| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "COLLABORATION EDUCATION": |
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Collaboration in Education, 2005.
Examines educational decision making and negotiation in the K-12 framework.
2,400 words (approx. 9.6 pages), 6 sources, APA, $ 73.95
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Abstract
This report looks at collaboration in education from the perspective of
negotiation and behavior between professionals in the K-12 educational institution. Conflict resolution and negotiation affects not only educational professionals, however, but also other parties that are involved such as students, parents and the external community. This report focuses on collaboration and negotiation between professionals, with the ultimate goal being the productive and effective development of the student. The report looks at conflict, as well as human behavior and diversity and then presents a recommended plan for collaboration within the educational institution, before presenting concluding remarks. Also, the report follows the assumption that the modern educational establishment is, by and large, a microcosm of the society and community which bolsters and surrounds it. In this generalized society, collaborative decision-making and negotiation are important, and in the administrative school setting, they are key.
Paper Outline:
Introduction
Collaboration and Negotiation
Conflict
Human Behavior and Diversity
Implementation of Solution
Bibliography
From the Paper
"Organizing a plan requires honing it down and making it workable, and only effective decision-makers who are schooled in the ability to lead
positively will be able to make the necessary negations, additions, and alterations that are brought about as the plan begins to enter a real-world frame during the organization process, with the help of other involved parties such as teachers and possibly parents and community representatives. "Administrators and teachers continually strive to improve instructional effectiveness. The full staff is involved in planning for implementation; specific recommendations and guidelines provide the detail needed for good implementation; plans fit the local school context and conditions" (Fitzpatrick, 2001). It is also important at this level to keep a balance of creative solutions and reasonable solutions."
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Collaboration between Special Education and General Education Teachers, 2001.
This paper studies inclusion programs and the way general education teachers and special education teachers collaborate when performing them.
1,690 words (approx. 6.8 pages), 11 sources, MLA, $ 54.95
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Abstract
This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.
From the Paper
"In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, ?Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction? [Ripley, 1997]. ?The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students ?[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."
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Collaboration between Parents and Educators, 2008.
Analyzes three articles about collaboration between educators and parents of disabled children ages 3-5 with learning delays.
1,050 words (approx. 4.2 pages), 3 sources, APA, $ 36.95
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Abstract
This paper explains that the author is proposing a qualitative study to investigate the collaboration between parents and educators in a program for disabled children with learning delays (ages 3-5.). The author points out that the method of research will be modeled after examples cited in these articles. The paper reviews each article by outlining the problem, hypothesis, literature review, methods, participants, timeline, reporting, findings, limitations, future research and connection to the author's proposed research.
Table of Contents:
Problem Statement for My Research
Article Reviews
Blue-Blanning et al. "Dimensions of Family and professional Partnerships Constructive Guidelines for Collaboration"
Problem/Purpose
Question/Hypothesis
Literature Review
Methods
Participants
Timeline Not specified.
Reporting
Findings
Limitations
Future Research
Connection
Diane D Cox "Evidence-based Interventions Using Home-School Collaboration"
Problem/ Hypothesis
Literature Review
Method
Participants
Timeline/Instruments
Findings
Limitations
Future Research
Connection
Summers, et al. "Relationship Between Parent Satisfaction Regarding Partnerships With Professionals and Age of Child"
Problem/Purpose Statement
Thesis
Literature Review
Methods
Participants
Target Population
Results
Findings
Limitations/Future Research
Connection
From the Paper
"Limitations/Future Research: As noted by the authors there is a shift away from family centered care as children grow older. It could not be determined if diminished satisfaction is due to the shifting model, growing parental knowledge or growing frustration as the child ages. Future research could investigate this issue.
"Connection: While my survey will not identify changes over time, a number of questions from this survey could be useful for identifying current satisfaction levels."
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"Motivation in Religious Education", 2007.
A critique of Kevin O'Grady's, "Motivation in Religious Education: A Collaborative Investigation with Year Eight Students".
3,380 words (approx. 13.5 pages), 16 sources, APA, $ 96.95
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Abstract
This paper examines how O'Grady's work presents a model of dynamic curriculum development that uses action research to integrate the insights of interpretative, constructivist and 'existentialist' approaches to pedagogy in religious education. The paper also discusses how, although this is an approach that RE teachers will find attractive and exciting, it is one whose value is likely to remain theoretical rather than practical.
From the Paper
"Research may be defined as the attempt to derive new knowledge that can be generalised, by addressing well-defined questions using methods that are valid and reliable. To uphold the validity of the research process is to reduce the possibility of systematic deviation from the truth - otherwise known as bias. To uphold the reliability of the research process is to reduce the risk of random deviation from the truth. A key purpose of a research design is therefore to ensure validity and reliability by reducing or eliminating the twin dangers of systematic and random error (cf. De Vaus, 2002). In terms of this conservative definition of research, O'Grady's choices regarding the framing of his question, literature review, sampling, data collection, analysis and final presentation indicate the presence of both systematic and random error throughout. Nonetheless, O'Grady would defend his approach, with some success, by reference to action research as a paradigm which contests many of the assumptions of traditional research models. "
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Bilingual Education, 2002.
Shows the arguements for and against bilingual education in the American educational system.
1,333 words (approx. 5.3 pages), 5 sources, MLA, $ 44.95
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Abstract
Bilingual education programs set up to provide support to non-English-speaking children allow immigrant children to keep up with studies in other academic subjects while they work on their English skills. The paper shows that the controversy over the effectiveness of bilingual education programs continues to rage in the community as educators attempt to find ways to accommodate the needs of the increasing numbers of immigrant children. Thus far, there is no conclusive evidence that bilingual education programs or other strategies provide the best education for immigrant children. The paper discusses how past experiences have shown that immigrant children from different parts of the world perform differently in response to particular strategies. Socio-economic backgrounds of the immigrant children may also be a decisive factor in determining the outcome of the children?s success. The paper concludes that it is ultimately up to the parents and educators to collaborate in order to provide an education that caters to the individualized needs of their children.
From the Paper
"However, critics of bilingual education point out that bilingual education programs have been an utter failure in enabling immigrant children to succeed in schools. Even after thirty years of implementation, there is still no indication that bilingual education programs work in helping non-English-speaking students succeed. They argue that immigrant children are still dropping out of schools in droves and few immigrant children transition to full English instruction classes (Rothstein, 1998, p. 672). According to these critics, the premise of bilingual education classes is a divisive concept that slows down the assimilation process of these immigrant children. By keeping children straddled between two worlds, bilingual education advocates are sabotaging the immigrant children?s chances of learning a sufficient level of English to allow them to survive in the workplace (Rothstein, 1998, p. 672). Immigrant children who are immersed in their native language at school and at home will not feel the incentive to tackle the difficult challenge of learning another language (Rothstein, 1998, p. 679)."
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Special Education High Schools, 2002.
Does high school prepare special education students for life after graduation?
9,058 words (approx. 36.2 pages), 17 sources, APA, $ 188.95
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Abstract
This paper shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with non-disabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming," and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question addressed in this project is, "Does high school prepare special education students for life after graduation?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a high school education for special needs students in preparing them for life in the real world after graduation. This paper provides a review of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.
Outline
Introduction
Literature Review
Legislative and Litigation History of Special Education
What Is Mainstreaming?
Benefits of Mainstreaming
Collaborative Education Techniques for Children With Learning Disabilities
Benefits of Inclusive Educational Settings
Challenges and Drawbacks Associated with Mainstreaming
Methodology
Findings
Discussion
Summary and Conclusion
From the Paper
"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's assessment, "Revamping special education," 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. "Although some public schools undoubtedly provided exceptional services to children with disabilities, others did not. Indeed, as recently as 1973, perhaps as many as one million students were denied enrollment in public schools solely on the basis of their disability" (Horn & Tynan, 2001, p. 36). This state of affairs changed dramatically in 1975 with the passage of the Education of All Handicapped Children Act (PL 94-142). Renamed the Individuals with Disabilities Education Act (IDEA) in 1990, this landmark legislation mandated that children with disabilities receive a free and appropriate public education in the least restrictive environment."
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High School and Special Education Students, 2002.
Questions whether high school prepares special education students for life after graduation.
9,051 words (approx. 36.2 pages), 17 sources, APA, $ 188.95
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Abstract
This APA-style research paper introduces the topic and provides a review of the relevant information in support of the conclusion that some educational approaches are more effective than others in preparing special education students for life after graduation. A summary of the research is provided in the conclusion
Table of Contents
I. Introduction
II. Literature Review
Learning Disabilities and Special Needs Students
Legislative and Litigation History of Special Education
What Is Mainstreaming?
Benefits of Mainstreaming
Collaborative Education Techniques for Children With Learning Disabilities
Benefits of Inclusive Educational Settings
Improved Generalization of Skills
Facilitated Social Skill Development
Challenges and Drawbacks Associated with Mainstreaming
III. Methodology
IV. Findings
V. Discussion
VI. Summary and Conclusion
References
From the Paper
"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). The costs associated with providing special education are enormous and are estimated at $32 billion per year. Special education students as a group have higher-than-average dropout rates and lower-than-average work force participation and college attendance. The research shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with nondisabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming" and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children."
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Higher Education Leadership, 2005.
This paper discusses theories of leadership appropriate for the environment of higher education.
6,295 words (approx. 25.2 pages), 35 sources, APA, $ 146.95
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Abstract
This paper explains that the widespread retirement of many of today's "Baby Boomer" higher education leaders will hasten the need for a new generation of education leaders and new leadership approaches; thereby, a fresh assessment of higher education leadership roles, styles, approaches, practices and goals is needed. The author points out that contemporary higher education leadership is most often characterized as collaborative rather than unilateral or hierarchical as in corporate leadership. The paper recommends participative, contingency (to an extent) and transformational leadership theories and practices as the best practices for tomorrow's higher education leaders but does not recommend dyadic role making or LMX theory.
Table of Contents
Introduction
Background of the Study
Increases in Female and Minority Higher Education Leaders
The Nature of Higher Education Leadership.
Leadership Theories
Participative Leadership Theory
Dyadic Role-Making Leadership Theory
Contingency Leadership Theory
Charismatic Leadership Theory
Transformational Leadership Theory
Emotional intelligence Leadership Theory
Adult Learning Theories and Practices and Higher Education Leadership (Knowles' "Andragogy" Theory)
Conclusions and Implications for Higher Education Leadership
From the Paper
"Dyad role-making leadership theory, also known as Leader-Member exchange theory (LMX) "focuses on dyadic relationships, and roles carried out, between leaders and managers." In addition, the theory describes how leaders develop different exchange relationships over time with various subordinates. LMX theory is also called vertical dyad linkage theory, due to its focus on reciprocal influencing processes within vertical "dyads" consisting of an individual with supervising authority over another individual. The "dyads", within this theory, consist of two people (a leader and a subordinate, with the leader (e.g., college president or other high-level administrator) forming a separate "dyad" with each individual subordinate); the "roles" are their agreed-upon interacted relationships and (usually tacit) assumptions about one another and expectations of one another."
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Higher Education Program Evaluation, 2006.
The objective of this work is to explore the institutions' requirement of community colleges in evaluating their programs of instruction.
1,281 words (approx. 5.1 pages), 3 sources, MLA, $ 43.95
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Abstract
The paper examines the technological needs of community colleges. The writer evaluates the efficiency of the colleges based on specific requirements. The writer explains that these surveys should be developed in collaboration with educators, business people in the community, as well as parents and other community members. The paper concludes with a development plan for writing these evaluations.
Table of Contents:
Objective
Introduction
Questions for Evaluation of the Five Teaching Technology Recommendations
Statistical Methodology
Development of Evaluation Management Plan
Summary & Conclusion
From the Paper
"Statistical methodology in relation to evaluation of educational provisions must be studies which are longitudinal in nature and may be qualitative as well as quantitative. Guidelines fall under a Federal Regulation as follows:
S.2969 Title: A bill to provide for improvement of Federal education research, statistics, evaluation, information, and dissemination, and for other purposes.
Under this bill the evaluations are stated to be required performed through "regional surveys"."
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Negotiations in Education, 2008.
This paper argues against traditional bargaining in education negotiations.
2,262 words (approx. 9.0 pages), 11 sources, APA, $ 70.95
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Abstract
The paper reviews why traditional bargaining in education is a deeply flawed approach and why it must be replaced by a collaborative approach that emphasizes mutual gain and integrative solutions. The paper reviews the various types of negotiation and explains why mutual-gains bargaining is the only way for education negotiations to work. Ultimately, this writer insists that both parties work on behalf of children and this fact should be borne in mind by the adults representing the two sides.
From the Paper
"Without question, collective bargaining is most effective when it emphasizes a mutual-gains approach founded upon collaboration, flexibility, and integrative bargaining, rather than an adversarial approach; after all, people who fight bitterly over the bargaining table are unlikely to work constructively in the workplace when the negotiations are finally at an end. More than that, personal feelings may intrude upon professional duties in the aftermath of a particularly bitter negotiation to such an extent that a poisonous work environment may eventually develop - one which will make students and parents the undeserving victims of animosities that were created and then aggravated by professionals sitting across from one another at a bargaining session."
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Globalization and Higher Education, 2003.
This paper explores globalization and the challenges it presents to colleges and universities.
2,627 words (approx. 10.5 pages), 18 sources, MLA, $ 79.95
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Abstract
The paper discusses how information technology, globalization, multinational economies and the educational needs of developed nations present universities with a number of challenges and opportunities. The paper looks at the US system of higher education and reveals that it is among the most innovative and responsive in the world. The paper shows how it is ideally suited to form international partnerships with other educational systems. The paper illustrates how the US system can impact the need for access to education in a global context. The paper also points out that this will likely not happen, however, because of the the lack enthusiasm of the US university faculty for international collaboration.
Outline:
Abstract
Introduction
The Challenge to Higher Education
Impact on Education
Knowledge as Product
Access
Potential
Critical Issues
Conclusion
From the Paper
"The world is dynamic and changing. The impact of information technology, from the fourteenth century printing press to twentieth century instant messaging, has changed, and is changing, patterns of communication, relationships and life. The ultimate effects that the scope and speed of societal change in the twenty-first century will have on higher education in the coming decades is yet unknown. Hans van Ginkel (2002), president of the International Association of Universities (IAU), believes globalization is not a new process. Van Ginkel says that the stimuli of distant cultures have always played an influential role in society. However, it is the scale and rapidity with which these influences impact the culture that set the contemporary stage, with the phenomena of information technology setting the direction for the prevailing wind of globalization."
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Collaboration in Nursing, 2008.
This paper explores the concept of collaboration in nursing today.
1,568 words (approx. 6.3 pages), 9 sources, APA, $ 51.95
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Abstract
The paper explains how collaboration in nursing requires a partnership of health professionals, from various fields, in developing nursing objectives, strategies and measures. The paper looks at the definition, requirements and criteria of nursing collaboration and shows how it enhances the effectiveness of health programs and initiatives. The paper concludes that there should be a recognition that nursing collaboration is a necessity in nursing professional practice.
Outline:
Introduction
Significance
The Concept of Collaboration in Nursing
Defining Criteria
Cases in Point
Conclusion
From the Paper
"In recent years, there has been an emphasis on the need to create collaborative education, training and partnerships in health care. One of the health professions that has recognized the importance of this advocacy are the nursing professionals. The Canadian Nursing Informatics Association (2002) considers this response as an indication of the intimacy the profession with health care and at the same time is an indication of the importance of nursing in health professions. Furthermore, Karuhije (2002) suggests that collaborative nursing enhances perceptions of competence, sensitivity and responsiveness which in turn can enhances confidence of patients for health programs and personnel."
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Collaboration and Nursing Staff, 2007.
An analysis of the impact of intersectoral collaboration on nursing retention.
2,670 words (approx. 10.7 pages), 8 sources, MLA, $ 80.95
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Abstract
The paper evaluates the effects intersectoral collaboration have on nursing retention programs in general and on Canadian nursing staff in particular. The paper discusses how collaborative initiatives have been shown to improve nursing retention rates many times as well as improving the ability of all practitioners to deliver healthcare services more effectively and efficiently. The paper discusses how nurses are going to remain in short supply in the foreseeable future and the Canadian healthcare system is going to need to use all the tools in its management repertoire to meet these shortfalls. The paper concludes that intersectoral collaboration, based on an improved sense of interdisciplinary collaboration, was shown to be a viable approach to improving the delivery of healthcare services today.
Outline:
Introduction
Review and Discussion
Conclusion
From the Paper
"Today, there are a number of frameworks and concepts available to describe the working relationships between medicine and nursing. According to Coombs (2004), "At present, the most frequently cited concept in health care policy and literature is that of 'collaboration,' meaning 'to labor together': although alternative definitions are offered that imply a willingness to co-operate with one's enemy" (p. 11). For the purposes of this study, though, collaboration assumes the more relevant definition of being "non-hierarchical in nature and a cooperative venture based on shared power and authority. It assumes power based on a knowledge base or expertise as opposed to power shared on role or function" (Coombs, 2004, p. 11). A more popular term, "interdisciplinary," is also frequently used to describe a level of collaboration requiring joint development of a plan of care with healthcare professionals pooling their expertise."
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Reforming Urban Education, 2003.
A look at how to create learning communities in inner cities.
14,760 words (approx. 59.0 pages), 84 sources, APA, $ 249.95
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Abstract
In this paper the author makes the assumption that organizing schools as learning communities (SaLCs) is generally more beneficial to all members of the school community than organizing schools in the traditional formal-bureaucratic manner. From this perspective, the author briefly compares schools organized in the traditional, formal-bureaucratic manner with SaLCs and then takes a look at current trends in the realm of urban education as well as a number of recent proposals for the reform of urban education. Next, the author argues that the current trends will likely inhibit rather than enhance the development of SaLCs in inner-city areas. With respect to the recent proposals for reform, the author next suggests ways in which the particular proposal could enhance the development of SaLCs followed by the ways in which the proposal could inhibit the development of SaLCs. Specifically, the author argues that that the current proposals for urban education reform, when implemented in isolation, will not create an environment conducive to the transformation of urban secondary schools from bureaucratic institutions to SaLCs. Finally, the paper concludes with the author presenting a group of policy proposals which, when implemented concomitantly, will enhance the probability of the development of SaLCs. The proposed solution will include suggestions for policies generated at the state, district, and school-site levels that focus on supporting some of the main components of SaLCs: increased contact between teachers and students, teacher collaboration, a set of common goals that focus on instruction and caring, a shared sense of norms, values, and beliefs, inclusion of the community at large, and learning that is continual, reciprocal, and transformative.
Outline
Schools as Bureaucratic Institutions and as Learning Communities
Current Trends in the Urban Education Environment
Analyses of Current Proposals for the Reform of Urban Education
Discussion
Policy Implications
Conclusion
From the Paper
"That the crisis in urban education has reached epic proportions is generally not disputed by educators, researchers, or policy-makers. Indeed, "the overwhelming reality [of urban schools] is run-down buildings, poor attendance, illiteracy, high dropout rates, vandalism and violence, low expectations, and perhaps worst, despair and hopelessness" (Miller, 1992, p. 79). Specifically, the drop-out rate for urban youth is often estimated at close to or even greater than fifty-percent (Comer, 1988; Fine, 1986; Lunenberg, 1992) while the relatively small proportion of urban students who do graduate usually lag far behind the academic achievement level of their more affluent, suburban, Anglo counterparts (Calabrese, 1990; Comer, 1988; Lytle, 1990). Further, urban schools tend to have high teacher turnover rates, low teacher morale, and less qualified teachers (Bruno & Doscher, 1981; Darling-Hammond, 1994). Although there has been some focus on urban elementary schools (much of the initial effective school research was conducted in urban areas), urban schools have generally been ignored by researchers and policy makers over the past fifteen years (Lunenberg, 1992; Miller, 1992). This is especially true of urban secondary schools. Recent rediscovery of the urban education crisis, however, has placed the reform and restructuring of urban schools in the spotlight of reform-minded educators and policy makers in the 1990s (Lunenberg, 1992). A spate of recent reform initiatives, in fact, have been proposed as possible solutions to the urban education crisis."
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Engineering Education, 2006.
A paper explaining why an education in engineering today requires a global outlook.
2,052 words (approx. 8.2 pages), 5 sources, MLA, $ 64.95
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Abstract
This paper explains that the only way that engineers will find success today is if they adopt a global perspective in their thinking. The paper maintains that a global outlook is necessary in an engineering education if engineers want to be aware of their competition and their need to compete in an increasingly global marketplace. The paper also asserts that the global outlook is necessary so that engineers are aware that they may need to collaborate with individuals from other countries.
Introduction
International Outlook
Educational Requirements
Current Implementation
Conclusions
From the Paper
"Engineering was founded on change, and today, more than ever, change drives engineering. Engineering, in its most basic form, is the creation of something new in order to bring about an improvement in the field for which that creation was designed. To continue that process, an engineer must attempt to broaden the existing designs to their fullest extent and introduce new designs. To ensure that the engineer has successfully undertaken a project, he or she must consider all of the possibilities available as part of the design process. Certainly, the only way to do so is to look beyond the familiar. By broadening his or her horizons, today's engineer can find success. Therefore, engineers must be exposed to the broadest base of information available. A global outlook is now required."
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