...although countries are in pursuit of Education for All goals, they experience problems like low quality of teachers and high teacher pupil ratio which impede upon the quality and standards of their education systems especially at the level of primary, junior and secondary schools. It is thus the intent of this essay to focus specifically on the public concern about the declining quality of Primary School Leaving Examinations in Botswana with distinctive attention on the use of John Dewey’s philosophical trends to transform and improve the quality and standard of our education. This will be done in a pragmatic manner as maybe espoused by the head of department responsible for quality and standards in the ministry of education. Although the transformative philosophical approach discussed herein, focuses on primary education for purposes of avoiding generosity, it would also be applicable at secondary levels. State of the results over the years Primary School Leaving Examinations: Year 2012 2011 2010 2009 2008 2007 % Pass 65% 64% 69.4% 68.2% 69.8% 72.9% Adopted from: allafrica.com From the above tabulation it is evident that the Botswana examinations results are on the decline as far back as...
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...psychiatric-mental health nursing and holds her PhD in educational psychology and counseling. She is a widely published author and recipient of many awards and honors, including The Fetzer Institute Norman Cousins Award, in recognition of her commitment to developing; maintaining and exemplifying relationship-centered care practices; an international Kellogg Fellowship in Australia, a Fulbright Research Award in Sweden. She holds ten (10) Honorary Doctoral Degrees, including 7 International Honorary Doctorates (Sweden, United Kingdom, Spain, British Colombia and Quebec, Canada, Japan). Clinical nurses and academic programs throughout the world use her published works on the philosophy and theory of human caring and the art and science of caring in nursing. Dr. Watson’s caring philosophy is used to guide transformative models of caring and healing practices for nurses and patients alike, in diverse settings worldwide At the University of Colorado, Dr. Watson held the title of Distinguished Professor of Nursing; the highest honor accorded its faculty for scholarly work....
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...Executive Summary of “Transformative Leadership: Achieving Unparalleled Excellence” For , MGT 3110 February 6, 2015 Abstract This paper summarizes the article written by Cam Caldwell, Rolf D. Dixon, Larry A. Floyd, Joe Chaudoin, Johnathan Post, and Gaynor Cheokas regarding the need for a new type of leadership in today’s social work environment, defined as Transformative leadership. The article itself varies in the definition, however in a broad sense Transformative leadership is maintaining good moral standing and sound business ethics among employees and individuals inside and outside the workplace. However, in order to reach this theoretical level of business related moral and ethical leadership known as Transformative leadership, one must be able to interpret and utilize the six other forms of leadership. The six forms of leadership discussed in this article are Charismatic, Level 5, Principle-centered, Servant, Covenantal, and Transformational leadership. There will be a total of ten propositions (P) that correspond to a given model of leadership and will be referred to as (P1, P2. etc.). When these six models of leadership are combined and used in conjunction, it is known as transformative leadership which makes up the content of this article. Keywords: Ethics, Transformative leadership, Covenantal leadership, Moral standing, Proposition, Level 5 leadership, Servant leadership, Principle-centered leadership, Transformational leadership, Charismatic...
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...Running head: CURRICULUM PHILOSOPHY Curriculum Philosophy Scott C. Hellman Grand Canyon University EDA 560 January 27, 2010 Curriculum Philosophy Introduction It is the school leader that develops a curriculum that is then applied to school surroundings. Curriculum philosophy becomes the force that moves the school closer to its goals. This paper will examine the curriculum philosophy of the author and how this philosophy will have an affect on how curriculum is planned in a school surrounding. The paper will then conclude with a comparison of the philosophy stated by the author compares to the philosophy that is currently in place at Cody High School. Outline how your philosophy will guide the curriculum goals and design and describe the resulting curriculum planning process. “Philosophy is defined as a search for the wisdom of life besides an attempt to understand the universe as a whole” (Yusof, 2008, p. 1). All members of the school district including: administrators, teachers, and all stakeholders must work together as a unit to assess state standards and benchmarks for each class to properly design a curriculum that will teach students the necessary information and skills to become responsible citizens of society. Yusof quotes Horton & Hanes (1993): The goal should be to help the individual realize choice is a key element in developing a life of personal growth. Lifelong learning is also a possibility when choices are realizes [sic]...
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...four different pedagogical approaches to Adult education (andragogy, self-directed learning, informal and incidental learning, and emotions and imagination), education and globalization. These areas were reviewed to identify key elements around Adult education, as well as for how contemporary globalization shapes Adult education. The second section is a research essay building off of the literature review. Andragogy, self-directed learning, informal and incidental learning and emotions and imagination were examined to determine if these adult education philosophies were being practiced in Ontario. Globalization’s impact is a force with widespread reach and implications. Education will be vital for survival in a global community. The effect of globalization on adult education in Ontario was investigated. The principles of andragogy, self-directed learning and informal and incidental learning are evident in Canadian and Ontario teaching practices; however, emotions and imagination are absent in this discourse. Michelle Scott MAIS 701 Adult Education and Globalization 3 PART I: Literature Review: Adult Education and Globalization Michelle Scott MAIS 701 Adult Education and Globalization Introduction 4 Although many of us may think our “school days” are behind us, learning is a continuous part of life. Adult education has been called by many names – training, lifelong learning, continuing education, workplace...
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...closing loops assimilating the knowledge, updating reference frames and providing valuable feedback to the decision making and problem solving processes. It is my learned experience that using critical lenses to enable building on previous experiences and to incorporate new learning will perpetrate the transformational leadership (TL) process. The correlation between critical reflection and TL can be explained by the closed loop between outside world and inside world, it is though a reflective process how the leader encourages multiple perspectives that ultimately challenge his or her to excel in complex and uncertain environments. Leadership development practices depend on reflection-in-action. Advancing one step further, TL focuses on how leaders inspire and motivate followers to a higher moral level (Burns, 1978), its essence is inspiring follower’s commitment to achieve the vision of a desired future. TL conveys the “connection between the organization’s philosophy and shared values, and embeds those values in organizational rules and actions in order to communicate meaning and inspire followers” (Bennis and Nanus, 1985, p. 58). The critical reflective process as a way to trigger transforming learning represent a viable and effective method for the leader to evolve from value-conservation to value-creation, to eliminate the risk to become obsolete, to force the leader getting out of hir or her comfort zones and promoting critical thinking, improving his or her recognition...
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...A Brief History of Multicultural Education by Paul C. Gorski, Hamline University and EdChange As conceptualizations of multicultural education evolve and diversify, it is important to revisit its historical foundation -- the roots from which it sprang. What did the earliest forms of multicultural education look like and what social conditions gave rise to them? What educational traditions and philosophies provided the framework for the development of multicultural education? How has multicultural education changed since its earliest conceptualization? The answers to these questions provide an important contextual grounding for understanding the various models of multicultural education evolving today. The historical roots of multicultural education lie in the civil rights movements of various historically oppressed groups. Many trace the history of multicultural education back to the social action of African Americans and other people of color who challenged discriminatory practices in public institutions during the civil rights struggles of the 1960s (Banks, 1989; Davidman & Davidman, 1997). Among those institutions specifically targeted were educational institutions, which were among the most oppressive and hostile to the ideals of racial equality. Activists, community leaders, and parents called for curricular reform and insisted on a reexamination of hiring practices. Both, they demanded, should be more consistent with the racial diversity in the country...
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...2 This chapter describes a four-lens 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...
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...and PhD of educational psychology and counseling in 1973. Dr. Watson holds the title of Distinguished Professor of Nursing; the highest honor accorded its faculty for scholarly work. In 1999 she assumed the Murchinson-Scoville Chair in Caring Science, the nation’s first endowed chair in Caring Science, based at the University of Colorado Denver & Health Sciences Center (Dr. Jean Watson, 2011). She has previously served as the Dean of Nursing at the University Health Sciences Center and has acted as the President of the National League for Nursing. Dr. Watson has authored numerous publications and books including “The Philosophy and Science of Caring”. In 2008 Dr. Watson created a non-profit foundation: Watson Caring Science Institute, to further the work of Caring Science in the world. Dr. Watson’s caring philosophy is used to guide transformative models of caring and healing practices for nurses and patients alike, in diverse settings worldwide. Clinical nurses and...
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...Literature Theory Comparison Shonte’ C. Grady Grand Canyon University Literature Theory Comparison For many years, school and district leadership has assigned primarily to a single person such as the principal or the superintendent. The principal and superintendent’s responsibilities are keeping order in the school, managing school schedules, monitoring the budget, making sure buses run on time, etc… In addition principals and superintendents job are to develop and keep the school’s or district’s vision, articulate and model core values, ensure the inclusion of all voices, develop collaborative learning experiences. The purpose of this paper is to compare and contrast various types of leadership models and theories and evaluate the effectiveness of each type of leadership model. Neuman and Simmons state that in the most effective schools, every member of the education community has the responsibility and the authority to take appropriate leader roles (2000, p. 9). The definition of a leader now encompasses teachers, staff members, parents, and members of the entire education community. “Over the course of the past five years, the Anneberg Institute has worked with thousands of practitioners from hundreds of schools across the country, representing a broad cross-section of schools in terms of size, student population, location, and levels of achievement. Less than successful outcomes of many reform...
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...Reinterpreting the learning organisation Deb Stewart Introduction The concept of the learning organisation (LO) has gone through many combinations and permutations over the last decade in terms of theoretical development and attempts at practical application. The fervent interest in the LO stems from what Senge (1990; Senge et al., 1994) calls the age of globalisation where one source of competitive advantage is the ability and rate at which an organisation can learn and react more quickly than its competitors. Some writers have used the term LO interchangeably with organisational learning (OL) while others have attempted to draw clear distinctions between the two. There appears to be little consensus about what a LO organisation looks like or what OL means. Furthermore there seems little agreement on the relationship between individual learning and collective learning in organisations and how one translates into the other. This paper initially provides a cursory glimpse at the current literature on the LO in the context of learning and OL and in particular the theoretical tensions and dilemmas existing between these concepts. Management theorists have under-utilised the insights and practices from other disciplines such as sociology, philosophy and anthropology. As Burrell (1994) argues: Sooner or later organisation studies must enter an area where philosophy and social science meet. Organisation studies must also enter intellectual theory where the well-established French...
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...qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqweyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwerty...
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...1966 and PhD of educational psychology and counseling in 1973. Dr. Watson holds the title of Distinguished Professor of Nursing; the highest honor accorded its faculty for scholarly work. In 1999 she assumed the Murchinson-Scoville Chair in Caring Science, the nation’s first endowed chair in Caring Science, based at the University of Colorado Denver & Health Sciences Center (Dr. Jean Watson, 2011). She has previously served as the Dean of Nursing at the University Health Sciences Center and has acted as the President of the National League for Nursing. Dr. Watson has authored numerous publications and books including “The Philosophy and Science of Caring”. In 2008 Dr. Watson created a non-profit foundation: Watson Caring Science Institute, to further the work of Caring Science in the world. Dr. Watson’s caring philosophy is used to guide transformative...
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...adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large. Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one's self. In reflection, there is an immense expectation on the part of the teacher. Honing the potentials of the learners is the center of their goal. Teachers as the molder of the future require great effort. The exertion on how they could give the quality education and global competitiveness for all learners through their teaching strategies/techniques is indeed very significant. Accordingly, teachers should built tough foundation of learning process. Establishing the learning process needs great demand on the part of the learners. Demands that are contributing factors address to this matter. One of it is the involvement of the learners in...
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...Zappos Zappos was founded by Nick Swinmurn in 1999. Zappos was born out of a desire to be able to have the right shoes, the right color and right size readily available when customers wanted them. The idea behind Zappos was to have a web site where customers could go to find their perfect shoes, one that was both affordable and stylish. Over the years Zappos has evolved into a company that provides the best online service, not just in shoes but in any category (Zappos Family Story: In the beginning let there be shoes, 2014). Zappos Culture Culture cannot be generalized across organizations, but must be viewed in context of the particular organization. This is due to shared and multiple meanings emerging in relation to the particular group of people and to the mission, vision statements, and their values (Cunliffe, 2008). Zappos culture is one in which customer service and satisfaction and employee empowerment is at the heart of what they do. The culture at Zappos is an extension of their core values, which include a mandate to deliver WOW through service, build a positve team and family spirit and a open and honest relationship through communication. Also included in their values is being passionate, deteremined, adventurous, creative and open-minded. Zappos culture takes into consideration not just their customers but also their employees. They realize the importance of building the character of their employees in order to meet the challenges they will face...
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