...in order to ensure quality education for all students in the public schools of the United States. As a piece of both egalitarian and neo-liberal legislation, its aim was to bring quantitative progress to all school-age youth, especially those in lower-achieving schools. No Child Left Behind Act was to achieve this goal by testing students' proficiency in three subjects: math, reading, and science. Through this standardized testing the government would hold schools accountable for the progress of their students. However, the result has been far from the progress intended. As a result of No Child Left Behind, class time is spent teaching to the test, and the social sciences are being ignored. Not only does the drop in social studies education present a risk for the students in high-stakes testing schools, but it also widens the inequality gap between students and presents a threat to the communities around them; for this reason parents, students, teachers and community members should push for increased emphasis on engaging social studies education in schools. Social Studies and the Test While math, reading, and science are tested by every school in the country, social studies is not. It is easy to test math skills on a standardized test; there is only one right answer. It is also easy to test reading comprehension; the text shows the right answer. Reading, and math are skills, easy to test and measure. However, social studies and science are different. Both have to...
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... Michelle Hicks EDF 2085 Professor Blaine November 14, 2012 History The most important facts that can be found about Germany are connected to wars. The World Wars were a disaster for Germany. It led to the divide of Germany. One of the major theme of German history, according to William Spencer (1994) is division. This seems to be a common occurrence but doesn’t represent a departure from German history. Spencer noted that Germany has had difficulty during its 2000 year history in becoming a nation-state and maintaining that form, even with the development of a strong ethnic and national identity. The Holy Roman Empire and the Austro-Hungarian Empire have been apart of Germany. Germany in its early history resisted being taken over by the Roman Empire. In 1871, a separate German Empire was created but not until Bismarck. The German state remained even after losing in World War I. Germany became two separate entities after World War II including the representation of the opposite hegemonies which was directed by the United States and the Soviet Union. (Germany then and now, 1994) Politics Germany started out as tribes but now has the third largest economy in the world and the largest in Europe. The country went through several rulers or ruling parties. Germany has become a federal, parliamentary, representative democratic republic. Germany follows...
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...This is a protected document. Please enter your student or faculty username and password. Username: Password: Log In Need assistance logging in? Contact Technical Support. Doc ID: 1009-0001-1993-00001994 Toll Free: 877.428.8447 M-F, 6am MST or Sat-Sun, 7am-12am MST Find us on Facebook and Follow us on Twitter! F I F T H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price...
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...creating and sustaining his Republic (Nation). The concept of education has been a perennial problem in human history; This is so because down through the ages, from ancient to contemporary time, educators as well as philosophers has tried to proffer solutions on why and how man should be educated ranging from force, encouragement, incentives etc. But no matter which method is use, the important of education cannot be overemphasized. The aim of this work is to look at the educational system in Argentina, as well as the private and public education system, higher education, issues facing the Argentine educational system, education and government, Argentina educational position in South American vis-à-vis the world, and we shall proffer some recommended solutions on how to improve their educational system to meet the standard of other developed nations around the world. INTRODUCTION Education is central to development and a key to attaining developmental goals. It is a powerful instrument for reducing poverty and inequality and it lays a foundation for sustained economic growth. Education is widely recognized as one of the most fundamental building blocks for human development. When given the opportunity to learn, people are empowered to contribute fully to the development of their lives, their communities, and their countries in general. Developed nations work with less develop countries to integrate education into national economic strategies and develop holistic...
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...before independence the people of this country, under the leadership of TANU, have been demanding more education for their children. But we have never really stopped to consider why we want education—what its purpose is. Therefore, although over time there have been various criticisms about the details of curricula provided in schools, we have not until now questioned the basic system of education which we took over at the time of, independence. We have never done that because we have never thought about education except in terms of obtaining teachers, engineers, administrators, etc. Individually and collectively we have in practice thought of education as a training for the skills required to earn high salaries in the modern sector of our economy. It is now time that we looked again at the justification for a poor society like ours spending almost 20 per cent of its Government revenues on providing education for its children and young people, and began to consider what that education should be doing. For in our circumstances it is impossible to devote Shs. 147,330,000/- every year to education for some of our children (while others go without) unless its result has a proportionate relevance, to the society we are trying to create. The educational systems in different kinds of societies in the world have been, and are, very different in organization and in content. They are different because the societies providing the education are different, and because education, whether it...
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...Are Too Many People Going to College? By Charles MurrayFrom the Magazine: Monday, September 8, 2008 Filed under: Public Square America’s university system is creating a class-riven nation. There has to be a better way.To ask whether too many people are going to college requires us to think about the importance and nature of a liberal education. “Universities are not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood,” John Stuart Mill told students at the University of St. Andrews in 1867. “Their object is not to make skillful lawyers, or physicians, or engineers, but capable and cultivated human beings.” If this is true (and I agree that it is), why say that too many people are going to college? Surely a mass democracy should encourage as many people as possible to become “capable and cultivated human beings” in Mill’s sense. We should not restrict the availability of a liberal education to a rarefied intellectual elite. More people should be going to college, not fewer.Yes and no. More people should be getting the basics of a liberal education. But for most students, the places to provide those basics are elementary and middle school. E. D. Hirsch Jr. is the indispensable thinker on this topic, beginning with his 1987 bookCultural Literacy: What Every American Needs to Know. Part of his argument involves the importance of a body of core knowledge in fostering reading speed and comprehension. With regard to a liberal education...
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...The Subtle Subversion The State of Curricula and Textbooks in Pakistan Urdu, English, Social Studies and Civics (DRAFT COPY) compiled by A. H. Nayyar and Ahmed Salim Sustainable Development Policy Institute Report of the project “A Civil Society Initiative in Curricula and Textbooks Reform” A project of the Sustainable Development Policy Institute #3, UN Boulevard, Diplomatic Enclave I, Islamabad Mailing Address: PO Box 2342, Islamabad, Pakistan Telephone: ++(92-51) 2278134, 2278136, 2270674-6 Fax:++(92-51) 2278135 URL: www.sdpi.org e-mail: main@sdpi.org SDPI is an independent, non-profit research institute on sustainable development Partial support from Eqbal Ahmed Foundation is gratefully acknowledged. 2 Contents Summary Recommendations Chapter 1 Chapter 2 Introduction Insensitivity to the Religious Diversity of the Nation Appendix 1-1: Listing of Material in Curriculum Documents Appendix 1-2: Listing of Material in Textbooks Historical Falsehoods and Inaccuracies Glorification of War and the Military Omissions That Could Have Been Enriching Pedagogical Problems in Primary Education: A Critique of the Curriculum Gender Biases Human Rights Teaching of Urdu, Class 6 to 10 Teaching Social Studies, Class 6 to 10 Peace Studies: a proposed program of studies in schools Curriculum Documents Covered Thoughts on Curriculum Objectives List of participants in the project i iii 1 9 27 53 65 77 89 95 101 111 123 127 131 135 137 139 Chapter 3 Chapter...
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...Introduction Student achievement is not simply a matter of what happens in school. Academic achievement can be defined as excellence in all academic disciplines, in class as well as extracurricular activities. It includes excellence in sporting, behavior, confidence, communication skills, punctuality, assertiveness, arts, culture, and the like. It is a good way to enhance the drive of student to achieve a lot. It is about academic excellence, exemplary deportment, special awards, essential life skills, and responsibility to the community. In terms of academics, all students will obtain, understand, analyze, communicate and apply knowledge and skills to achieve success in school and life. In terms of essential life skills, all students will demonstrate aptitude, attitudes, and skills to lead responsible, fulfilling, and respectful lives. In terms of responsibility to the community, all students will understand and model the important attributes people must have to contribute to an effective and productive community and common good of all. In brief, it involves both product and process, and achievement is assessed both individually and collaboratively. A key component of both the product and the process in this "new literacy" classroom is that the students need to be conversant in multiple forms of representation—they must collect and process a certain amount of information, including non-print material such as photographs, video footage, and phone interview data. Also, students need to...
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...Report on The System of Education in India Nordic Recognition Information Centres 1 October 2006 THE SYSTEM OF EDUCATION IN INDIA Introduction ......................................................................................................... 3 Background to the Study Tour ............................................................................................... 3 Report Structure ..................................................................................................................... 3 Country Profile ....................................................................................................................... 4 Chapter 1 General Education ............................................................................ 5 Administration of Education .................................................................................................. 5 School Education.................................................................................................................... 6 National Curricula .................................................................................................................. 7 Examination and Assessment............................................................................................... 12 Source................................................................................................................................... 15 Islamic Education .......................................
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...globally-mobile expatriate professionals, ‘host country’ families now increasingly consider international school education as an alternative to the national system in which they lack confidence, and/or as a means of providing a competitive edge for their children in education and labour market terms. In an increasingly globalized world, ‘international-mindedness’, concern for world peace, and the need for intercultural understanding has led to the inclusion of an ‘ideological’ dimension in the mission statements of many such schools. M. Hayden and J. Thompson This booklet provides an insight to the origins and characteristics of international schools, curriculum and assessment, students and teaching staff, and the management, leadership and governance of these schools. The booklet also discusses how international schools (usually private and feepaying) might develop in the future against a backdrop of growing forces of globalization and other international influences. In all cases, attention is drawn to the implications of the issues discussed for both policy-makers and planners in national and international contexts. The authors Mary Hayden is Director of the Centre for the Study of Education in an International Context (CEIC) at the University of Bath, where she teaches and supervises Masters and doctoral students with interests in international schools and international education. She is also Editor in Chief of the Journal of Research in International...
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...Education is the process of facilitating learning. Knowledge, skills, values, beliefs, and habits of a group of people are transferred to other people, through storytelling, discussion, teaching, training, or research. Education frequently takes place under the guidance of educators, but learners may also educate themselves in a process called autodidactic learning. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly and formally divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship. The methodology of teaching is called pedagogy. A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to an education. Although education is compulsory in most places up to a certain age, attendance at school often isn't, and a minority of parents choose home-schooling, sometimes with the assistance of modern electronic educational technology . Education can take place in formal or informal settings. Etymology Etymologically, the word "education" is derived from the Latin ēducātiō from ēdūcō which is related to the homonym ēdūcō from ē- and dūcō . History Education began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In...
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...to create sustainable agriculture. There are also scandals with regard to scrupulous or fraudulent investors, such as Bernard Madoff, who prosper at the expense of trusting individuals. Lending institutions have also taken advantage of the financially ill-informed consumers who have lost their homes and in some cases their families and lives as a result of subprime lending practices (cite). Toyota, who was once known as one of the world’s fastest growing auto makers (cite) deliberately ignored the safety of its consumers in effort to continue maximizing its profits. Organizations lacking business morals must understand that responsibility does not rest on one source, but rather it should be a collaborative effort between the companies, governments, and individuals (Business Ethics). Until standardized practices are followed at home and abroad, leaders will continue to search for their moral compasses. History and Supporters Social responsibility is about organizations giving back to the communities or countries that contribute to their success. In the twentieth-century it was discovered that the sustainability of the world’s natural resources...
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...CURRICULUM REVIEW Search using the ref: 00045-2007DOM-EN Copies of this publication can also be obtained from: DfES Publication PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 555 60 Please quote ref: 00045-2007DOM-EN ISBN: 978-1-84478-883-5 PPSLS/D35/0107/14 © Crown Copyright 2007 Produced by the Department for Education and Skills Extracts from this publication may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation...
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...Reclaiming Cultural and Social Diversity: Mobilizing Youth for National Harmony and Peace: the Search for Resources Within Students Essays 0 Reclaiming Cultural and Social Diversity: Mobilizing Youth for National Harmony and Peace: the Search for Resources Within Contents Acknowledgements ............................................................................................................. 2 Introduction ......................................................................................................................... 3 ESSAYS ....................................................................................................................... 5 1. Social & Cultural Diversity............................................................................................... 6 2. Citizenship ...................................................................................................................... 7 3. What Is A Good Pakistani Citizen? Define His/Her Responsibilities & Rights. ............... 8 4. What Is A Good Pakistani Citizen? Define His / Her Rights And Responsibilities .......... 9 5. What Is A Good Pakistani Citizen? Define His / Her Rights And Responsibilities ........ 11 6. Sectarian Violence: Implications for Citizens and Country............................................ 12 7. Becoming A Responsible Citizen: Can Education Help? .............................................. 13 8. Becoming A Responsible Citizen: Can Education Help...
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...IN CONTEXT IN ZIMBABWE Miles Tendi Published by the Institute for Justice and Reconcilation Wynberg Mews, Ground Floor, House Vincent, 10 Brodie Road, Wynberg 7800, South Africa www.ijr.org.za © 2009 Institute for Justice and Reconciliation First Published 2009 All rights reserved. ISBN 978-1-920219-18-5 Produced by Compress.dsl www.compressdsl.com CONTENTS EXECUTIVE SUMMARY 1 CHAPTER 1: Using history 5 The uses of liberation history in Zimbabwean politics • Historical context • ZANU PF’s ‘Patriotic History’ • Patriotic History’s detractors • What is Patriotic History? • The opposition’s use of history 5 5 6 6 8 CHAPTER 2: History in secondary and higher education 11 History curriculum development in Zimbabwe’s secondary schools and higher education institutions, and the implications for reconciliation, national healing and transitional justice • The growth in education since independence • History in secondary schools • History in higher education • A review of the NASS syllabus 11 11 14 17 CHAPTER 3: Teaching history 23 Challenges of teaching history in Zimbabwe, points of contention and consensus, and future prospects • Repression in tertiary institutions • Decline in secondary schools • National youth training service centres • Reasons for optimism 23 25 25 26 CHAPTER 4: Supporting history teaching 29 Supporting secondary and higher educators, and proposals towards learning sessions, modules and activities for history teaching • Funding education • Resurgence...
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