...Introduction A. Social Problem Education plays an important role in the way a particular country progresses. The US has always strived for high education standards; however, recent statistics point out that the country has competitively fallen behind when compared to other developed countries. For this reason, education has played an important role in the US agenda for many years. In January 8th, 2002, the US Congress passed a law called “No Child Left Behind Act” (NCLB), which expanded the role of federal government in education. This law strongly emphasizes the implementation of standardized tests in public schools to measure the progress of students as well as to hold teachers and schools accountable for students’ progress. A social problem that the NCLB is trying to fix is the fact that the quality of education in US’ public schools has decreased during the last years. Alarming statistics have shown that the country’s education system is not as internationally competitive as it used to be. For example, according to a report issued by the Council on Foreign Relations, the United States has slipped ten spots in high school and college graduation rates in the past three decades (CFR). Poor education affects the entire country because of the close relation that progress has with having a skillful workforce. Furthermore, other social problems, such as poverty and crime, are indirectly related to inferior education. An extensive body of research has found that people with...
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...definition of curriculum that most teachers give is that it is a syllabus or a program of study but this is an erroneous definition. For Taba (1962), it is a ‘plan for learning’, while Lawton describes the curriculum as “a selection from the culture of a society” (Lawton, 1975, p6). It has also been described as “a social and political construct that changes over time in response to a range of factors and influences” (Mc Cullock, 1992, p9). Hence, the term curriculum means different things for different people. While it is obvious that the curriculum is not neutral, its content and how it is transmitted depends on the kinds of interaction between curriculum developers, teachers and students. Stated differently, curricula emerges depending on the various ways curriculum developers, teachers and students interact with each other. In this essay, I will outline the internal and external factors that shape the interaction between the official curriculum, what is taught in secondary schools and learning that takes place in classrooms. Internal factors include the influences of philosophy, psychology and sociology, whereas external factors include the social, economic and political aspects that shape curriculum design. Two curriculum models, namely the rational and the dynamic models will then be compared and contrasted and applied to my teaching practice. Thirdly, the positive and negative consequences of different forms of evaluation for students, teachers and the government will be discussed...
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...Teacher Merit Pay Systems No matter how smart the student is, the efforts and quality of the school they are in, and the efforts and quality of the teacher that is instructing them has a very large influence on how well they will produce in school. If these factors have such a large influence on children’s ability to perform on standardized and non-standardized tests, both teachers and schools should be properly devoted to the children. This is where the idea of merit pay systems comes in. Merit pay systems reward the teachers with salary raises and reward schools with increased funds when their students do well or significantly improve. This process is made to encourage teachers to bring out the best in their students, and when they are properly influenced, it would seem that good results would be produced. The problem with merit pay systems in today’s schools, is that no one has found a “one size fits all” model for a merit pay system. Some systems have had success in some regions, while similar systems have failed in other regions. Merit systems have not worked in the past as well as they should have, this research paper will identify the failed programs, the problems behind those failed programs, the correct way to execute a merit pay system, and what the intended results can be if merit pay systems work to perfection. One of the first merit pay systems came about when British educators realized they needed to change the education system to yield better results. In his...
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...Promoting Evidence-Based Education: The Role of Practitioners Round table presented at the British Educational Research Association Conference, Cardiff University, 7-10 September 2000 Robert Coe, Carol Fitz-Gibbon and Peter Tymms Curriculum, Evaluation and Management Centre, Durham University Mountjoy Research Centre 4, Stockton Road, Durham DH1 3UZ Tel: 0191 374 4504; Fax: 0191 374 1900; Email: r.j.coe@dur.ac.uk http://www.cem.dur.ac.uk/ebeuk Abstract A number of recent initiatives from Durham University’s Curriculum, Evaluation and Management Centre have sought to involve teachers in creating, accessing and applying evidence about what works in their practice. The ‘gold-standard’ of evidence in this context is taken to be multiple replications of small scale, randomised controlled trials of feasible interventions in real-life settings. The aims, form and progress of these initiatives will be reported, and a number of questions will be raised: What do we mean by ‘Evidence-Based Education’? How can it best be promoted? What kinds of research can teachers do? How good can it be? Can it genuinely contribute to knowledge? Is it a distraction or enhancement of teachers’ core role? How do traditional models of Action Research fit with this approach? Is there an existing body of knowledge that can inform practice? How can teachers gain access to it? Under what conditions might such knowledge have an impact on practice? ...
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...Introduction Effective study skills are necessary for a college student to excel academically. The student must develop these skills in order to retain information learned in the present for their future benefit. Study skills can be a combination of several techniques, including time management, note-taking, self-testing, and test-wiseness, to name a few. There is no one best way to study, therefore, techniques can be tailored to the needs of the student to achieve the most optimal result. However, diagnostic testing is also available to assist students in assessing their weaknesses in their learning behaviors and study habits. Research has shown that effective study skills lead to improved academic performance. The habits that students develop during their college years will remain with them long after graduation and will be reflected in their performance in the workforce. This paper will provide insight into the different techniques that improve study skills, and in turn, improve academic performance. The Merriam – Webster Dictionary defines the word study as "the application of the mental faculties to the acquisition of knowledge, which can be in a particular field or to a specific subject." The dictionary then defines skill as "the ability to use one's knowledge effectively and readily in execution or performance." A rather general combination of the two terms would yield, "learning and motivational strategies considered essential in being successful in college" (Tuckman...
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.......................................................Page 28 REFERENCES...............................................................................................................Page 44 ABSTRACT This paper reports the findings of a small scale enquiry and the change initiative based on the findings and outcomes of leading a change initiative in a secondary school in the South East of England. The paper evaluates the impact of a change theory on teaching and learning and it assesses the implications of new knowledge on practices and performances of students in Religious Education. The focus of change is on the utilisation of planning strategies to promote interest in learning and the adaptation of critical thinking tools for the purpose of engaging the students in learning. A critical evaluation of the impact of effective questioning and dialogue forms part of the recommendations made. The new knowledge in this report is grounded in research and validated consequent upon the use of mixed methods approach to research and it is proof of evidence based research. The data for this research has been put together using questionnaires and informal interviews of purposively selected students. Recommendations include...
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...What role should standardized testing play in Texas' public education system? The methods by which children are educated and academically measured in Texas have evolved over the past few decades, due to federal and state directed education policies. In an effort to establish accountability and improve the nation's competitiveness on a global scale, standardized testing has become a driving component of curricula nationwide. Almost every state, including Texas, governs its public schools under a national policy directive known as the "No Child Left Behind Act" (NCLB). The NCLB requires all states to utilize assessments to determine and report if a school has made adequate yearly progress (AYP) in the proficiency levels of all students. This is a relatively recent shift from local control of schools to centralized governance which is intended to improve education and eliminate harmful disparities in education quality (Ricci 342). Instead of school districts determining education standards, the state and federal governments provide the policy direction. One method to assess education performance and compliance with the centralized policy is the use of accountability measures - i.e., standardized tests. The NCLB, coupled with state policy, is intended to decrease inequality and set an objective measurement in place where school districts, schools, teachers, and even students can be held accountable for their progress or lack thereof. However, there are arguments from opponents...
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...of technology’s role in instruction argue that technology improves student learning outcomes and prepares them for the technology-rich workplace. The use of technology continues to grow at a rapid pace. It is also playing a major role in the job industry. With that in mind, it would be beneficial to students for educators to integrate technology into the instruction, which is a more effective way of promoting actual technology use than is positioning technology as a “separate” or supplementary tool. Technology integration into the curriculum will help better prepare students for the computer based world. Technology integration into the curriculum will help better prepare students for the computer based world. “Technology is transforming society, and schools do not have a choice as to whether they will incorporate technology but rather how they will use it to enhance learning” ( North Central Regional Educational Laboratory & Illinois State Board of Education, 1995). Many educators would say that if teachers ever tried to integrate technology into the classroom, careful planning was a prerequisite for an effective implementation of technology in education. Many plans fail due to improper planning or poor execution. Technology should support the curricular goals. Technology should be used to improve and eventually renovate the teaching and learning process. Technology should be an integral part of the school with a goal to move all students to higher academic standards. Not only...
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...Effective communication occurs with non-verbal and verbal tools. In this study the body language as non-verbal communication tool is taken to be examined, and teachers' opinions about the use and importance of body language in education are surveyed. Eight open-ended questions are asked to 100 teachers. As a result, it is shown that teachers realize the importance of body language in education, and that they feel the lack of not having body language training in the university, especially in the early years of their career. Keywords: Body language; education; teachers Communication between individuals is divided as verbal and nonverbal communication. Body language is a comprehension and communication tool via physical movements and changes tshow a person's feelings, thoughts, and attitudes about other persons and things. According to Kasikci (2003,p. 26) body language is a form of non-verbal communication that support (as an amplifier, booster of) verbal communication. According to Baltas and Baltas (2002), humans used body language before they developed verbal language. People through body language, share with other people their feelings, thoughts, desires, and needs (p. 11). Body language gives very important clues about people's feelings, attitudes and thoughts, and it helps us to understand their behavior according to their appearance at the point of decision. These clues are important in understanding and assessing both ourselves and other people. According to İzgören...
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...Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Master of Arts 2005 Advisory Committee: Professor Sylvia Rosenfield, Chair Assistant Professor Millicent I. Kushner Associate Professor William...
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...Instructional and Expressive Educational Objectives When it comes to curriculum issues and planning, educational objectives are a central theme; but perspectives vary on how they should be formulated. This paper seeks to examine the concept of “educational objectives”; to distinguish between two types of objectives- “instructional” and “expressive”; and to justify the use of both types of educational objectives in curriculum development, from both a theoretical and practical perspective. The formulation and use of instructional and expressive objectives have implications for the selection of learning activities and evaluation; and identifying the aims and objectives of a course of study is very important to determining how they are used in curriculum development. Many theorists have sought to clarify, classify and specify the manner in which objectives should be formulated and the characteristics they should have once developed, (Eisner, 2005). Educational objectives are based on individual values, and therefore what may seem important to some educators may not be seen as important to others (Eisner, 2005); however, it is a conclusive fact that educational objectives are important for curriculum development. Tyler (2010) states that by outlining educational objectives, “the curriculum-maker has the most useful set of criteria for selecting content, for suggesting learning activities, [and] for deciding on the kind of teaching procedures to follow” (p. 62). Gagne reiterates...
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...This chapter reviews the body of literature that is relevant to the research 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 ...
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...journalism theory and professional practice. Through it, students develop self-reliance, confidence, problem solving, and adaptability, while simultaneously gaining knowledge and developing a sense of efficacy in their ability to negotiate inherent dilemmas in practice. When pedagogical strategies “block the exits” to escape from the implications and effects of their practice, students are held to high benchmarks of critical and reflective thinking. The “lived” experience provided by a problem-based pedagogy also develops confidence and a sense of efficacy in students. Moreover, this approach integrates thinking and doing in a way that binds practices with the social and ethical effects produced. Introduction Journalists often describe their thinking as so intrinsic as to defy explanation. They say they “know a good story when they see one” and “know what to do without thinking" because their thinking processes, once internalised, are used almost without consciousness. But as Adam (1993:11,13) found, journalism always involves the conferring of judgement on the shape of things. So it is important that journalists can recognise the influences on their thinking in a context “where every decision is a professional decision, a commercial decision and an ethical decision” (Sheridan Burns 1995:5). This model uses critical reflection as a cognitive bridge between journalism theory and professional practice. Through it, students develop self-reliance, confidence, problem solving...
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...reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London W1F 7LS Tel 020 7297 9098 Fax 020 7297 9190 sfaraday@LSDA.org.uk Copyedited by Helen Lund Designed by sans+baum Printed by Cromwell...
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...Part I Guidance on Use of Case Method CASE METHOD INTRODUCTION Traditionally, the lecture method has been used as the basic pedagogy for teaching throughout the world. This method is based on the assumption that the teacher IS a fountain of knowledge and h is capable of disseminating this knowledge by telling students the historical facts regarding the discipline being taught. The concepts and principles which have been developed by scholars and researchers are communicated to the students and real life situations are sometimes quoted as examples for the validity of these concepts. The use of such examples is made more frequently by teachers of Medicine, Law and Business Administration. Since the start of the twentieth century, a gradual change in the traditional approach of teaching has been taking place. It has been observed that apart from knowing things it is necessary that the class room activity should also develop the quality of mind amongst the participants. The teachers have also started recognizing that such an enormous expansion has taken place in various disciplines, that complete knowledge regarding the subject cannot be provided in the classroom session, and due to increase in variables it is not possible for them to resolve the problems of their students fully. They have to include many "ifs" and "buts" in the principles and concepts, hence limiting the horizons of know edge. These methods, which have attained importance as a teaching device...
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