Abstract This report examines the place that Piaget's theories should have in the modern classroom, particularly during the stage of middle childhood, the potential practical applications of his work at this educational stage, and the potential educational pitfalls of ignoring his groundbreaking ideas during this time.
From the Paper "Piaget's theories have two major components: the process of "coming to know" and the stages that humans pass through in order to acquire this ability (Huitt & Hummel, 1998, para. 3). Because of his initial training as a biologist, Piaget continually related his psychological theories back to biological bases. Indeed, he stated in an interview in 1969 that "I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology" (Pyche, 2). His theories about the process of learning clearly reflect this bias. Thus, intelligence is reflected through adaptation to the environment and is controlled through mental processes called schemas. Schemas can be either congenital, such as reflexes, or constructed. Through schemas, a person builds a mental representation of the world, and uses them to assimilate with or accommodate to the environment around them (Huitt & Hummel, 1998, para. 5-8)."
Abstract This paper explains that 81 percent of parents and guardians polled favor sex education programs that teach all aspects of sex and sexuality, which include how to use birth control and how to protect against STDs, instead of the widespread abstinence-only and dangers of sex program. The author stresses that, even with most schools teaching abstinence-only programs, the approach isn?t working very well; teenagers are not abstaining from sex. The paper concludes that teaching teens about the dangers of STDs and the consequences and responsibility that surrounds sexual relationships may actually be reinforcing abstinence as the safest way.
From the Paper ?In 1996, a companion bill was put onto the Welfare Reform Act. This bill budgeted $440 million over the span of five years to support abstinence-only sex education. In order for school districts to receive funding, they are required to tell the kids that "sexual activity outside the context of marriage is likely to have harmful psychological and physical effects" and that ?a mutually faithful monogamous relationship in the context of marriage is the expected standard of human sexual activity.? The kids are not to be told about condoms, birth control, or any other protection methods except to highlight their failure rates. Right now, every state except California accepts this funding. In recent news, the Bush administration is attempting to put forth an initiative to increase the funding for this abstinence-only policy."
Abstract This essay examines how the functionalist perspective can be applied to the social institution of education and discusses the social functions that play a positive role in society and the means by which this is achieved. The paper looks at the functions of education for society as a whole and the functional relationship between the education system and the social system as a whole.
From the Paper "Education is important in society; the structure and processes of education systems are related to the general process of socialisation (Van Krieken et al. 2000, p.191). Many sociologists may agree with this statement, but different sociologists have many views about how societies are structured and they have different views about the role of education in society. In all perspectives, schools are seen as social institutions, but these perspectives all have different ideas on how they socialise people and for what reasons. At first glance Marxist and Functionalist views seem very similar, this is because they are both social structuralist views, but Marxism is a conflict theory, and functionalism bases itself upon consensus, paying particular attention to the positive contribution that education makes to the overall maintenance of functioning of the social system. These very crucial differences mean that the two perspectives take on two different branches of the same tree."
Abstract This paper argues that standardized testing in the classroom could have harmful and long-lasting effects. The paper outlines the negative consequences of standardized testing and concludes with a suggestion for alternative methods of evaluating student and school performance.
From the Paper "The widespread use of high-stakes standardized testing seen from coast to coast in the United States does not seem to benefit anyone in the equation. Rayburn (2003) reported of a study conducted by the National Research council that investigated the use of standardized test scores for high-stake purposes, which included promotion, class placement, and graduation. Many people do consider these tests an effective tool for monitoring and shaping up public schools. The study found that standardized testing can yield some valuable information, but the results of these tests are often misunderstood and used improperly."
Abstract The concept of inclusion or mainstreaming has become the most influential of all special education styles. The concept of including even the most severely challenged children within the same classrooms and schools as the mainstream students has had a growing influence over the education system. This paper examines literature on the subject to shed light on the challenges faced by educators, administrators, parents, and pupils within this system. The paper concludes that the solution to the problems of inclusion lies in balancing the system.
From the Paper "Though funding will remain the main opposition to a non-inclusive alternative or even a partially inclusive alternative, many schools already fund those programs through existing avenues and those schools should be analyzed for their sources and modeled. Current trends for district supported alternative education include many options. Those options are varied and can include separate special needs facilities within existing schools, which has been the tradition for many years but these options are also being influenced by mainstream trends in school development, not the least of which is the charter school trend which offers and opportunity for special educators to develop student driven curriculum for both normal and special learners."
This paper discusses the history of the American Indian boarding schools and their influence in developing "pan-Indianism", which connected individuals from different tribes.
Abstract This paper explains that the "Friends of the American Indians" believed that education was the only answer to the "Indian problem" to assimilate Native Americans into Euro-American society. The author points out that, whereas, the mission schools were traditionally located on the reservations, the "retraining" process meant that the government-influenced boarding schools were located off of the reservations, usually many miles away from families, so that many children were not able to see their families for years at a time. The paper relates that, although the tribal traditionalists strongly were opposed to families sending their children to distant schools to learn the "white man's" ways, grinding poverty and the overwhelming hopelessness of reservation life caused many Indian parents to consider the possibility of sending their children to find a more prosperous life.
From the Paper "Many times the child was not told ahead of time that they would be leaving home to attend the boarding school. This resulted in a child resisting or fleeing home and hiding in the woods or with sympathetic relatives. The child might also runaway upon reaching the boarding school. One student's account is recorded at the Clark Historical Library (1999). He remembered that on the day that he left, his mother pack his lunch, simply handed it to him, and sent him off to a day school he was attending. When he arrived at the school, he was then told that he was to leave immediately. He and several other children were told to get into a truck prepared with a wire cage. The cage was to keep them from fleeing, and they were then driven to the nearest railroad station."
This paper discusses the five stages from the novice to expert theory created by Patricia Benner and the incident, which triggered the author's "Ahha" experience.
Abstract The paper explains that an "Ahha moment" is usually a sudden realization of an understanding of a concept. The author relates that her "Ahha" happened during an operation in which she, as a surgery nurse, was able to use her prior experience to pick up cues from the situation and act quickly, thus demonstrating Benner's fifth stage of professional nursing development. The paper stresses that experience is essential for the development of professional expertise.
From the Paper "In Stage One of Benner's theory, the novice has little or no experience. The circulating nurse who had to be told to get the crash cart is an example of this stage. Stage Two is identified as the advance beginner. According to Benner, in this stage the nurse has experienced enough real situations to make judgments. In Stages Four and Five, the nurse is able to see the big picture. These two stages define expertise. A nurse finding herself in these two stages could trigger an "Ahha experience". Hence, in the scenario, being able to extract from prior experiences highlighted my appreciation of the concept that nursing experience is crucial for the development of expertise skills."
Abstract This paper examines the relationship between reading acquisition and reading skills and the degree of parental involvement in a child's education. This includes participation in homework assignments, attendance at school functions, beliefs about their children's abilities, and how parents emphasize different aspects of a problem in their instruction, depending on their perceptions of the nature of the task and of their children's competencies in reading acquisition and reading skills. The paper includes relevant tables and figures.
From the Paper "Although it is well established that parents play a critical role in both their children's academic achievement and their children's socioemotional development, the most basic reason to involve parents in education is student success (Greenfield & Hecht, 2001). According to Sherlie A. Anderson (2000), parental involvement is "any interaction between a parent and child that may contribute to the child's development or direct parent participation with a child's school in the interest of the child" (p. 61). Anderson notes that there are two types of parental involvement in the reading acquisition process. The first type she describes as "surface involvement"; this level involves one or both parents going to the child's school to volunteer with administrative tasks or supervising children; the second type of involvement consists of the parents working directly with children (under a teacher's supervision) in reinforcing important reading skills. "Parents are a resource that must be tapped to the fullest. They do not replace teachers, but they help fill in the gaps created by staff cutbacks. Parents can be used in a variety of meaningful ways in reading programs" (Anderson, 2000, p. 63). Further, parents stand to gain economically by helping their children learn how to read and succeed academically. According to Nabil Ibrahim, Rose-Marie Weber, and Joann Yaworski (2000), when students arrive at college ill-prepared for the rigors of higher education, it frequently results in remedial classes, lower grades, frustrated students (and parents) and consequentially higher drop-out rates. "It is certainly a concern for those parents who shoulder the high costs of tuition, room and board, and transportation for four years. In addition to students and parents, student success impacts professors and administrators at tuition driven institutions because of its potential effects on retention" (Ibrahim, Weber &Yaworski, 2000, p. 196)."
Abstract This paper provides a scholarly overview of John Dewey's educational philosophy and standard agenda model, followed by a summary of the research in the conclusion.
From the Paper "From the earliest years of the nation's history, John Dewey and others have conceived education to be the greatest of all the active agents of a democratic people. "All major educational philosophies continue, although from disparate points of view, to uphold this conception" (Bramfeld 1955:387). As a result, the American curriculum today can be viewed as having remained substantially the same in form within while undergoing enormous pressures to change from without. From such experimental programs as the Dalton Plan, the Winnetka Plan, and the Gary Plan, and from the pioneering work of Francis W. Parker and notably John Dewey, which ushered in the "progressive education" of the 1920s and '30s, American schools, curricula, and teacher training have changed in favor of more flexible and cooperative methods (Devitas & Sola 1989). These new approaches have been pursued within a school seen as an overall learning community. The attempt to place the nature and experience of the child and the present life of the society at the center of school activity has been a primary focus of this approach. Most curriculum reforms have attempted to accentuate academic basics, particularly mathematics, science, and language, as well as the "new basics," including computers (Marsh & Willis 1999)."
Tags: era, kindergarten, progressive, public, school
Abstract This paper argues that it is time to re-think the homework debate and focus our attention on how educators can make homework a more valued part of the learning process. With all of its potential positive outcomes, educators must find ways to make homework an interesting and challenging educational experience for students. The paper includes graphs and tables. It takes on a Canadian perspective.
Paper Outline:
Defining Homework (including types)
Arguments for Homework
Arguments against Homework
Designing Quality Homework Programs
Works Cited
From the Paper "If teachers are not careful when assigning homework the effects can become detrimental to both students? learning and their attitudes towards education. Some of the main arguments against homework are as follows: Students don?t get enough sleep; they are tired the next day of school, becoming stressed and anxious about their education (Caston & Penrose, 2003). Secondly, homework limits the time that students can spend with their family and friends, and the time parents do spend doing homework with their children can result in tension and fights. Asking children to sit down and do homework at an early age may be developmentally inappropriate and therefore counterproductive."
Abstract This paper examines the roots of the phenomenon of violence between children in the school setting. It explains that analyzing the cause for such violent behavior and the effect it has on the students, teachers, and the community is necessary for devising strategies to prevent the recurrence of such incidents in future. It also explores the reasons for such violent behavior from young students and its effect.
From the Paper "One of the primary reasons for the violent incidents that occur in our schools is bullying. Bullying by definition means, "exposing a person repeatedly, and over time, to negative actions on the part of one or more students" [Coy, 2001]. Unable to withstand the mental torture and agony suffered at the hands of the bullies the affected student resorts to violence as a final measure. A careful study of many school violence related incidents has revealed that the attacker had a previous history of being targeted, marginalized and bullied regularly by some of his school mates. The disconcerting part of the problem is that teachers do not do much to control bullying inside the school campus."
Abstract This paper explains that there are many different ways to teach a student a second language, and every teacher must find a principle or practice that works with his or her teaching methods. The author points out that students learn the art of conversation from their peers, not just through vocabulary and grammar lessons. The paper relates the stages of acquiring a second language are pre-production (no speech), early production (limited vocabulary), speech emergence (increase in comprehension, listening and speech), and nearly fluent (express their ideas in both oral and written communication).
From the Paper "The Acquisition-Learning hypothesis is the most fundamental of Krashen's theory. There are two independent systems of second language performance--the acquired system and the learned system. The acquired system is the result of a subconscious process much like how a person learns their first language. The person must have significant dealings in the language in which they wish to learn."
Abstract This paper explores the fact that parental involvement is considered by many educators and researchers to be one of the most significant factors contributing to academic achievement among students, especially during the elementary school years. The paper presents research that has revealed with overwhelming consistency that students with parents who are active in their education are more successful in school.
From the Paper "Researchers have found that nearly two-thirds of all students who will attend college first thought about college during the elementary school years, which means that supporting children's education during the early years will have a significant impact on their later academic achievement. Parents should become involved in their children's education and raising awareness of how important education is to their future. Parents should become familiar with academic programs that are geared towards college preparation and become an overall active partner in children's education. "Parents have a legal right to act as a partner with school professionals in making educational decisions about their children. In addition, research results tell us that children do better, enjoy school more, and cause fewer disciplinary problems when their parents are actively involved." (Beale & Ericksen-Radtke 2001) Children will be excited about school if their parents are excited about school."
Abstract Since NCLB legislation in 2001, schools have seen a drastic change in assessment methods for students and are under increased pressure to be held accountable. This paper details the current situation in which high-stakes testing is not congruent with state standards. The paper then goes on to suggest ways in which states and school districts can alter assessments to increase their validity. Also, issues of how to improve school accountability are discussed. The Nebraska STARS accountability system is also evaluated and recommended.
From the Paper "While assessment of school systems has been an ongoing issue in the United States for many years, the No Child Left Behind Act of 2001 (NCLB) created a controversy over accountability of schools and school districts. While NCLB has many admirable goals, such as attempting to provide equal educational opportunity to all students, there are weaknesses in its provision for assessments that plague schools that must not be held accountable for student learning. Spring (2006) notes that while states are able to create standards to determine what is taught and what state tests should contain, there is a requirement that fourth and eighth grade students must take the National Assessment of Educational Progress examinations (186). This legislation, in effect, creates a national curriculum because students from all states are expected to pass a national test. Additionally, NCLB's assessment requirements have already led to many states adopting other high-stakes assessments for students, and then holding schools responsible for failure or success on these tests. However, recent literature suggests that there are better assessment systems that can create a balanced approach to accountability."
Abstract This paper explains the history of charter schools, how charter schools are funded, the reasons that make charter schools a popular alternative to public schooling and analyzes the pros and cons of charter schools. Lastly, it examines a state that is currently running numerous successful charter schools and predicts the future of charter schools. Paper includes a one-page outline.
From the Paper "The charter school movement began when reformers from St. Paul and Scarsdale, Philadelphia, Arlington, Virginia, and the states of New York and Virginia began setting up experiment to seek better alternative public schools for students and parents (Nathan 500). The name "charter schools" originated in the 1970s when New England educator, Ray Budde, suggested that a small group of teachers be given a 'charter' or contract by their local school board to explore new approaches to the standardized public school system (500). The former president of the American Federation of Teachers, Albert Shanker, took the idea and suggested that the local school board could charter an entire school if the union and teachers agreed (CANEC and PRI). This contract for charter schools' goals, programs, method of measuring success and operational procedures is signed between the operators, local school district, and the county board of education of the state (CCSA). In many states, at the end of each term, usually five-years, the school board reviews the schools to ensure that the educational achievements of their students are met before granting another term of charter."
