their team at Palladium and based on thousands of implementation projects in most industries, geographies worldwide and organization sizes, in both public and private sectors. Four Perspectives of Balance Score Card The balanced scorecard suggests that we view the organisation from 4 perspectives, and to develop metrics, collect data and analyse it relative to each of these perspectives: • The Learning and Growth Perspective • The Business Process Perspective • The Customer...
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...There is no single explanation or all-encompassing theory that explains how adults learn. The adult learning process is complex, context bound, and highly personal. As a result, there is no single theory of learning that can be applied to all adults. Instead, the literature of the past century has yielded a variety of models, sets of assumptions and principles, theories, and explanations that make up the adult learning knowledge base. The more adult educators are familiar with this knowledge base, the more effective their practice can be, and the more responsive it can be to the needs of adult learners. This fact sheet reviews three major theories and discusses their implications for practice. What is Andragogy? In attempting to document differences between the ways adults and children learn, Malcolm Knowles (1980) popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). He posited a set of assumptions about adult learners, namely, that the adult learner • Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning; • Draws on his/her accumulated reservoir of life experiences to aid learning; • Is ready to learn when he/she assumes new social or life roles; • Is problem-centered and wants to apply new learning immediately; and • Is motivated to learn from internal, rather than external, factors. Inherent in these assumptions are...
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...According to the article “Perspectives on Learning, Thinking, and Activity,” situative and cognitive perspectives have both made a significant impact on educational thinking and towards the improvement of education. The purpose of doing research relative to learning processes is to “inform those who are responsible for forming policy-so that our children will not be the victims of well-intentioned but ill informed educational practices.” (Anderson, Greeno, Reder, Simon 2000) Situational learning is an instructional approach that follows the work of Vygotsky where students are inclined to learn actively by participating in the learning experience. “Like Piaget, Vygotsky argued that cognitive development results from a complex interaction between heredity and environment.” (Bohlin, Durwin, Reese-Weber 2012) Vygotsky’s “Zone of Proximal Development” (ZPD) theory states that the purpose of education is to give children experiences that are within their zones of proximal development thereby promoting and encouraging their individual learning. ZPD is the difference between “children’s actual developmental level and their level of potential development.” (Bohlin, Durwin, Reese-Weber 2012) Skills and understandings contained within a child’s ZPD are the ones that have not yet emerged, but could emerge if the child engages in interactions with knowledgeable others (i.e. peers and adults) or in other supportive contexts (i.e. make believe play). Children shift from performing...
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...Indigenous educational practices, and a lack of research into the high rates of detentions, absenteeism and suspensions for Indigenous students, attendance rates across all levels of education are lower for Indigenous students than those of non-Indigenous students. Research and government policy is now attempting to address these issues. Through culturally sensitive policies of inclusion, and focused strategies embedding Indigenous perspectives in education models, progress is possible towards alleviating the current poor state of Indigenous students in the Australian school system. The State of Aboriginal Education All young Australians are entitled to equal educational opportunity. Until Indigenous Australians can choose from the same range of futures as other Australians, we are not achieving our nation’s promise as a democratic society (Kemp, D. in METYA, 2000, pg. 3). Aboriginal people have been described as the most educationally disadvantaged group of people within Australia (ATSISJC, 1995). Their attendance rates across all levels of education are lower than those of non-Indigenous Australia (ABS, 2006). Poverty, health problems, infant mortality, infectious diseases, and a life expectancy that is between 15 to 20 years lower are all major factors adversely affecting their education potential (ATSISJC 1995; ABS, 2006). This essay will review strategies from government and private sectors regarding Aboriginal students in Australian schools. It will evaluate...
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