...placed such a huge emphasis on educational equality for all children. The political climate shifted its attention to educational change from the late 1950s to the early 1970s (Berns, 2013). This change brought about different strategies by our lawmakers, to ensure that the very best education was offered to all children—no matter their race, demographics, income, or social status. The lawmakers showed us this by introducing the passage of legislation that provided federal money for new educational programs. Due to the novelty of it all, several programs were developed. When one didn’t seem to meet all requirements, another one was developed to better the previous one. Like any other journey, this one was met with several challenges along the way. Although programs were being designed for the schools and community, many felt that even with the additional assistance the schools still weren’t functioning at its full capabilities. Thus, this caused these same lawmakers to develop six national educational goals that would ensure that all of America’s schools functioned properly. These goals were established in 1999 and fell under the Educational Excellence for All Children Act (National Education Goals Panel, 1999). It should also be noted that this act was developed during President Clinton’s administration. In this paper, I will discuss the goals outlined in the Educational Excellence for All Children Act, how the goals came...
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...Politicization Differ from John Dewey approaching Public Education by Jasper Thompson jasper.thompson@waldenu.edu ID A00240846 Specialization: Educational Technology Paper Submitted in Partial Fulfillment of the Requirements for EDUC 8111: Principles of Social Change Walden University April 24, 2011 Comparing Tyack and Cuban With Dewey on Social Change 2 Abstract The essay material will examine the viewpoints of the Assumptions Tyack and Cuban concerning the Public Schools traditional strategies and social change will blend gradually to form the essay that compare the theories of John Dewey involving traditional and progressive approaches of schooling pertaining to their purposes and assumptions about Public Education. Comparing Tyack and Cuban With Dewey on Social Change 3 How Tyack and Cuban Assumptions and Purposes Differ from John Dewey approaching Public Education The title of the essay paper is How Tyack and Cuban Assumptions and Purposes Differ from John Dewey Approaching Public Education. The essay will discuss the assumption and purposes of both theorist John Dewey and Tyack and Cuban about public schooling reform and social change. The organization of the essay will first analyze the central concepts of Tyack and Cuban and the theories of John Dewey. The Assumption and Purposes of Public Education will be discussed from three view points. Similarities...
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...RUNNING HEAD: HOWARD GARDNER’S MULTIPLE INTELLIGENCES 1 Howard Gardner: Human Development and Education “Thinking about Thinking” University of St. Thomas School of Education Counselor Education Cohort Program Submitted by: Carolyn Assaad, B.A. School Counseling Candidate Submitted to: Dr. Roman Alvarez, LPC-S, NCC, ACS, LMFT, LSOTP, FAPA, MTAPA Summer I, 2012 RUNNING HEAD: HOWARD GARDNER’S MULTIPLE INTELLIGENCES 2 Abstract This paper explores the following: 1) discusses Howard Gardner’s philosophy of education and background; 2) discusses qualities that make him an educational leader including the relevance of his work; 3) examines his theory of multiple intelligences and its relevance in education; 4) addresses pros and cons of his theory and 5) discusses the influence he has had on education in the United States. Implications for current issues in education and counseling are addressed with regards to the theory presented. RUNNING HEAD: HOWARD GARDNER’S MULTIPLE INTELLIGENCES 3 Background and Philosophy In the 1960’s Howard Gardner was a graduate student in Psychology at Harvard University. He was trained as a developmental psychologist so he was concerned with the nature of human organisms and the stages and laws of cognition as well as the stages of moral judgment and aesthetic evaluation. He had the opportunity to study under individuals such as psychoanalyst...
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...when you read a chapter book? Student: I dream of something – like I’m flying or I can be a superhero. In my mind I can be anything I want from those books. Conversation with Grade 2 student Student Identity and Engagement in Elementary Schools Developing awareness, understanding and respect for what matters to students has become critical in education today because “learning can no longer be understood as a one-way exchange where we teach, they learn.” Rather, “it is a reciprocal process that requires teachers to help students learn with understanding” (Willms, Friesen, & Milton, 2009). In the shift from a transmission to a discourse model of education, researchers verify what classroom teachers know intuitively – that ensuring students are listened to and valued and respected for who they are leads to greater student engagement which, in turn, leads to greater student achievement (Cummins, et al., 2005; Flessa et al., 2010; Leithwood, McAdie, Bascia, & Rodrigue, 2006; Willms, Friesen, & Milton, 2009). In their recent work on education reform, Andy Hargreaves and Dennis Shirley (2009) also build on this insight, urging education leaders and policy makers to ensure that students are recognized as “partners in change rather than merely targets of change efforts and services – more involved in their own learning and learning choices, actively consulted about the quality and improvement of teaching, and substantially engaged in the overall governance of the school and its development”...
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...Compare: A Journal of Comparative and International Education ISSN: 0305-7925 (Print) 1469-3623 (Online) Journal homepage: http://www.tandfonline.com/loi/ccom20 International education policy transfer – borrowing both ways: the Hong Kong and England experience Katherine Forestier & Michael Crossley To cite this article: Katherine Forestier & Michael Crossley (2015) International education policy transfer – borrowing both ways: the Hong Kong and England experience, Compare: A Journal of Comparative and International Education, 45:5, 664-685, DOI: 10.1080/03057925.2014.928508 To link to this article: http://dx.doi.org/10.1080/03057925.2014.928508 Published online: 27 Jun 2014. Submit your article to this journal Article views: 364 View related articles View Crossmark data Citing articles: 3 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=ccom20 Download by: [The University of Manchester Library] Date: 01 December 2015, At: 11:00 Compare, 2015 Vol. 45, No. 5, 664–685, http://dx.doi.org/10.1080/03057925.2014.928508 International education policy transfer – borrowing both ways: the Hong Kong and England experience Downloaded by [The University of Manchester Library] at 11:00 01 December 2015 Katherine Forestier* and Michael Crossley Graduate School of Education, University of Bristol, Bristol, UK This paper analyses how the impact...
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...SAINSAB ISSN 1511 5267 Vol. 17, 2014, pp 12-11 Effective Solutions in the Implementation of the K to12 Mathematics Curriculum Melanie T. Braza Sweden S. Supapo West Visayas State University College of Education La Paz, Iloilo City, Philippines brazamelanie@gmail.com swedensupaposobrevega@gmail.com ABSTRACT This study was an attempt to find out the problems and solutions of one rural grade 7 teacher in a Philippine public high school in the implementation of K to 12 Mathematics curriculum. It is believed that knowledge is constructed when learners are able to draw ideas from their own experiences and connects them to new ideas while cooperative learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task. There were three main problem categories/themes including administrativerelated, teacher-related and student-related. The findings include: (a) lack of trainings, seminars, unclear standard operating procedures, (b) late arrival and lack of modules, (c) developing/weak teaching skills and strategies, (d) teacher’s difficulty in teaching the subjects or contents, (e)lack of time to tackle the content efficiently, (f) unavailability or lack of instructional materials, (g) non-mastery of the basic concepts and skills, (h) poor problem solving and critical thinking skills (i) indifferent student behaviour. The solutions are sharing of modules or guides, conducting cooperative learning class,...
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...Today's Kindergarten:Teaching in a Child-Centered Way in a Standards-Based EnvironmentNew Seminar Presented by Judy Ellis Outstanding National Presenter | | SpecificallyDesigned * Learn how to balance child-centered learning with the increased learning standards for today’s kindergartners * Gain the best research-based ideas and strategies for teaching reading and math concepts in kindergarten * Discover creative activities based on the most effective ideas for building a literacy and mathematics foundation at the kindergarten level * Active demonstrations, slide presentations, and plentiful displays plus an extensive resource handbook packed with ideas and resources to launch kindergartners as readers, writers, and mathematical thinkers Practical Ideas and Strategies How can we best apply a child-centered approach and still meet the increased expectations and goals for today’s kindergartners? How can we help our kindergarten students get off to the best possible start in their literacy and mathematical development? What are the current most effective strategies that can help our kindergartners thrive in a standards-based environment? Veteran kindergarten teacher and international presenter, Judy Ellis, will model the latest in strategies and techniques to increase your kindergarten students’ literacy and math skills. This new seminar is designed to give you practical ideas, cutting-edge teaching strategies and resources to strengthen literacy and...
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...IBM REINVENTING EDUCATION: Research Summary and Perspective Introduction People all over the world are obsessed with improving public education. During the last US election, Americans split historically over who would be the next president. But they were passionately united on the highest priority of the new administration: Fix education. In poll after poll, people listed poor student performance as the nation's greatest liability and its most critical need. Despite years of debate and scrutiny, worldwide comparisons like the Third International Mathematics and Science Study revealed the true extent of failing schools in the US. And while fixing public education tops our national agenda and many public and private institutions have attempted to address the challenge success stories are few and far between. Compounding the problem is a changing world with growing emphasis on highly-skilled individuals. Today's expectations for schools - that ALL children will achieve at a level much higher than required in previous eras - demands much more than a quick fix or a cosmetic approach. Poorly trained teachers, unfocused curriculum, and the inefficient use of resources inevitably result in poor student performance and the inability to compete globally. For the US, the stakes have gone up dramatically. People have also reached consensus on what public school reform looks like. It involves a radical shift from the status quo, with a new foundation built on standards, accountability, and...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...September 23, 2010 Here's what you see in Waiting for Superman, the new documentary that celebrates the charter school movement while blaming teachers unions for much of what ails American education: working- and middle-class parents desperate to get their charming, healthy, well-behaved children into successful public charter schools. Here's what you don't see: the four out of five charters that are no better, on average, than traditional neighborhood public schools (and are sometimes much worse); charter school teachers, like those at the Green Dot schools in Los Angeles, who are unionized and like it that way; and noncharter neighborhood public schools, like PS 83 in East Harlem and the George Hall Elementary School in Mobile, Alabama, that are nationally recognized for successfully educating poor children. You don't see teen moms, households without an adult English speaker or headed by a drug addict, or any of the millions of children who never have a chance to enter a charter school lottery (or get help with their homework or a nice breakfast) because adults simply aren't engaged in their education. These children, of course, are often the ones who are most difficult to educate, and the ones neighborhood public schools can't turn away. You also don't learn that in the Finnish education system, much cited in the film as the best in the world, teachers are—gasp!—unionized and granted tenure, and families benefit from a cradle-to-grave social welfare system that includes universal...
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...ECE 203 WEEK 2 DEVELOPMENTALLY APPROPRIATE PRACTICE A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=ece-203-week-2-developmentally-appropriate-practice Visit Our website: http://hwsoloutions.com/ Product Description ECE 203 Week 2 Developmentally Appropriate Practice, In this the developmentally appropriate practice considered is the form of accepting both children where they need to be and also by knowing the way to guide them with a new skill sets in an effective manner. Thus a teacher or the caregiver need to know more and must have the belief that each and every child needs to develop and grows at various rates as one of the three year old child can only write some of the letters from their name which does not explains that all the three children’s of the year olds can do it effectively. Thus this developmentally appropriate practice is clearly explained by means of the NAEYC to include various key points and is given as create an form of the caring community teaching the children to improve the development and learning style planning the curriculum in order to achieve goals. Assessing the children’s development with the learning effectively Establishing any form of the reciprocal relationships with the families. Therefore the teachers along with the caregivers will create a form of the caring community by means of the physical environment with their method to choose the room on the basis of the requirements of the children. The children and...
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...ECE 311 WEEK 3 A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=ece-311-week-3 Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ECE 311 Week 3, To Whom It May Concern: I would like to express my concern in this letter as a parent of one of the children in the Kindergarten class at your school. I am disturbed about the use of mandated textbook curriculum you for the Kindergarten students in the development of their literacy skills. I have a strong disagreement and feel that this text-book curriculum is not developmentally appropriate for the children in Kindergarten. In my opinion, Developmentally Appropriate Practice (DAP) is more suitable since it involves doing things in much better way. The age of the children ask that they have classes that will promote and support the development of wide range of abilities and interests of children through the conduct of relevant activities that optimized fun in learning. In support to the increasing quantity of human brain development, early childhood professionals should adapt innovative and appropriate means to address children’s learning and assist them in the best possible ways to become successful in cognitive, social, physical and emotional aspects. Jaruszewicz (2012) reported that various instructional materials and strategies are encourage in using DAP. Children have the chance to be creative and free to move aroundto to move around the classroom as much as they...
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...Summer Vacation... “Our Work” (continued from page 7) The New Meaning of Educational Change Summer Vacation... Assumptions (continued from page 7) parallel to ours. The overarching goal of the institute was most people wanted to collaborate. Now I know that to help with the transition of the five big Indianapolis High it’s not that simple – CFGs take time, commitment, Schools into Small Learning Communities. It was a brave energy, and above all, work. They are not “easy”; they adventure, with high goals, but success was achieved in the don’t just “happen”. Buy-in is not instinctive for most very act of bringing all of these stakeholders together in a people, and collaboration can be scary. meaningful way for all of them, collaboration. Another assumption that I held was that everyone I am not sure if collaborative processes can be learned involved in CFGs, including all trained coaches, know without collaborating. I can see now why our facilitators set something about NSRF. During the course of this straight to work in building us into a learning community. You institute, it became clear that many of them do not, and have to model your goal. We were made responsible not only some CFG members and even coaches may have never for our own learning, but also for the learning of everyone even heard of NSRF. else. By sharing this responsibility, we were empowered to The personal assumptions I came face to face work together in ways that are meaningful and welcoming, with are somewhat...
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...the “School Education Department, Government of the Punjab” through The Secretary Schools Education, Punjab, (here-in-after) called the (SED-Punjab) which expression shall, wherever the context allows, includes its assignees, executors, successors, and attorney etc; AND Children’s Global Network Pakistan (hereinafter referred to as “CGN-P”) which is a certified tax exempt organization under the PCP certification programme striving to promote quality education in Pakistan and its current work and partnerships extend across Punjab, Sindh, Balochistan, Khyber Pakhtunkhwa, Gilgit Baltistan, FATA and Azad Jammu & Kashmir. CGN-P has worked at the policy level in provincial, national working groups on education reforms; it has a track record and relevant experience in the field of sector wide approaches to improve the standard and spread of Education through public Private Partnerships (PPPs) completely aligned to provincial education sector plans and priorities therein. CGN-P’s critical partner for action is the public sector at all levels and Education Foundations, NGOs at local, national and international levels, district governments, provincial/federal governments, Private Corporate Sector, Philanthropists, Expatriate Pakistanis and Donors alike. CGN-P works in the areas of Capacity Building, Skill Development (PSDF) and Policy Influence, Education Reform and Rehabilitation, Free and Compulsory Education, Early Childhood Education, research studies on education at all levels...
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...The key components of progressive education centered around the progressive movement of the late 19th and 20th century. This educational style embraced industrial training, agricultural education and social education. “In the late 1940s, progressive education focused on ‘the whole child’ concept with the most prominent educational reform being called ‘Life Adjustment’ from a group called ‘the Adjusters.’ It was believed that students needed lessons in practical matters such as friendships, hobbies and family life more than the lessons acquired in college or vocational school.” John Dewey, who was one of the main advocates of progressive education and became known as the “father of Progressive education,” created a “Laboratory School” in Chicago. The curriculum at Dewey’s Lab School was described as two-dimensional: 1. The child’s side that focused on activities, and 2. The teacher’s side that focused on “logically organized bodies of subject matter” (Tanner 102). Students learned subject matter through familiar events and social activities: they cooked, sewed, wove, wood-worked, explored farming, etc. (Benson 30 ; Tanner 109). Critics of his school and his philosophy argued that “Dewey isolated children from the real world by creating an imaginary world with curriculum that gave students experiences with the sole aim of acquiring subject matter.” Maria Montessori was an Italian physician and educator who developed an educational philosophy that focused on independence...
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