...Personal Philosophy of Education Fatimah Stevenson EDU/301 May 9, 2014 Dr. R. Michael Hindermyer When going into an educational career, every teacher must develop a personal philosophy of education. “Philosophy of education is a statement of your beliefs about the purposes of education, the ways that students learn and develop and what and how students should be taught” (Philosophy, 2014). I have come to conclusion that I’m more of a student centered philosopher. I like to explore and develop responsibilities for decisions. “Student-centered philosophies are more focused on individual needs, contemporary relevance, and preparing students for a changing future. School is seen as an institution that works with youth to improve society or help students realize their individuality” (Sadker, 2005). The progressivism philosophy of education defines my own view because “promotes individual student inquiry” (Johnson, Musial, Hall, & Gollnick, 2011). In a classroom setting, I would probably have students focus on testing this by experimentation. The scientific method would be a great example, and therefore students will also be able to answer their own questions as they are experimenting. I will include open-ended questions to help students with this matter and to make students think more about the situation, problem, or picture. This particular philosophy of education is related to other philosophies such as existentialism philosophy of education. According to Sadker “Existentialism...
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...COVER SHEET TO BE SUBMITTED WITH ASSIGNMENTS NAME | Sumera Baakza | STUDENT ID | | MODULE NO | 1 | DATE SUBMITTED | | By submitting this form electronically, you are agreeing to all the following statements. I have stayed within length specifications. The number of words (excluding references and appendices) is ……………………… | I have included a Title page, which contains the necessary information, including my name and student number, the name of my course, the title of the assignment, module title and tutor | Where appropriate, I have included a Contents page | I have divided the work into sections with headings | The references in the body of text follow academic conventions | The references list is complete and follows academic conventions | I have proof-read the work carefully | I have made use of the tutorial support available to me | My supervising tutor has approved the title of my work | I give permission for this assignment to be used for training purposes by my tutor, provided it has first been made anonymous | I have read the School’s information on plagiarism and this piece of work conforms to those requirements | In submitting this assignment I understand that my work may be put through Turnitin plagiarism software | My Ideal Classroom within my Ideal School Student Name: Sumera Baakza PGCE International – Dubai 5 (Education) (UK) (12-13) Module 1 Assignment Tutor Name: Ms. Alison Day Table of Contents ...
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...must give these assessments to all students at select grade levels. The Act does not assert a national achievement standard. Each state develops its own standards (US Government Printing Office, 2002). Since the creation of this act, various debates challenge the practical use of the standardized tests. The debate presented for this paper is an argument, “Should public schools continue standardized testing?” The favorable arguments are that the standardized tests are fair, backed by parents, improves the quality of the curriculum, and the usage of standardized tests outside of the public education system. The arguments against standardized testing are stereotyping poor performing students, testing anxiety, low morale with teachers, and basing teacher evaluations on student performance. Additionally, ethical, moral and legal issues are identified in relation to standardized testing and their effects on high-stakes testing. The purpose of this paper is to analyze the given arguments, both for and against standardized testing from different sources and to conclude with a consensus of the arguments with the authors of this paper. A survey conducted by Public Agenda of 600 public middle and high schools found that as for the tests themselves, 53 percent of teenagers say that most of the tests they take consist of only multiple choice questions; 44 percent say their test include writing and explaining their answers. 79 percent of the students say they think standardized test...
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...“a written statement for each individual with a disability that is developed, reviewed, and revised in accordance with Title 42 U.S.C. Section 1414(d).” (NAEP Glossary) Each source I studied stressed the concept of “individualized” plans because each program is tailored to specifically meet the needs of that particular student through a series of assessments, meetings and medical diagnoses. Recognizing that the content of the IEP is legally binding, it’s important to ensure that what is included in the IEP safeguards the needs of the student and that the student needs are being met? So after Further research I discovered a site that put the definition of an IEP in easily understandable terms: [An IEP] is a legally binding document that spells out exactly what special education services your child will receive and why. So by doing the IEP not only would It will include the students classification, placement, services such as a one-on-one aide and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists. What is and we see that these plans contain information about the child’s classification, such as autism, deaf-blindness, orthopedic impairment or mental retardation for example, which requires the special support while in school. (Peterson & Hittie, 2010, p. 17) We also see that the IEP gives a step-by-step plan for addressing behavior, as well as how the student...
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...1 Gage Lucas Professor Tanya Torres English 306 17 November 2011 Consolidation: An Attempt to Save Money, or an Effort to Reduce Student Learning The proposals by the state to consolidate several public schools on O’ahu has created no small amount of concern by parents, students, and teachers. This is probably due to the recent attempts by the state to close small public elementary schools like Pu’uhale and Likelike Elementary. Despite the state’s numerous attempts to cut short the number of school days in a week (furlough days), the state legislation has finally decided to cut short the number of schools on the island (consolidation). Their goal - which is really a short term goal - is one that involves the reduction of spending, which will save the state approximately one million dollars a year. While this may seem reasonable and understandable, the viewpoint that the state has totally dismissed is the viewpoint of enhancing these small schools and providing incentives for those schools that perform well in their test scores and achieve exemplary academic growth. There are multiple reasons for why the state should not consolidate these small schools, and the four arenas this proposal will examine to support it consists of a political reason, an economic reason, a social reason, and a cultural reason. And in examining these reasons in light of the argument to not consolidate public schools in Hawaii, people - especially parents - will be able to defend these small schools...
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...How can I as an educator and Professional Development Manager working with teachers, support and enhance the learning and achievement of pupils in a whole school improvement process? Submitted by Michael Anthony Bosher For The Degree of Doctor of Philosophy of the University of Bath 2001 May 2002 Vol 1.1 Copyright ‘Attention is drawn to the fact that copyright of this thesis rests with the author. This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the prior written consent of the author’. This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. …………………………… Contents Tables and Figures 2 Acknowledgements 3 Abstract 4 Preface 5 Introduction 13 Chapter 1 A Cultural Context 18 Chapter 2 An Autobiography 25 Chapter 3 Methodology 40 Chapter 4 The School's Action Research Cycles 89 Chapter 5 School Effectiveness and School Improvement 107 Chapter 6 Vignette 1 Alan Shelton a Teacher 'Par Excellence' 120 Chapter 7 Some More Vignettes 158 Chapter 8 A Personal Development Review 184 Chapter 9 The Circle is Completed 190 References ...
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...St. Michael’s College Basic Education Department Brgy. San Miguel, Iligan City S.Y: 2014-2015 CANDLE SWING Members: Bagamaspad, Maegan D. Cariño, Aaron Joefferson R. Cantoja, Christian Dominic G. Heolin, John Paul M. Layug, Manuel Kent M. Maminta, Alyssa Mae D. Suzon, Patrick Miguel B. Tan, Hilary Marie Vien C. Villamor, Rom Timothy Marro S. Table of Contents Acknowledgement ........................................................................................ xi CHAPTER I INTRODUCTION A. About the project ........................................................................................ 1 B. Statement of the problem ........................................................................... 2 C. Null Hypothesis ........................................................................................... 2 D. Scope and Limitation .................................................................................. 2 E. Significance of the Study ............................................................................ 3 F. Definition of Terms ....................................................................................... 3 CHAPTER II Review of Related Literature ........................................................................... 4 CHAPTER III METHODOLOGY A. Materials .................................................................................................... 8 B. Procedure .......................................
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...Comparison of the leadership styles among educators (teachers and instructors).” “A dissertation submitted to European University of Cyprus in partial fulfillment of the requirements for the degree of Bachelor in the Department of Business Administration of I. Gregoriou School of Business”. S P R I N G 2 0 0 9 | |IOANNIS GREGORIOU BUSINESS SCHOOL | | |AUTHORSHIP DECLARATION | | |BUS410 – SENIOR PROJECT | Nicosia, 28/04/09 1. Where we have consulted the published work of others this is always clearly attributed. 2. Where I have quoted from the work of others the source is always given. With the exception of such quotations this dissertation is entirely our own work. 3. We have acknowledged all main sources of help. 4. If our research follows on from previous work or is part of a larger collaborative research project we have made clear exactly what was done by others and what I have contributed myself. 5. We have read and understand the penalties associated with plagiarism. Name Signature Name Signature Name Signature ABSTRACT ________________________________________________________ A teacher performs many functions in the classroom for the...
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...University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teachercentered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children’s ability to be self-directed learners, on the other. © 2004 Elsevier Inc. All rights reserved. Keywords: Early childhood; Classroom observation; Teaching; ECCOM; Measure 1. Introduction Political and public concerns about improving education have been fueled recently by reports highlighting the number of students, particularly from economically disadvantaged homes, who fail to achieve minimum academic standards. The National Center for Educational Statistics (2002), for example, reported that over half of fourth graders in urban districts are unable to read at a basic level. In response to data on both the overall level of American children’s...
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...TABLE OF CONTENTS: THESIS STATEMENT:…………………………………………………………………………..1 INTRODUCTION:………………………………………………………………………………..1 BODY:……………………………………………………………………………………………..2 CONCLUSION:……………………………………………………..........................................…12 BIBLIOGRAPHY…………………………………………………………………………………13 THESIS STATEMENT In John’s gospel account, it is clear from the first words of chapter 3, that Nicodemus sees Jesus as something special, but he is never recorded as saying anything confirmatory with regard to this, much as the disciples did on many occasions, whether the Lord was asking them to or not. INTRODUCTION Jesus’ conversation with Nicodemus is very clearly a teaching moment and John Points out that Jesus takes full advantage as the Christ, to teach Nicodemus the old dog, some new tricks. We will explore John’s descriptive journey the Teacher of Israel learning more than he could have hoped to from the Teacher of all teachers. In the fourth gospel, John gives us everything we need to know about Nicodemus in the first verse of chapter three, but he does not say ok, thanks for coming, you’ve been a great crowd. No, he continues on to give us more detail in the account of Jesus’ meeting with this very spiritual, yet lost man. The fourth gospel writer calls Nicodemus a “Man of the Pharisees”, and “Ruler of the Jews”. We can make certain assumptions based on the historical details we know of the Pharisees, and how the Jewish ruling class behaved...
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...Exegetical Paper on 1 Timothy 2.9-15 1 Timothy 2:9-15 9 likewise also that women should adorn themselves in respectable apparel, with modesty and self-control, not with braided hair and gold or pearls or costly attire, 10 but with what is proper for women who profess godliness— with good works. 11Let a woman learn quietly with all submissiveness. 12 I do not permit a woman to teach or to exercise authority over a man; rather, she is to remain quiet. 13 For Adam was formed first, then Eve; 14and Adam was not deceived, but the woman was deceived and became a transgressor. 15Yet she will be saved through childbearing— if they continue in faith and love and holiness, with self-control. First Timothy 2:9-15 is from the pastoral epistle 1 Timothy in which Paul gives corrective instruction to Timothy regarding the structure of the worship service for the church in Ephesus. This passage is frequently discussed with regards to church structure and is particularly raised in opposition to women holding the office of pastor or elder. It is a key passage in the debate between complementarianism, which argues that men and women are of equal intrinsic worth before God but should have complementary roles in the church and in society, and egalitarianism, which argues for no institutional distinctions between men and women. Although...
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...Introduction 1.1 Problem definition Any discussion of higher Education in different countries needs to be conducted within the context of the overall perception of a country’s culture, society, history, salary and intellect. These influences are the foundation of the education in a country. Due to these different influences every country has a different understanding of education. I will also concentrate on the influence of culture on education in China and in the United States (U.S.) with special emphasis on Hofstede’s Cultural Dimensions, because culture and history can lead the way in understanding the differences among student’s higher education. 1.2 Objectives The paper investigates the differences between the education in China and the U.S. against the background of dramatical differences in culture and history. First the country-specific Cultural Dimensions by Hofstede need to be elaborated to reveal a basic approach for the understanding of a nation’s culture. Based on Hofstede’s Cultural Dimensions and the history the effect on education and instructional strategies in China and the U.S. will be discussed. 1.3 Course of the Investigation To achieve the objectives the course of the investigation will be carried out in three steps. In the first step the conceptual background on the topic will be defined to provide a basis. Chapter 2 describes the theory and the five Dimensions of Hofstede’s Culture’s Consequences. In the second step the explanations focus...
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...UNIT 13 http://www.colbournecollege.com/files/MAN_100_LESSON_1-7.pdf MAN 100 Personal and Professional Development WEEK 1- 7 LECTURE NOTES Learning Outcome: Understand how self-managed learning can enhance lifelong development Learning Objectives: WEEK ONE Self-managed learning: self-initiation of learning processes; clear goal setting, eg aims and requirements, personal orientation achievement goals, dates for achievement, self-reflection WEEK TWO Learning styles: personal preferences; activist; pragmatist; theorist; reflector, eg reflexive modernisation theory; Kolb‘s learning cycle WEEK THREE Approaches: learning through research; learning from others, eg mentoring/coaching, seminars, conferences, secondments, interviews, use of the internet, social networks, use of bulletin boards, news groups WEEK FOUR Effective learning: skills of personal assessment; planning, organisation and evaluation WEEK FIVE & WEEK SIX Lifelong learning: self-directed learning; continuing professional development; linking higher education with industry, further education, Recognition of Prior Learning, Apprenticeships, Credit Accumulation and Transfer Schemes WEEK SEVEN Assessment of learning: improved ability range with personal learning; evidence of improved levels of skill; feedback from others; learning achievements and disappointments Self-managed learning: Self-initiation of learning processes 2 What is Self Managed Learning? Self Managed Learning (SML) is about individuals...
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...FACTORS AFFECTING TEACHER MOTIVATION IN PUBLIC SECONDARY SCHOOLS IN THIKA WEST DISTRICT, KIAMBU COUNTY BY TERESA KEMUNTO NYAKUNDI A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILMENT FOR THE AWARD OF DEGREE OF MASTER OF EDUCATION IN THE SCHOOL OF EDUCATION OF KENYATTA UNIVERSITY OCTOBER, 2012 DECLARATION This Research Project is my original work and has not been presented to any other university for a degree or any other award. Signature________________________________ Date__________________________ TERESA KEMUNTO NYAKUNDI REG. E55/CE/14342/2009 This Research Project has been submitted for examination with our approval as University Supervisors: Signature_______________________ Date ________________________ Prof. Grace Bunyi Associate Professor Department of Educational Management, Policy and Curriculum Studies, School of Education Kenyatta University Signature_______________________ Date ________________________ Dr. Libese Senior lecturer Department of Educational Management, Policy and Curriculum Studies, School of Education Kenyatta University ii DEDICATION I dedicate this study to my family. iii ACKNOWLEDGEMENT I acknowledge my supervisors Prof. Grace Bunyi and Dr. L.I Libese for their guidance during the writing of this project. If it were not for their guidance, this work could not have been a success. I also acknowledge teachers and principals of public secondary schools in Thika West District ...
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...How does the International Baccalaureate Diploma Programme promote learning? The International Baccalaureate Diploma programme was established to provide ‘the educational needs of globally mobile students’ (IBO 2012 p.3), allowing them to gain a recognised qualification to allow them access to further education in universities around the world. Beyond these very broad objectives the initial programme was based on three fundamental principles, which outlined the IB’s approach to learning: * to provide a broad education, establishing the basic knowledge and critical thinking skill * to develop international understanding and citizenship * to provide choice within a balanced curriculum to allow the students interests to be fulfilled (ibid). The aim as Peterson has suggested was to not to just provide a place for the ‘acquisition of general knowledge, but the development of the general powers of the mind to operate in a variety of ways of thinking’ (IBO 2012 p.4). This is expressed further in the IB’s Mission Statement which states its desire to create a better world through education, which it claims can best, be achieved through international-mindedness. It adds to this by stating that ‘the International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect (ibid). As with the other programmes, the PYP and MYP, the DP ‘promotes the education...
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