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Innovative Approaches in Higher Education, 2005.
Examines concepts of change theory that can lead to new approaches in higher education.
920 words (approx. 3.7 pages), 6 sources, APA, $ 31.95
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Abstract
This paper identifies several key concepts of change theory that are crucial to the implementation of a new and innovative approach in higher education. Ways to address factors related to change are presented with an illustration of why the key concepts are crucial.
From the Paper
"The following identifies several key concepts of change theory that are crucial to implementation of a new and innovative approach. A description of the concept with reasons ..."
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High/Scope and Montessori Approaches to Education, 1998.
A comparison of the High/Scope and Montessori Methods of education.
1,479 words (approx. 5.9 pages), 3 sources, MLA, $ 48.95
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Abstract
This research paper introduces the High/Scope and Montessori methods of education and looks at how they are used in the classroom today. The paper provides a review and discussion of the two subject educational methods, looks at how they are different, and follows with a summary of the research in the conclusion
From the Paper
"In his article, "Early Childhood Education Programs Can Make a Difference in Academic, Economic, and Social Arenas," Fred C. Lunenburg says that "Every educator knows that a valid curriculum model provides the theoretical framework needed to operate an effective early childhood education program and to provide opportunities for children to be ready to learn" (Lunenburg 1). While individual teaching styles vary, of course, educators might consider six widely known early childhood curriculum models: Bank Street's Developmental-Interaction approach, Teaching Strategies' Creative Curriculum, the High/Scope Curriculum, the Kamii DeVries constructivist approach, the Montessori method, and the Direct Instruction Model (Lununburg 2). The history, methods and classroom organization of the High/Scope and Montessori approaches to education are discussed below."
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Research Approaches in Education, 2006.
A look at the ongoing debate in the field of education concerning the place and usefulness of the case study as part of qualitative research.
5,486 words (approx. 21.9 pages), 29 sources, MLA, $ 134.95
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Abstract
This study attempts to delineate the usefulness of the case study in educational research describing, in general terms, its limitations and merits. Moreover, the paper attempts to discover those areas in which the case study is indispensable. The study is further predicated on the intention that the information developed will not be theoretical only, but will have immediate application for educational researchers.
Introduction
Purpose of the Study
Literature Review
Conceptual Framework
Conclusion
From the Paper
"There has been, for the past two decades, a debate over the 'validity' of quantitative versus qualitative research methods, and, in the case of the latter, particularly the case study method. A preponderance of research within education and within allied or similar fields seems to indicate that in fact qualitative research is generally more suitable to the needs of the field than is quantitative research. Further, the research suggests that it might be advisable not to consider the case study, either on its own (but rather as part of a more multifaceted qualitative protocol), nor as a cognate of storytelling. Indeed, the argument is for the judicious use of the case study, professionally conducted with more than tacit acknowledgment that human factors are part of the research conduct, findings and recommendations in any educational, sociological or communications research."
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The Problem Solving Approach in Education Training, 2000.
A practicum proposal presented to programs for Higher Education in partial fulfillment of the requirements or the degree of Doctor of Education. Research conducted for teacher training in the United Nations Relief and Works Agency (UNRWA).
8,667 words (approx. 34.7 pages), 26 sources, APA, $ 182.95
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Abstract
The author examines the the instructional methods used to train teachers, specifically, Palestinian teachers. The author has determined that although the UNRWA proclaims that the problem-solving approach is the best method, it has not evaluated whether the problem-solving approach produces the same or superior effects to the traditional lecture approach for training for this particular group. The author, thus, designs and proposes a method of research to answer whether student achievement on the comprehensive final examination in the UNRWA's "Teaching Methods" course will significantly differ depending upon whether students were taught using the problem-solving approach or taught using the traditional lecture approach.
Table of Contents:
Introduction
Background
Nature of the Problem
Purpose of the Study
Significance to the Institution
Review of Related Literature
Overview
Theory of Self-Directed Learning
The Problem-solving Approach
Nature of the Approach
Research Investigating The Problem-solving Approach
Effects of the Problem-Solving Approach
Effectiveness of the Problem-solving-Approach
Factors That Maximize The Problem-Solving Approach
Methodological Considerations
Summary
Relationship to the Seminar
Research Questions
Research Hypothesis
Definitions of Terms
Methodology and Procedures
Design
Description of the Instrument
Procedures
Data Analysis
Assumptions
Limitations
Expectations
Anticipated Benefits
Improvement of the Educational Process
References
From the Paper
"Reluctance to deviate from traditional teaching methods and to learn and incorporate a new teaching philosophy and practices is a major obstacle to adoption of the problem-solving approach to teaching. Garton and Cano (1996) found that cooperating student agriculture teachers devoted less than 20 percent of instructional time to a problem-solving approach to teaching. Classroom teachers cooperating with the study spend most of their time on maintaining subject-matter interest; student teachers focused primarily on seeking information to resolve the problem."
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A Philosophical Approach to Education Leadership, 2002.
An examination of many philosophers' opinions on the importance of powerful leaders as educators.
13,305 words (approx. 53.2 pages), 24 sources, MLA, $ 249.95
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Abstract
The following paper is a literature review which is organized as simply as possible along an organized framework. First is a brief introduction to the present state of debate over educational leadership and its effects on the criteria and methodology used in source selection. The second section deals extensively with an analysis of literature dealing with the philosophy of education. The third section deals directly with the present socio-political state of the crises and the way in which theories of leadership shape the fabric of politics and society. The fourth section deals with the theories of reform which compete for the attention of the leader, and attempts to establish the most useful and important steps which may be taken. It is in this section that the concept of co-regulatory leadership is introduced and found to be superior to all others on not only a philosophical, political, and sociological standpoint, but also in terms of positive results for the school?s academic success and the maintenance of a positive environment. An understanding of the different styles of leadership, the current sociopolitical conflict over schools, and the history of philosophical views on educational leadership is important because they have influenced a current proposal for effective schools.
From the Paper
"Leadership is undoubtedly the single most important aspect in creating a school environment for success. The quality of leadership in schools has become increasingly important in school reform to improve academic achievement of the students enrolled in school. The school leader (generally the principle) is inevitably held accountable for raising test scores, ensuring quality teacher, and making certain that all children achieve high academic standards. Demands will constantly be made upon his/her person that he/she find a way to ?fix? the problems with the system (such as those mentioned in Chapter 1), and unfortunately, just as often as not the more he/she tries to fix the problem, the worse it becomes, or the more other problems crop up to take its place. Certainly some would suggest that leadership is one of those rare disciplines which is best served when it is least practiced, that is to say, the best leaders are those which do not lead too much, but rather create an environment in which the ?led? may actually learn to find their own way. (Allen, 1992; Beare, 2001; Gatto, 1992; Freire, 2000; Oyler, 1996) Students which are given the freedom to control their own destinies, guide their own education, and create their own environment, schedule, and society have proven time and again to be better adjusted and more learned than their over-dominated peers in leadership-intensive schools. (Freiberg & Rogers, 1994; Taylor, 1993.) It is in hopes of promoting an understanding of this approach, and facilitating leadership (or one might say replacing it) through power-sharing and democratic procedures, that the following literature review focuses so extensively on the philosophical/moral and the actual practicality of a co-regulatory approach."
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Physical Education vs. Educational Achievement, 2006.
This paper discusses the issue of physical education and its relationship to academic proficiency.
3,163 words (approx. 12.7 pages), 10 sources, APA, $ 91.95
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Abstract
This paper examines in-depth the correlation of a sedentary life style and poor academic achievement while stressing the need for implementing a more aggressive approach to physical and nutritional education in America's school systems which would result in greater academic performance. The writer also discusses how the current physical education programs in the nation's schools vary with the affluence of the neighborhoods.
From the Paper
"The problem with teaching nutrition, for example, lies in Inner city schools, where minorities and children from poor families come to get their one solid meal of the day. How do you teach "nutrition" to such deprived children? And, isn't it a fact that mal-nourished and under-nourished children do badly on exams simply because their bodies cannot keep up, and their attention-spans may be limited if by nothing else than hunger pangs. Over-eating, obese children also tend to have some learning problems, because their over-saturated digestive systems tend to make them logy. However, some elementary nutrition subjects must be taught, and they should be considered part of the Health/Physical Education curriculum."
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Systematic Elementary Education, 2005.
An overview of the systematic approach to early education.
1,254 words (approx. 5.0 pages), 2 sources, APA, $ 42.95
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Abstract
The systematic approach to elementary education can be applied to the kindergarten level by looking at what makes up the systematic approach, what the positive benefits of using the approach are, and what the systematic approach looks like in the classroom environment. This paper shows that the teacher using this approach will be better prepared to address the learning goals of the kindergarten class in a positive and progressive manner because the systematic approach to elementary education includes a great deal of attention being paid to aligning classroom goals with classroom practice. That is, in this system of instruction, the goals of the class are clear, and the teacher works with the students to achieve these goals in a manner that is dynamic and well-directed. The paper focuses on the system's approach from theory to reality.
From the Paper
"In her article, Vicki Snider discusses systematic and explicit approaches to teaching in the teacher-centered classroom, using the context of phonemic awareness to make points about these approaches and their utility. Snider presents many positive benefits to using the systematic approach, stating that to effectively teach phonemic awareness (the awareness on the part of the student of concepts such as initial and final sounds and rhyming), teachers must use many of the skills that are stressed in this approach. For example, Snider shows how teachers who are stressing phonemic awareness at the early elementary level must start by modeling behavior, before moving in to practice and engage the classroom in a dynamic in which they partake in structured activities."
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Best Practices in Higher Education, 2005.
Examines good approaches in higher education today.
1,380 words (approx. 5.5 pages), 5 sources, APA, $ 47.95
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Abstract
This paper discusses best practice approaches found in high education today. It describes practices and their functions, and how the practices relate to innovative excellence. The paper gives examples of best practices and looks at the issue of best practices versus innovative excellence.
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Leadership in Education, 2004.
Analyzes three approaches to educational leadership.
3,910 words (approx. 15.6 pages), 13 sources, APA, $ 135.95
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Abstract
This paper analyzes three approaches to leadership in education. The approaches include leadership as a set of acquired disciplines, leadership as a set of strategies, and leadership as reframing. The paper contends that the model of leadership as a set of acquired disciplines is the most appropriate leadership approach for an administrator of an adult-focused education program. The paper analyzes specific characteristics of this style and suggests why they are appropriate for an adult-focused program.
From the Paper
"This paper examined three theories of educational leadership Kouzes and Posner's model of leadership as a set of acquired disciplines..."
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Nursing Education, 2006.
An analysis of the phenomenological pedagogy and narrative approaches to nursing education.
1,125 words (approx. 4.5 pages), 4 sources, $ 44.95
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Abstract
This paper attempts to explain appropriate verbal and written communication skills in the clinical setting. It then looks at the effectiveness of the phenomenological pedagogy and narrative approaches in teaching clients in the clinical setting so that understanding will be reached. The paper specifically focuses on these approach with regards to nursing education.
From the Paper
"Phenomenological Pedagogy, the Narrative Approach, and Learning Goals The pedagogical approach in nursing education that was chosen for this paper is the narrative approach. The narrative approach is very valuable because it "creates possibilities for new understandings to emerge" (Ironside, 2001, p. 81). That pedagogical approach will be applied to two learning goals."
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Problems with Bilingual Education, 2008.
Argues that a slow transitional approach to bilingual education best suits ESL student's long-term academic needs rather than short-term proficiency to meet narrow standards of literacy.
2,013 words (approx. 8.1 pages), 10 sources, MLA, $ 63.95
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Abstract
This paper discusses the debate over the best way to conduct bilingual classes for children. The paper reviews the literature on different approaches to bilingual education and argues that a transitional, rather than an immersive approach is the superior strategy to pursue with children. It also looks at the problems that there have been in implementing successful bilingual education classes and looks at possible solutions.
Table of Contents:
Introduction
The Stakes of the Debate
Immersion versus other Methods of Instruction
What Approach is Best?
Conclusion
From the Paper
"A fundamental paradigm shift is needed. Instead of asking what is the correct 'image' of American education, educators must ask what is the best way to teach students, and embark upon long, rather than short-term research studies of a variety of transitional approaches to determine the right way to strike an effective balance between English education immersion and bilingual support in other academic areas. The approaches must be logistically feasible, given the limited resources of many ESL programs, but must attempt to improve student's academic performance in the long, rather than the short term. A slow, transitional, combined approach seems to be supported in developmental theories of linguistic development and the research that exists regarding the different approaches: immersive, transitional, and developmental. Although further long-term study is needed, the currently popular immersive approach and approaches that fast-track ESL students into 'regular' classrooms serve the electoral needs of politicians better than the educational needs of ESL students."
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Pragmatism and Education, 2004.
Discusses pragmatism as an approach to education.
3,375 words (approx. 13.5 pages), 9 sources, APA, $ 119.95
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Abstract
This paper describes the philosophical approach of pragmatism, explaining the conceptual foundations of the approach and its general practices and methods. The paper then goes on to discuss whether or not pragmatism is a good approach to education.
From the Paper
"Runes defines pragmatism as a philosophical movement stressing practical consequences and values as standards by which concepts are to be analyzed and their validity determined. In other words, pragmatism is the philosophical notion that ideas or principles are true so far as they work. Runes further states that, in general, pragmatists rely on empirical or experimental methods and reject apriorism innate or intuitive process and mechanisms of knowing as a source of human knowledge."
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Sex Education in Schools, 2002.
An examination of the comprehensive vs. the abstinence approach in sex education.
1,658 words (approx. 6.6 pages), 5 sources, MLA, $ 53.95
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Abstract
In an effort to chronicle the developments in sex education in from its conception, this paper discusses two popular approaches that most institutions utilize in teaching sex education among children: the comprehensive and abstinence approaches. A discussion of their differences and effects on children and the success on the study of sex education are the primary concern of this paper, in order to generate a general outlook of the state of sex education in the present American society.
From the Paper
"The emergence of the Information Revolution has led to profound discoveries that have resulted to the development and improvement of living conditions in the human society. Limitless and various information about anything can be found in a second, through the help of Internet technology and other innovations generated by new technologies and research in science. Cures for serious illnesses, news about current events, and other issues important and significant are available within our reach through the media. However, as human civilization embark into yet another momentous year of Information Revolution, there have been little said and documented about sex education and awareness in the society, especially among the younger generation of the society, comprised of the adolescents and early adults of the society."
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American vs. Cypriot Education, 2008.
A comparison of the American and Cypriot educational systems, specifically exploring their approaches to educating special education students at the elementary level.
2,077 words (approx. 8.3 pages), 6 sources, APA, $ 65.95
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Abstract
The paper discusses how the Cypriot and American educational systems are similar in their approach to special education, but reveals that the outcomes for students engaged in special education programs and integrated classrooms in Cyprus appear more positive than those for students in the American classroom. The paper attributes this to the more positive attitudes of Cypriot teachers towards integration and the little differentiation among Cypriot students with regard to socio-economic status and related factors, which are shown to influence educational outcomes in American students.
Outline:
Introduction
Literature Review
Analysis
Conclusions
From the Paper
"To understand how special education students experience education in Cyprus, one must first understand the culture in which Cypriot students live. Bryant (2002) provides a complex and detailed overview of Cypriot culture; finding Cypriot idealisms and images of gender, family and kinship within the Greek nation are largely contingent on the "notions of a common substance shared between land and people" (p. 509). The author goes on to say that within Cyprus, there is much argument as to what is "natural" and "unnatural" with regard to the "national" kinship of people. This lack of uniformity among citizens tends to lead to an abyss, a variance of cultural logic and traditions, traditions that may influence among other factors, education."
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Education Theories, 2007.
A discussion regarding the knowledge of learning styles, learning theories and approaches to education.
3,451 words (approx. 13.8 pages), 12 sources, MLA, $ 97.95
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Abstract
This paper discusses the great deal of worthwhile information for today's instructional professionals, that is related to styles of learning and psychological approaches to learning, which can be found in contemporary literature. The paper presents a review and analysis of the literature, reflecting a diversity of ideas and techniques for the learning process.
Outline:
Massification of Higher Education
Direct Instruction
Albert Bandura
Scaffolding
Zone of Proximal Development (ZPD)
Theory for Teaching Technology
From the Paper
"The person who created the concept of ZPD, Lev Vygotsky, believed basically that "humans use tools that develop from a culture, such as speech and writing, to mediate their social environments" (Riddle, 1999); also, Vygotsky understood the importance of a teacher becoming a collaborator rather than "dictating her meaning...for future recitation..." In the e-Book Learning, Teaching & Technology (Lipscomb, et al., 2004), it is emphasized that the ZPD is "always changing" as the student's knowledge expands; and as the scaffolding is gradually removed (a process called "fading"), teachers should soon see whether or not they correctly judged the ZPD, or if in fact they went too far beyond a student's ability to learn in the first round of scaffolding."
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