Universal Academy, is leading with a mission like any other Charter School. Our mission at Universal Academy is, “To create a challenging and intellectually engaging curriculum within a safe, nurturing environment by providing varied learning opportunities that focus on the development of instructional excellence, leadership, and character building in partnership with a diverse community of lifelong learners”. Parents will find Universal Academy to be the "wonderful educational vehicle that leads to
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the code we live by in a civil and just society. They are what we use to guide our interactions with others, with our friends and family, in our businesses and professional behaviour. Our values and morals are a reflection of our spirituality; our character. They are what we hope to model for our children and the children around us, because children do watch us as they develop their own sense of right and wrong. Value education means inculcating in the children sense humanism, a deep concern for the
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DEFINING CURRICULUM AND THE APPROACHES QUESTION 1 The word "curriculum" has been and still is used to convey many different ideas and to signify many different things. The word's intended meaning actually differs depending on the speakers and writers and across place and time. The society, political situations, technological advancements, and philosophy not only influence today's curriculum, but they influence each other as well. Each affects and is also effected by one or more of the other therefore
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and realism, are derived from the ancient Greek philosophers, Plato and Aristotle. The other two are more contemporary, pragmatism and existentialism. However, this paper is much concerned about the views of both idealism and realism on education, curriculum, teacher, student and methodology, stating categorically three main points on each. To begin with, one long-standing philosophical idea that has exerted a powerful control on the mind of man throughout ages is Idealism. Idealism is the ontological
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democratic countries of the western world to introduce the subject into its National Curriculum. Since its introduction as a statutory subject in 2002 it has been beset by a lack of content, clarity and identity leading to a perception of low status by teachers and pupils alike. The “light touch” implementation by the government of the day has contributed to its lack of standing against other National Curriculum subjects. It is in danger of being perceived as a political “Clothes Horse” for the
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parents as natural caretakers and guardians, an evolving American society has made the vital task of mentoring children increasingly difficult. There has been an apparent decrease in character and moral reasoning among today's youth. In light of this dilemma, the state government should introduce moral and character building content into the education code and standards as a beneficial alternative to the guidance provided by parents and guardians. Tay and Yildirim (2009) assert that schools have
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responsible for evaluating programs and school activities were also interested in measuring work completed in educational research. Much of this work was conducted by school officials responsible for curriculum or was contracted out by a variety of reputable vendors. Program developers and curriculum specialist had the ability to verify good research programs available for their school systems. Researched based school programs has a variety if distinctive characteristics. Many of these characteristics
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different countries, regions, and schools. However, not all books deserve to be banned from something like a high school curriculum. For Example, Ken Kesey’s One Flew over the Cuckoo’s Nest should not be censored in high school curriculums. Critics argue that One Flew over the Cuckoo’s Nest should be censored because it encourages acts of violence. One of the main characters, McMurphy, is known for “fight[ing] too much” (Kesey 19) which shows on his knuckles that are “covered with scars and cuts
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solving, decision making, and conflict resolution are important parts of developing moral character. Through role playing and discussions, children can see that their decisions affect other people and things. Character education is an inclusive concept regarding all aspects of how families, schools, and related social institutions support the positive character development of children. Character in this context refers to the moral and ethical qualities of
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Submitted in Partial Fulfillment of the Requirements for the Course Language Research March 2016 Chapter I Background of the Study Introduction Outcome-based education is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should display at the end of the course. “In outcome-based education,” suggest Harden and colleagues, “product defines process. Outcome-based education can be summed up as results-orientedthinking
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