...informants view about education, how they perceive it. My experience as a researcher was a picture of interest and anxiety in their faces as they gave me their individual understanding about education (formal of nonformal). They expressed that women in other rural communities like Yelequelleh are making progress through the provision of education by their churches (e.g. the Lutheran Church in Gbono-ta), where women are trained to make soap, bake bread, etc, while Night School is provided for those wanting to sit in class. Yet for them in Yelequelleh they still see a community facing extreme poverty, high rate of women illiteracy and the dependence of women on their male counterparts for survivor. I posted this question; what does education mean for you? In answering...
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...Adaptive Testing Shaping Instruction What is Personalized Learning? This article discusses the experiences certain school districts have had. It discusses their success and how Personalized Learning worked for them. The key points covered in this article were adaptive testing; lessons learned and test taking accommodations. There are districts that are discovering that assessments have other types of value that extends well beyond just getting students test scores. Students at Waukesha Stem Academy Saratoga Campus find themselves taking adaptive test once a day or even once a month. How often they take a test depends on the subject and how fast they cover their curriculum. The charter school found these customized assessment so beneficial that they decided to use funds from full time educational programs to buy more of this personalized testing. Their reasoning is that students have performed very well on adaptive test since they began using adaptive test, less than 5 percent scored in the 24th percentile or lower on state tests compared to 20 percent five years prior. To the district this showed an inadvertent benefit, the adaptive testing showed the educator just how individualized their instructional approach could be. Because each student is different they were required to fill out learner profiles so that the teachers could use the best adaptive software. They used ALEKS (assessment and learning in knowledge spaces) for math concepts and Achieve 3000...
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...Thompson Professor Stewart April 14th, 2016 Education 2120 has expanded my ideals on the topic of diversity and also how to address it. Before this class, I had a close minded view that only included my personal beliefs. This class has shown me that there is WAY MORE to diversity than simply skin color or background. Diversity includes an immense amount of subtopics that expanded into their own topics. Diversity is not a simple subject and should be used in most classroom situations to better the classroom environment. The discussions in Education 2120 were completely different from the previous 2120 class that I took in the fall. In Education 2110, the discussions were surface level and do not seem like they would have an impact on my education career. I felt like everyone in our class was ready to share their thoughts but also their personally experiences. Sharing experiences, to me, is one of the best ways to learn from others. I believe that gaining others perspectives also broadens my own. The best moments in this class were when we started the discussion with previously prepared...
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...FIVE PILLARS OF EDUCATION I believe that the five pillars of education are all significant to each other. It will be hard if one is lacking since the rest will be affected. It is not only the parent who will be developing these skills but rather the teacher must also help to achieve a full development of an individual. It is the responsibility of the teacher to prepare the students for life by providing them the knowledge and skills. Perhaps “learning to know” is the foundation of all the pillars of education. This starts at home and then school knowing all the basic knowledge we need in order for us to master the learning tools. These pillars of education allow us to learn all the things that we need to know in order for us to understand the different aspects that we will be encountering in our daily lives and understand the world around us. But it is not enough that teachers feed the students with information. Teachers must be the means to develop the students’ critical thinking skills that will be very helpful to the students in facing the challenges. “Learning to do” is applying or doing what you have learned in school. It will be easy for us to do what we have learned in school after we have mastered what we have to know since in this pillar of education, the developing of skills is being emphasized. Teachers develop the students to be competent in all areas. Another pillar is “learning to be” wherein the teachers help the students know themselves by assessing...
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...Gen Wang Verdie Culbreath College Writing June 29, 2013 Freirean Interpretation of My Partner’s Story In the essay “The “Banking” Concept of Education”, Paulo Freire reviews the dominant and popular concept of education, the “banking” model of education. In this approach to education, students are only able to listen to the teacher and memorize what teacher says, including facts, formulas, disciplines, etc. They do what the teacher requires, without question. In this relationship, students and teachers are not equal. The teacher is the person who dominates the entire class and has absolute authority. The students are the audience – they cannot have their own opinions but recenive their teachers’ “narration.” It is not difficult to imagine the scene: students like bank accounts and teachers “deposit” knowledge in these accounts, whether the students are willing or not. This is how Freire describes the “banking” model of education. In the following paragraph, I’m going to further discuss “banking” education according to my partner Yang’s experience. In today’s China, the “banking” model of education is a phenomenon. One can observe it almost in every school, no matter what kind of school. They all operate in the same mode: teachers elaborate how to solve typical problems to their students and leave them a lot of homework, then check their homework and help them to correct their errors. Everything is proposed by the teacher, and students are discouraged from thinking critically...
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...consider critically and analytically the purpose and value of reflection and reflective practice, supporting your discussion with relevant reading. Chloe Carter-Miles 6th November 2012 Contents Main Body of Text Page 3 References Page 11 Bibliography Page 13 Appendices Page 16 List of Appendices Appendix 1 Kolb’s Cycle of Experiential Learning Appendix 2 Gibbs Model of Reflection (1988) Appendix 3 Moon’s Model of Reflection Appendix 4 Blooms Taxonomy; original and revised This essay will explore the purpose and value of reflective practice as a trainee teacher, and how it supports learning. Dewey (1916) defines education as ‘It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.’ The pertinent word to note in this quote is ‘experience’. Since Dewey highlighted the importance of reflective practice in the early part of the 20th Century, many other academics and practitioners have explored and written about it. Many different reflective models have been published, and they all have variations, however the one consistency among all of the models is that the process of reflection has to begin with an experience. Whilst reflective practise can be applied to all aspect of life, Dewey’s definition of education as being inherently based on experience highlights the intrinsic link between education (and by proxy, teaching) and reflective practice. Donald...
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...AN INDEPENDENT VOICE FOR NURSING Work Engagement, Moral Distress, Education Level, and Critical Reflective Practice in Intensive Care Nurses nuf_237 256..268 Lisa A. Lawrence, PhD, RN Lisa A. Lawrence, PhD, RN, Instructional Faculty, Nursing Department, Pima Community College, Tucson, AZ Keywords Critical reflective practice, education level, moral distress, registered nurse, work engagement Correspondence Lisa A. Lawrence, PhD, RN, Nursing Department, Pima Community College, Tucson, AZ E-mail: llawrence@pima.edu AIM. The purpose of this study was to examine how nurses’ moral distress, education level, and critical reflective practice (CRP) related to their work engagement. The study is relevant to nursing, given registered nurse (RN) documented experiences of job-related distress and work dissatisfaction, and the nursing shortage crisis. A better understanding of factors that may enhance RN work engagement is needed. METHODS. A non-experimental, descriptive, correlational design was used to examine the relationships among four variables: moral distress, education level, CRP, and work engagement. The sample included 28 intensive care unit RNs from three separate ICUs in a 355-bed Southwest magnet-designated hospital. RESULTS. There was a positive direct relationship between CRP and work engagement, a negative direct relationship between moral distress and work engagement, and CRP and moral distress, together, explained 47% of the variance in work engagement. Additionally...
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...objectives. Since the main focus of the study is on the importance of guided reflection and reflective training to promote student teachers’ critical reflective thinking, it therefore, seeks to address the underlying premise of reflective practice, the defining terms as well as the related studies so far in the area of interest. 2.1 A Perspective of Effective Teaching The concept of effective teaching underpins the goal of this research study. According to Arends (1994, p. 9), effective teaching is defined by four sets of attributes namely knowledge-base, repertoire, reflection and life-long learning. These four attributes of an effective teacher are illustrated as follows: * Effective teachers have control of knowledge bases on teaching and learning and use this knowledge to guide the science and art of their practice. * Effective teachers command a repertoire of best teaching practices (models, strategies, procedures) and can use these to instruct children in classrooms and to work with adults in the school setting. * Effective teachers have the dispositions and skills to approach all aspects of their work in a reflective, collegial, and problem-solving manner. * Effective teachers view learning to teach as a lifelong process and have dispositions and skills for working toward improving their own teaching as well as improving schools. (Arends , 1998, p. 9) Repertoire Reflection Lifelong learning Knowledge base ...
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...teachers know their values in education -- teaching and learning. Values in education are the corner-stone whereby the processes of teaching and learning are moulded together into sharing knowledge, skills and experience that help a society to form new ways of doing things as well as innovating and creating new things. In this statement, values in education are referred to as a representation of teacher’s beliefs that underpins gratification of their needs in education -- the intended outcomes of teaching and learning in the society. Sources of Values in Education There are many sources of values in education and this statement will briefly mention a few sources namely: governments, professional boards, religions and religious institutions/establishments, and ideologies. It is worth noting that values in education, and indeed in society at large, are subjective, dynamic, fluid and do change with time. In this respect, values in education not only reflect the societies’ values but also influence societies in forming new values in education. Thus, across the world, the purpose of education is to shape the populace so that it fits into the society and function as it is required (MacIntyre, 1987). In this context, one can observe that educational values not only reflect the values of each nation but also influence its policies and identity. In the UK, educational values are embedded in the Professional Standards for Teachers and Trainers in Education and Training (2014) -- divided...
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...ESE 315 WEEK 1 JOURNAL REFLECTION AND PREPARATION A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=ese-315-week-1-journal-reflection-and-preparation Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ESE 315 Week 1 Journal Reflection and Preparation, Reflection and Preparation Based on what I have read and understand about the education laws, I know that IDEA entitles every student to a free and appropriate public education (FAPE) in the least restrictive environment (LRE). To ensure a FAPE, a team of professionals from the local educational agency meet with the student’s parents to identify the student’s unique educational needs. This helps the teacher to determine the best plan for each child and their special needs but if the educational laws do not support their grounds of carry out the law they have provided it will have impact on the teachers as well as myself because the accommodations and services they are to give do not be given will force the teachers to have to teach a curriculum based on normal students with the special students and with Reflection and Preparation Based on what I have read and understand about the education laws, I know that IDEA entitles every student to a free and appropriate public education (FAPE) in the least restrictive environment (LRE). To ensure a FAPE, a team of professionals from the local educational agency meet with the student’s parents to identify the student’s unique...
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...Steven Pou Professor Malloy American Civilization 2 Term Paper 4/21/15 The Disuniting of America: Reflections on a Multicultural Society Arthur M. Schlesinger, whose original name is Arthur Bancroft Schlesinger was born on October 17th in Columbus, Ohio, and died February 28th, 2007, in New York. He had graduated from Harvard University in 1938, and in 1940, Schlesinger was appointed a three fellowship at Harvard. This is derived from the society of fellows at Harvard University which gave Schlesinger the opportunity in the early stages of his scholarly career to pursue studies in any department, free from any formal requirement. This opportunity was only given to individuals who display exceptional ability, originality, resourcefulness, and academic achievement of the highest caliber. Unfortunately for Arthur, this opportunity was interrupted once the United States had made its entry into World War 2. When he failed his physical military examination he was appointed to the Office of War Information department, in which he served as an intelligence analyst from 1943 to 1945. In 1952 and 1956 he became a presidential speech writer to democratic presidential nominee Adlai Stevenson the second. He had also served as an assistant and Court historian to President Kennedy from 1961 to 1963. He had also supported the presidential campaign for Kennedy which had ended when he was assassinated in Los Angeles. Arthur eventually returned to his teaching career in 1996 as a professor...
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...Reflection is a necessary component of everyday life, as well as the growth an individual makes within their profession. This concept remains true for teachers who, due to the particular changes they must make in order to meet the fluctuating needs of both their students and society, are perpetually connected to reflection. Beginning with John Dewey, during the late nineteenth and early twentieth centuries, numerous scholars have articulated their viewpoints concerning the positive and negatives impacts of this reflective teaching, in addition to its influence on the moral dilemmas faced by educators. One of these people, Elizabeth Campbell, asserts her perspectives throughout her text, The Ethical Teacher, wherein she describes the relationship between ethical knowledge and moral agency, the link between moral dilemmas and ethical knowledge, and the methods of lessening moral tensions in education. Within her book, Campbell (2003) maintains that “ethical knowledge relies on teachers’ understanding and acceptance of moral agency as professional expectations implicit in all aspects of their day-to-day practice” (p. 3). These demands of moral agency are important for students’ learning and development. Consequently, it is essential to understand moral agency. Campbell (2003) declares that moral agency “relates to the exacting ethical standards the teacher as a moral person and a moral professional hold himself or herself to” and “concerns the teacher as a moral educator, model...
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...ESE 315 WEEK 4 REFLECTION A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=ese-315-week-4-reflection Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ESE 315 Week 4 Reflection, Course Reflection During this course my image of children with learning disabilities has empowered me to reach out to the community and any other outreach programs that can help children with learning disabilities. I have always considered all children to having a chance at education with or without a disability but I have learned through this course if children with learning disabilities had the equipment and proper accommodations they will have the same chance and great opportunity in education as anyone else. The new understandings I have considered in terms of knowledge about learning differences are everyone, especially children, learns differently regardless of a disability but if the child has a disability we as teachers and parents have to accommodate to their needs of learning. For example, a normal child may not comprehend the lesson unit by me elaborating on it speaking orally they may understand it better in an outline. A child with a disability may need the same but a little more, I may have to place their work on picture cards or let them listen to audio and most of all of the lesson unit written down to a similar pattern of my normal unit lesson plan. Course Reflection During this course my image of children with learning...
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...‘A serious proposal to the ladies’ and ‘Some reflections upon marriage’ deal with the social problems that women had to live with at the time, and how they were constantly subdued by men. Being considered mentally and socially inferior, Astell argued that this social ranking between the sexes was unjust and unnatural. However, ‘Custom’, (or tradition) considered it for some time normal for a woman to be under the dominance of Man at all times. Astell tried arguing against this, as her protofeminist pieces were one of the first works which dealt with the matter head on. She fought for equality between the sexes, and questioned the morals behind believing women to be inferior to men. Many would be able to compare her to ‘The New Woman’; an image created in order to describe the modern feminist woman that was being introduced to society in the late 19th century. However, many would argue that, although Astell was a leading feminist of her time, as she was considered “The first major English feminist for her defiant praise of women” by Joan K. Kinnard, she was still strongly conservative and some of her views differed from the modern feminist ones of today. She still considered a woman to have her rightful place or role in the household and in society, and believed that a social ranking was simply inevitable and a ‘work of God’; so many of these beliefs were directed at the upper class and richer women of the time. In ‘Some reflections upon marriage’, Astell describes men as being...
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...Home Examples and samples Personal development plan final reflection essay Personal Development Plan Final Reflection Essay In my previous personal development plan, I had made several initiatives through which I hoped to achieve certain goals both in academics and in social life. In the previous personal development plan, I had embarked more on the process that I believe would help me to think about my own learning, performance and achievements as well as to plan my personal, educational, social and career development. Since I made the plan within the PDP, there are certain changes that I have witnessed happening in my career, social and learning areas. For example, I have noted that for the last one semester, I have improved in a number of areas that I had pointed in my last PDP. In academics, I have achieved a lot, as my average grades have improved from the previous B+ to an A. This is primarily because I was able to develop clear SWOT analysis, in which I recognized my strengths, weaknesses, opportunities and threats not only in academics, but also in my social life, extra-curricular activities and any other activity I took. With this plan, I worked hard to perfect my strengths, correct the weaknesses and make them my strong points, utilize the opportunities placed within my abilities and finally recognize and avoid any negative effect that was posed by the threats in the SWOT analysis (Bolton 2010). From these considerations, I recognized that some...
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