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Accountability for Education, 2008.
This paper discusses the No Child Left Behind program, arguing its ineffectiveness.
1,253 words (approx. 5.0 pages), 7 sources, MLA, $ 42.95
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Abstract
In this article, the writer discusses that the so-called No Child Left Behind program has been a key educational initiative promoted by the Bush Administration, which claims that the program means accountability, that children are helped by the program, and that the program should in fact be expanded so as to assure that children receive the education they deserve. On the other hand, the writer notes that critics find that the law is ineffective, that the program does not serve the needs of children at all, that what happens is that teaching is changed so everyone teaches to the test so children can pass, that children are not really being educated at all and that the program might work if redesigned. The writer maintains that the evidence does show that the program does more to make schools look good to parents without actually improving education. The writer concludes that teaching to make certain students pass a standardized test does little to educate those children in how to think, and the test only gives political leaders a false belief that they are improving education and accountability when they are only adding a new layer of uncertainty and confusion.
From the Paper
"Critics of the legislation see it as a broad attack on public education in favor of federal control. The irony is that this approach comes from the Republican Party, which has long fought against any federal role in education at all, and in truth, even under the No Child Left Behind Act the party only sees value in federal control if the federal government is controlled by Republicans.
"Criticisms of the No Child Left Behind program come from several different perspectives. One group sees the program as another unfounded federal mandate, and more than 20 states and school districts across the country have objected to the regulations and with the way the program is funded. A survey in 2005 showed that almost half the stets then had testing programs in place for reading and math, but the report also showed that the number of schools cited as needing improvement had doubled over the last year."
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"Learning to Read and Write", 2008.
A review of Frederick Douglass' book, "Learning to Read and Write" and the reasons why knowledge among slaves was feared by slave-owners.
1,020 words (approx. 4.1 pages), 1 source, MLA, $ 36.95
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Abstract
This paper reviews Frederick Douglass' book, "Learning to Read and Write." It specifically discusses his contention that education and slavery were incompatible with one another and argues that knowledge among slaves was feared by slave-owners. In particular, the paper argues that Douglass' contention was correct and that knowledge among slaves was feared by slave-owners almost as much as if a number of loaded weapons had found their way into the possession of slaves.
From the Paper
"Additionally, a historian of the period might immediately apprehend that one of the common arguments raised against educating African-Americans to read and white was that they were "brutes" who lacked the mental capacity to perform anything other than the most menial tasks. With the proliferation of literate African-Americans, however, this argument would become obsolete - if not outright fatuous - and call into question the rigid social and economic structure that bound African Americans to tedious back-breaking labor while someone else sat at a desk in a comfortable professional office and collected a handsome wage."
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Personal Liability from IDEA, 2008.
This article looks at the implications of IDEA with regards to the personal liability of the school administrators involved.
1,189 words (approx. 4.8 pages), 5 sources, MLA, $ 40.95
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Abstract
In this article, the writer notes that the 'Individuals with Disabilities Education Action' (IDEA) was originally enacted as the Education for All Handicapped Children Act. The writer explains that the intent of the law was to support all states and local governments, departments of educations and school boards to meet the individual educational requirements of children with disabilities that before the enactment of this legislation had been either barred from education, or relegated to secondary status in separate facilities that did not attempt to educate these children. The writer points out that there has been significant progress in the educational outcome of these children, as well as significant litigation. The writer concludes that it is unfortunate that the motivating factor for some school administrators is a direct threat to their personal financial well being, however the true beneficiary of these prospective legal actions is the individual student and society at large.
From the Paper
"In Goleta, a student with special needs, Andrew Ordway, was placed in a school, and School District filed suit against the student and the custodial parent, Cynthia Ordway after a California Department of Education Hearing found that the student was denied his rights to a FAPE as provided by IDEA. The hearing found that the student was placed without proper review of the educational options available, and in compliance with IDEA. The custodial parent counter sued and filed against the director of Special Education, Diana Rigby, for persona liability for the costs associated with the proper placement of Andrew. In general, actions by school officials fall under immunity from personally liability due to indemnity of employees by the state in the course and actions of their official duties. The important ramifications of Section 504, conferring constitutionally protected rights of education that enable the placement of personal liability upon state employees if they abuse their authority "under the color of law"."
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Communication in Autistic Students, 2008.
This paper discusses the development of an autistic child's communication skills in the classroom.
1,159 words (approx. 4.6 pages), 8 sources, MLA, $ 39.95
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Abstract
The paper describes several activities that encourage communication in the classroom setting. The paper discusses the do-watch-listen-say model of socialization that is a means by which children plan and solve problems by imitation. The paper then discusses when standardized assessments of children with severe language and communication delays are initiated. Finally, the paper identifies naturalistic and structured teaching approaches that offer few opportunities for an autistic child to have time on his own and subject him to an environment where he is given little choice but to communicate.
Outline:
Opportunities for Communication
The Do-Watch-Listen-Say Model of Socialization for Children
Standardized Assessments
Communication Interventions
From the Paper
"Three different opportunities for Shelly to communicate can be seen in scenarios involving musical instruments, during lunch and outdoor play activities. For the musical instrument activity, the environment can be modified in such a way that Shelly and the other students face each other without desks (such as in a circle). The play space must be adequate to prevent crowding and conflicts, yet facilitate interaction. The activity would involve the children listening to different musical instruments. Each one would pick one favorite musical instrument sound that drew their attention. They would be prompted to gradually communicate as the sound kept their attention. The end result would be learning common social communications skills such as greeting and saying good bye, asking permission, introducing one' self, etc."
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The Construction of Disability, 2008.
An analysis of the history of the construction of the normative with regards to disability.
1,217 words (approx. 4.9 pages), 5 sources, MLA, $ 41.95
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Abstract
This paper explores how normalcy and disability are constructed, with particular reference to the field of education. It argues that the construction of the "normative" is a manifestation of social and cultural power "written" upon the bodies of people with and without disabilities by medical authority. It explores issues of discrimination, as well as concepts of the medical and social models of disability to better understand how disability construction has historically occurred and continues to define disability in an inequitable way today.
Table of Contents:
Introduction
The "Normative" as a Discriminatory Cultural Construct
Assessment of Disability and the Medical Model of Disability
Analysis
From the Paper
"As the above discussion indicates, there is considerable reason to be concerned at one's being assessed as possessing a disability. First, it is necessary to recognize that while such assessments are often arbitrary, they nonetheless produce considerable cultural meaning that has historically been applied in a discriminatory fashion. Second, it must be acknowledged that this discriminatory process has - in its implied construction of a "normative" or standard of normalcy - clear analogues to discriminatory practices that have historically reinforced sex, race and gender discrimination."
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The Logan Health Center, 2008.
This paper looks at the Logan Health Center, studying its aims, philosophy and strategies.
766 words (approx. 3.1 pages), 1 source, MLA, $ 27.95
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Abstract
In this article, the writer notes that the Logan Health Center was established in 1995 by the Tiburcio Vasquez Health Center and New Haven Unified School District. The writer points out that the intention of the Logan Health Center is to provide a place where students at James Logan High School can learn healthy behavior such as sports and injury treatment or sexual treatment. The center also teaches injury prevention, and provides high quality health care. The writer looks at the philosophy of the Center and maintains that overall, the Logan Health Center is a positive place where students can have their physical and psychological needs met. The writer concludes that by allowing students to have a place where they can learn positive health behavior as well as positive social actions, the center successfully addresses many of the issues that students face.
From the Paper
"By offering psychological as well as physical services, the center strives to make sure that the students come to school ready to learn. Though the center focuses on physical health, it recognizes that psychosocial problems often are what keep students from attending school. Therefore, these services recognize that the student is a whole person, not just a physical body.
"This strategy prepares the students for success. The strong focus on the whole person, the center allows an environment that is beneficial for those who are active physically and need a small amount of physical help to those who are having difficult social problems."
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Three Studies Addressing Psychology and Language, 2008.
This paper assesses three different articles on language, cognition and psychology and discusses just what the human mind really is.
3,656 words (approx. 14.6 pages), 6 sources, MLA, $ 101.95
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Abstract
This paper introduces three contrasting papers belonging to related fields of psychology. The writer looks at 'Representing Word Meaning and Order Information in a Composite Holographic Lexicon' by Michael N. Jones and Douglas J.K. Mewhort, 'Modeling the Successes and Failures of Interventions for Disabled Readers' by Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. and 'An Integrated Theory of Mind' by Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. The writer notes that all the articles are interesting indications of how research in psychology varies strongly, according to the preparation and particular foci of researchers, how the human mind and its faculties are conceptualized, or what is considered salient. Examined, in turn, the three papers provide a glimpse of research or theoretical psychology that may not always sit well with a reader of different orientation. One sees a social scientific discipline that should continue examining and comparing its differences, avoiding too narrow approaches or realms of related study.
Outline:
Introduction
Michael N. Jones and Douglas J.K. Mewhort. (2007). Representing word meaning and order information in a composite holographic lexicon. Psychological Review, 114, 1-37.
Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies in Reading, 7, 155-182.
Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. (2004). An Integrated Theory of Mind. Psychological Review, 111, 1036-1060.
Discussion
References
From the Paper
"Perhaps most student readers will have to take Jones & Mewhort's work at face value, unable to draw upon their level of expertise, or what the researchers' findings really mean, in terms of earlier research or what may stand to be learned of language, memory, or other brain function, or language development. It does seems that the human mind capable of language is forever at work, whether speaking or not, for example, towards eventual word order that shows the mind's ability to give its own cues or phrases or associated concepts from diverse places."
"The mind's speech patterns can be plotted for analysis, as Jones & Mewhort tell us is true, most often in relation to similar nouns or verbs or words coming to be predictable in phrases or their uses. When this article is reread, again there is the feeling of needing more information, or perhaps being helped by information on the applications of the research. For example, if memory that aids language is stored in a distributive way, then where in the brain, or according to which processes does this take place?"
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Computer-Assisted Instruction, 2008.
This paper discusses how computer-assisted instruction can aid in the teaching of language arts, focusing on the writer's personal experience with Skills Bank software.
1,125 words (approx. 4.5 pages), 2 sources, MLA, $ 38.95
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Abstract
This paper outlines computer-assisted instruction in the classroom, placing special attention upon the Skills Bank software this writer employs in her own work as a teaching aide working with high school students. The paper outlines the myriad benefits of the Skills Bank software and looks at how it serves to boost student self-confidence, enhance computer literacy, strengthen language arts skills, and does so without sacrificing high scholastic standards. Finally, the writer maintains that the software is excellent because it is also receptive to the needs of ESL students.
From the Paper
"Drawing upon my own knowledge of the software, I can state that the Skills Bank program allows for pre-test and post-test evaluations of students, provides numerous instructional and assignment options for both teachers (in the first instance) and students (in the second instance) and has the ability to produce comprehensive reports for teachers, students, and for school administrators. Not to be overlooked, the program interface is easy to use and students can usually utilize its various components without requiring the assistance of an instructor. In a related vein, the easy navigability of the program allows students to explore for themselves - something I have found to be a wonderful way of increasing their self-esteem. As an addendum, students learn to use the latest technology (and arguably the most important technology in our modern world) in a safe and supportive environment whenever they use Skills Bank software. "
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A Free Education, 2008.
An argument that higher education should be free.
975 words (approx. 3.9 pages), 6 sources, MLA, $ 34.95
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Abstract
The paper refutes the claim that paying for college makes students more responsible; the paper contends that it actually does the opposite by making students into unproductive adults facing huge student loans. The paper further maintains that paying for education gives everyone equal opportunity to find employment they will enjoy and that will support their families.
From the Paper
""Tom Dillon, 19, a pre-pharmacy major at the University of Connecticut, is carrying $52,000 in student loans. And he's just getting started" (Block). Dillion believes that by the time he gets his doctorate degree in four years that he will owe over $150,000. In a global world, people must have an education to have employment that will allow them to live comfortably. Many people argue that the students should not attend college free because obtaining financial aid is available and students learn values by paying for their education; but is this true? Not only is this not true, the struggle people have in paying student loans makes life difficult for them. Higher education should be free for students as long as the students make passing grades."
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Reggio Emilia Education and the Teacher, 2008.
A study of the Reggio Emilia early childhood education system.
3,175 words (approx. 12.7 pages), 14 sources, APA, $ 91.95
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Abstract
This paper examines the infant-toddler centers and preschools established in Reggio Emilia, Italy, which have drawn much interest for their view of the teacher as fellow learner. In the Reggio Emilia system, parents are also encouraged to join in school activities in a democratic and dynamic environment. The paper points out that this system has raised helpful questions as to how the child is regarded, the teacher's role and pedagogy before the age of 6. The paper also points out that Reggio Emilia ideas are now fairly popular in North America, where early childhood education has been a major concern due to the postmodern condition of altered family life, daycare as a mass need, and the failing American educational system. Since the 1980s, varying investment in facilities for early childhood education has helped a flowering of scholarship and some experimentation. The paper concludes that the generation of Reggio Emilia's remarkable early childhood education system occurred under conditions that North American educators might see as ideal for promoting a strong community with supportive and participating parents who value education.
Outline:
Introduction
Reggio Emilia Education
The Unexpected
Adapting for Other Children?
Concluding Discussion
From the Paper
"A paper by John Nimmo supplies an Australian reflection on the Reggio Emilia model. (1998) All its points considered, Reggio Emilia education may be most useful in its questions asked of teachers which Nimmo commends in terms of why teachers should ask themselves how they view the child, expectations of children and beliefs about child development. (1998:295-296) Teachers, parents and others engaged with children should ponder where a child's identity originates and the child's goals, needs and wishes, as may differ from those of the adult or be shaped by parent's ideas; there may be hope for a new generation or beliefs to do with better child preparation. (Nimmo:1998:296) In other words, Reggio Emilia education's contribution may lie in its fundamental questions to do with the child in relationship to adults. Other questions involve what a surrounding society is like now and as a product of a public past. (Nimmo:1998:297-298) One finds obvious new questions, too, on whether children are the same as they once were, or really develop as any theories now in use say that they do. One is put in a postmodern void of uncertainty, non-knowledge and relativism. It seems important to examine what one admires in Reggio Emilia practices and models and ask when one first experienced or saw them, in the course of one's own education."
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Training for Peace Keeping, 2008.
A look at some of the training required to undertake peace and humanitarian operations.
3,695 words (approx. 14.8 pages), 9 sources, APA, $ 102.95
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Abstract
Terrorism has become embedded in almost everyone's vocabulary, it is one of those terms, that not everyone knows what it means, but it seems to be surrounded with negative connotations. However, it is not surprising that terrorism is sometimes abetted with state sponsorship and is supported by many governments whether intrinsically or extrinsically. As such international peace-keeping efforts have to change focus and address these internal dynamics. This paper explores some of the necessary mandates that are needed by personnel dealing with these issues.
Outline
Abstract
Introduction
Basic Communication, Conflict Resolution, & Negotiation
Communication: The Essential Element of a Successful Training Program in a Peace-Keeping Environment
Conflict Resolution & Negotiation in a Peace Keeping Environment
Techniques of Motivation in a Diverse Peace-Keeping Environment
Individual Decision-Making and Group Behavior
Leadership Training For Supervisors in these Organizations
Conclusion
From the Paper
"Conflict resolution and peace keeping has been an issue of controversy for many years. However, with the proper training mechanism and structure, then peace and humanitarian operations can be the champions of a successful organizational initiative. It is therefore imperative that there be a comprehensive discourse embedded in the training structure for these operations that can analyze elements of the foreign conflict resolution and negotiation strategies. The connection between an effective training program or structure with the overall success of conflict resolution and negotiations will depend primarily on how well the program identifies the necessary political, economic, and cultural realms that have been affected by the dimensions of the operations. Overall, it is clear that conflict resolution and negotiation policy training is reactive and preventative, since it would be devised to counter, and to prohibit actions that were seen as harmful to the peace initiatives."
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Single Parenthood and Child Development, 2008.
An analysis of the impact of being the son or daughter of a single parent upon the development - cognitive, emotional and physical - of a young person.
4,005 words (approx. 16.0 pages), 15 sources, APA, $ 108.95
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Abstract
This paper reviews how thecognitive, emotional and physical development of a child is impacted because of being raised by a single parent. In particular, the paper argues that single parenthood in and of itself is not necessarily a bad thing, but rather that many single parents are ill-equipped educationally, temperamentally, cognitively and psychologically for the stresses of single parenthood and their struggles create complications for their children. Moreover, the paper offers some policy suggestions for improving single parent homes, for political elites and scholars.
Table of Contents:
Abstract
Introduction
School Performance And Being The Children Of Single Parents
Physical Well-Being And Being The Child Of A Single-Parent
Psychological Aspects Of Being A Child Of A Single Parent
Conclusion: Recommendations For Helping Children In Single Parent Households Reach Their Full Potential (Along With Policy Implications And Future Research Directions)
From the Paper
"On that note, it is important that educators and health officials begin by doing what they can to involve single parents in the school endeavors and extra-curricular activities of their children. For instance, a 1986 study by Weber took note of the fact that parents of mentally handicapped children who fail to attend individualized educational plans (IEPs) are usually non-white, come from lower economic backgrounds and are single parents; they also tended to be people who placed more responsibility for their children's educational programs in the hands of professionals (Weber, 1986). If there is one thing that needs to be done, it is to educate single parents about the importance of their becoming active participants in decisions that will ultimately effect the kind of care and attention their loved ones receive; without their involvement, it is entirely possible that the one voice that can argue most impassionedly on behalf of their children will be the one voice that no one hears."
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Pedagogy Matters - Stephanie Dalton, 2008.
An overview of Stephanie Dalton's standards for effective teaching.
964 words (approx. 3.9 pages), 2 sources, APA, $ 34.95
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Abstract
This paper discusses the book "In Pedagogy Matters: Standards for Effective Teaching Practice" by Stephanie Dalton in which she outlines five standards for pedagogy.
Outline:
The Impact of the ISSLC Standards
Componants of Pedagogy
Components of Pedagogy - Instruction, Motivation and Student Success
From the Paper
"Better learning is based on better teaching. Teachers have a huge impact on student achievement and as such are central to educational reform. Unfortunately this emphasis has not always been evident. (Dalton, 1998, p. 4) Dalton quotes Nel Noddings, "...reform continues to focus on what students need to learn but ignores teachers' struggle with how to help them learn it." (Dalton, 1998, p.4) (These were prophetic words almost half a decade before "No Child Left Behind!) Teachers need to know how to help students learn, as our old assumptions about how this occurs no longer work.
"Many minority and low-income groups have had few language, literacy, or cultural resources in their families or communities that prepared them for success in U.S. schools" (Dalton p. 4). If, she writes, we believe that "all" students can and should learn, then teachers need greater skill than we assumed they did in the past. (Dalton, 1998, p. 5) Teachers today can't simply lecture or pour knowledge into their students; they must be able to effectively introduce a content topic, encourage questions, involve students in content activities, and continually assess their progress. (Dalton 1998, p. 8)"
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Acquisition of a Second Language, 2008.
An analysis of how we learn a second language and how the process of teaching a second language has changed in the past and may still change in the future.
3,245 words (approx. 13.0 pages), 8 sources, MLA, $ 93.95
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Abstract
This paper discusses some of the issues and processes addressed in studies of second language acquisition. It looks at the changes that teaching a second language has undergone over time and what can be expected in the future. The paper describes the basic issues of how we learn a second language and how we might facilitate the process in the future.
Table of Contents:
Introduction
Review of Literature
Conclusion
From the Paper
"Eckman, Highland, Lee, Mileham, and Weber (1995) point out that teaching of a second language has had different supports over the last few decades. It at first relied heavily on linguistic theory and on theories of learning, and in the 1960s and 1970s, teachers were trained in contrastive analysis and were often expected to write a contrastive analysis of a portion of the grammars of two languages, based on then-prevalent theories of language teaching. When the theoretical basis was shown to be inadequate, teaching based heavily on this model stopped. There was no concerted effort to evaluate the model. Teachers were then taught that repetition, drills, and memorization of dialogues were unnecessary."
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