Abstract Describes an effective supervisory system. Rationale for its selection. Planning requirements. Process for developing the system including strategies & methods for fostering cooperation, communication and collaboration. Components of the system (coaching activities, teacher assessment, performance-based evaluation). Benefits to teachers (empowerment, self-directioin, skills & career development).
From the Paper "Description of an Effective Supervisory System.
Introduction
Effective teacher supervision is associated with several benefits. According to Hazi, and Glanz (1997), these include its acting as a strong vehicle for focusing on curriculum, staff development, teacher empowerment, and the provision of teachers with practice and improved self-direction in their profession. The purpose of this paper is to describe an effective teacher supervisory system, emphasizing the processes used in its development, and the components that comprise the system. The paper beings with a brief delineation of the system selected along with a rationale for its selection."
Abstract This paper looks at the ?No Child Left Behind Act, 2001?, which is the latest attempt by the federal government to introduce tougher measures to arrest the trend of falling standards in education especially among the less privileged. It discusses the development of public education in the U.S.A., the political nature of education and its historical and socio-cultural aspects. The aims of the "No Child Left Behind Act" in these areas as well as its pros and cons are also examined.
From the Paper "From the earliest days of America's independence, its founding fathers had realized the importance of education for the prosperity and survival of the new nation. Thomas Jefferson, author of the Declaration of Independence, called education a "crusade against ignorance" and suggested a system of free schools for all persons that would be publicly supported through taxes. (Powell) Jefferson's vision formed the basis of the US public schools system developed in the 19th century leading to free and compulsory elementary level school education for all American school children. American educators such as Horace Mann were instrumental in the 1830s and 1840s to introduce reforms focused on elementary education. The reforms were based on the notion that all young children should be schooled, and that the content of education should be the same for everyone. Mann believed that: ?The scientific or literary well-being of a community is to be estimated not so much by possessing a few men of great knowledge, as its having many men of competent knowledge.? (Quoted by Powell)"
Abstract This paper explores the issue of school uniforms in the public school system in the United States. The paper looks at a number of studies which were conducted into this issue and concludes that enforcing students to wear them produces more positive results than negative. The main issue of contention is the student's right to choose what they wear over being a practical solution to dress code issues in schools.
From the Paper "A 1991 study found that the main interests in uniform dress code included financial savings for the family, the need to teach children that a person should not be defined by his clothing, and parent concerns that children may commit a crime in order to get the money for designer clothing (Thomas pg). According to 1996 statistics provided by the U.S. Department of Justice, roughly fifty percent of high school students reported weapons in their schools, forty percent reported gangs, seventy-five percent were aware of incidents of physical attack, robbery, or bullying, and more than half had witnessed such actions."
Abstract This paper explains that Bandura demonstrated through a variety of experiments that the application of consequences was not necessary for learning to take place. The author points out that learning was simply possible through the process of observing someone else's activity.
Abstract This paper is an exploration of a personal philosophy of education. It explores the author's personal view on the definition of education, how both the curriculum and the classroom should be structured, and preferred teaching methods. It concludes that a strong focus on the social development of children will yield the best developmental results.
Abstract A look at how affirmative action is a necessary policy in college admissions because it promotes diversity on campus. This paper discusses how a diverse learning community is essential in order to create a well-rounded student. The University of Michigan Supreme Court lawsuits are used to emphasize the main points of this argument.
From the Paper "Affirmative action, a policy introduced in 1965 by President Johnson, has always been a topic of heated debate. Initially created as a program to give reparations to minorities, especially blacks, for past discrimination, affirmative action is now seen in a slightly different light. These days, the goal of affirmative action is not so much about paying reparations as it is about promoting diversity. Racial, socioeconomic, and ethnic diversity are the basis in the argument for affirmative action, as they provide a richer, more varied, and real-world learning environment for students. Affirmative action, although controversial, is a necessary evil in our society as it is required in order to promote the integration of various ethnicities and races into the melting pot of American society. As the University of Michigan President Mary Sue Coleman stated, ?Our diversity is our strength." "
Abstract It is the contention of this paper that the standardized SATs, intended as a tool to help predict a student's collegiate potential, fail to meet this objective. Instead, the exams often misrepresent or portray a potential student in a negative light because of the cultural bias of the test. The paper asserts that this is especially true for the African-American and Latino American population. Experts in the fields of education and social sciences are quoted, and data is presented that supports the author's contention. Other problems that are considered intrinsic to the SAT are also covered in this paper.
From the Paper "Today's educational system supports tests such as the SAT?s, which are often biased against minority students. The SAT's were developed by the Educational Testing Service as a means to predict successful collegiate performance. However, the tests in actuality seldom accurately predict the potential for a student's success. The SAT's have statistically in fact, been shown to have little value in predicting a student's future performance. They also negatively impact admissions representative's perceptions of a student's potential for academic success. The SAT's have also been shown to negatively impact minority groups, specifically African Americans, Hispanics and even low-income white students. The tests more accurately are a predictor of socioeconomic influences than a student's potential, and unwittingly favor middle and upper class students, who often have the opportunity to prepare and memorize for such tests, placing them at a disadvantage over their peers."
Abstract Discusses the origin and development of the test, its content, administration and scoring, practical utility, and statistical properties. Compares Stanford-Binet to Wechsler scales. Examines standardization and normative problems and the I.Q. score.
From the Paper "This paper will review the Stanford-Binet Intelligence Scale - IV. Content, administration and scoring, practical utility, and statistical properties will be presented. In addition, the test will be compared to a similar measure and ..."
Abstract This paper explains the basic premise underlying the assertive discipline model of teaching. It then goes on to describe how assertive discipline can benefit and harm the education of children and presents arguments of critics on both sides of the issue.
From the Paper "According to the assertive discipline model, teachers have the right to determine what is best for their students, and to demand compliance. The model holds that pupils should not prevent teachers from teaching, nor should they keep other students from learning. Student compliance is important in creating and maintaining an effective and efficient learning environment. To develop and maintain this environment, teachers are encouraged to react assertively, as opposed to aggressively or non-assertively."
This paper discusses Paulo Freire's book, "The 'Banking' Concept of Education", the classroom situation in which the student must only comprehend the thoughts of the teacher.
Abstract This paper relates that Freire suggests that a method to counter "banking" education is a "problem-posing" education, or cooperative cognition. The paper states that, within the "problem-posing" method, the authoritative power becomes useless; arguments that must be taken on faith become irrelevant. The author states that he does not support Freire's position because he does not feel that he is being dehumanized in the lectures, nor are teachers his oppressors.
From the Paper "The aspect of time deserves more attention in the discussion of the "problem-posing" method. That which may seem quick and efficient in the short-term may prove to be tedious and sorely inefficient in the long-term. A teacher that expresses something she holds to be true to a group is quick and easy. It can be argued that more topics are addressed, but how much is retained by the receptacles of this quick and easy method? Letting the discovery occur naturally, will inherently take much longer with respect to time, but how much of this will be held in the continual cognition of the being? In addition, a method of examination would be equally or more difficult to create for this continuously changing knowledge acquisition. This increase in the expectations of the teacher might compensate for the lesser role in the class group setting. Nothing can be created in advance that will continue to be concrete over time."
Abstract For years, the debate over distribution of contraceptives, mainly condoms, within high schools has been a hotly contested issue among law and policy makers, school officials, parents, and students. New studies and research projects have uncovered indisputable proof of the benefits of condom distribution in schools. This paper examines the above-mentioned data and provides an analysis of the current political, social, and medicinal advantages such contraceptive distribution programs provide.
From the Paper "At the heart of the debate of Condom Distribution is the fear that, by making condoms available in schools, it encourages increased sexual activity among teens. Several studies have been conducted to examine whether or not this phenomenon occurs. One such study (Blake, S. M., Ledsky, R., Goodenow, C., Sawyer, R., Lohrmann, D., and Windsor, R. 2003) took place in 1991 in Massachusetts. Massachusetts instituted a policy allowing condoms to be distributed in its public schools as a way to prevent the spread of the AIDS virus and other sexually transmitted diseases. Opponents of the program claimed it would lead to a higher level of sexual activity among teens. The results of the study revealed quite the opposite."
Abstract This report dwells on strategies presented in existing literature related to how the teacher can help autistic individuals and individuals with autism operate together with more confidence, control, and efficacy in the mainstreamed or regular classroom as part of an inclusion program.
From the Paper "When looking at the history of perceived disability, the inclusion program, in which an emotionally disturbed, behaviorally isolated, or disabled individual is encouraged to assimilate with their peers and become a productive member of society, is a fairly recent development. This type of program encourages the acceptance of the disabled individual as a functioning and productive member of his/her peer group, at least potentially, rather than cloistering them away and, as is often the case, isolating them profoundly. Historically, most individuals with mental health problems were isolated in special classes or, more often, private institutions, throughout most of the twentieth century. Special education programs only began to become widespread in the latter half of the twentieth century, as the public perception of institutions began to change and the government began to shift the parameters used for classifying disabilities."
Abstract This paper uses change management theories, which suggest two-way communication within a clear power structure and a blueprint for planned change, to explain why this Act has failed. The author points out that, when mandating the NCLB Act, the federal government gave control of effecting these changes over to the states and neither fully funded them nor arranged for them to be overseen in a coherent fashion; therefore, change was not implemented completely because of power struggles, miscommunication, lack of incentive, and funding. The paper suggests that, in the future, if change is to be wrought federally in a systematic top-down fashion, it may be necessary to overhaul the entire system by which public education is provided, so that the hierarchy is responsive to federal demands and under the direct supervision and direction of a national department of policy and curriculum.
Table of Contents
Introduction
NCLB Implementation
Assessing the Problem through Change Management, Systems Thinking and Organizational Development Principles
Suggested Strategy for Facilitating Educational Reform in the United States
From the Paper "The NCLB mandated changes certainly apply as having an affect on the accountability structure of the education superstructure. In addition to creating strict standards for accountability, it gives far more power regarding the daily control and domination of the school system into the federal government and national bureaucracies than was previously located there. So one may see that this bill does represent is in fact a form of organizational change, both of accountability and power structure. Because it is a vast sort of change, one can see that it must be treated with finesse if utter havoc (which some teachers predict) is to be avoided."
Abstract Students who suffer from the condition of autism present educators and policymakers at all levels with a complex set of questions about how to best help these students achieve the best possible academic outcome, while balancing the needs of other students in the school systems. "Mainstreaming" such learning disabled students has become a popular approach and has proven to be an effective alternative to many special education settings, but the fact remains that students who suffer from autism, like all other people, have highly individualized needs that, in some cases, cannot be adequately addressed in a typical classroom setting. This paper shows that understanding when and why and for how long to include students with autism in a mainstream classroom has become an extremely important issue for educators today. This paper examines the scholarly literature to develop answers to these questions, followed by a summary of the research in the conclusion.
From the Paper "Today, approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan (2001), prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. ?A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the ?deaf and dumb, and to promote education of the blind.? These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times? (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. This state of affairs changed dramatically in 1975, though, with the passage of the Education of All Handicapped Children Act (PL 94-142)."
Tags: disabilities, handicapped, mainstreaming, IDEA
Abstract This paper explains that the major theorists of learning are: J.B. Watson and J.F. Skinner, behaviorists; Jean Piaget, cognitive theorist; Leo Vygotsky, social theorist; Albert Bandura, social learning theorist; and more recently, George Miller, the theory of information processing. The author points out that children's natural curiosity to learn helped psychologists realize that learning was more than just developing observable behavior and that it did involve thinking processes. The paper relates that the information processing theory likens the human to a computer; information taken in by the senses is stored in short-term memory and put into long-term memory only if this information is used and practiced.
From the Paper "Piaget observed many children and concluded that cognitive development proceeds through certain stages. He believed that children learned by a gradual process of looking, listening and touching. He postulated that children build their own maps or schemes with the information they take in through these senses. These maps or schemes help them to understand and respond to their environment and get more sophisticated as the child grows and develops. So the child in an experience, takes in information, makes his own sense of it, responds to the situation and stores the map. In future experiences he builds on these maps with the new present information and comes up with a new response to match the present situation."
