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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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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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Classical Philosophy Foundations of Vocational Education, 2002.
This paper reviews classical and current philosophy to discover if modern vocational education is fostered by formal education and to discover the ways to establish an equitable system of vocational training.
10,360 words (approx. 41.4 pages), 14 sources, MLA, $ 207.95
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Abstract
This paper asks the most basic philosophical question concerning vocational education, whether or not it is legitimate to educate with the primary goal of preparing an individual for the workplace. After reviewing the words of several philosophers, the author finds three themes: Vocational education is for an inferior breed of man, education is for the edification of the individual and for the benefit of society and the true goal of education is to develop man?s natural talents, affinities, and inclinations. The paper concludes that the review of philosophy has soundly directed the argument towards framing vocational education as based on both definitions of vocation, a preparation for occupation based entirely on the individual student?s actual calling in life and natural inclinations.
Table of Contents
Introduction
Definitions, Questions, and Problems
Defining the Liberal and/or Civic Education
Vocational Education Defined
The Socio-historical Approach to Vocation
Rephrasing the Question.
The Philosopher?s Approach Education and Vocation
Plato on Education and the Socratic Dialogue
Aristotle?s Moral and Vocational Training
Hobbes: Brutish Education for a Better World
Rousseau: The Free Spirited Child and a Liberal Education
Locke: Stifle Poetry and Educate Paupers
Adam Smith
Jefferson?s Meritocratic Education
Neitzsche: Self-Will, the Overman and Vocational Education
Summary of Issues
From the Paper
"It would be a mistake to suggest, as some have done, that the ancients had no parallel to the modern concept of vocational education. Aristotle, for example, seems quite familiar with the idea of training for technical or practical ability. However, he also suggests an important difference between liberating and vocational education. Aristotle seems to be firmly of the opinion that an education that focuses upon practical abilities is limiting and non-conducive to creating a citizen capable of self-rule. His conception of a two-track educating system suggests that some men are born to be slaves and some men are born to rule and that through education these two ought to be nurtured for their respective roles in life. While all humans could theoretically learn to develop leadership, those who were born as slaves are less likely too and need not be trained to do so."
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College Education, 2002.
A paper on the benefits of a college education.
2,058 words (approx. 8.2 pages), 3 sources, MLA, $ 64.95
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Abstract
This paper presents the opinion that a college education is greatly beneficial to an individual. The writer believes that a college education increases a person's study and personal skills, provides them with a better earning power and creates economic activity. A college education also creates better parents, with college graduates showing better parenting skills in the long run.
Contents:
Study and Personal Skills
College Education provides a better earning power
College Education creates economic activity
College Education augments parental awareness
College Education provides social benefits
College Education provides entertainment
College education increases career opportunities
College Education: An extra ordinarily worthy investment
College education equips with skills that help in resolving problems
College Education provides a well knitted web of friends and counselors
College Education enhances personal thinking and decision-making skills
College education strengthens self confidence:
College Education provides a competing advantage in the job scenario
Develops skills to communicate and to settle efficiently with different populace
College education helps in comprehending societal issues in a better way
Personal outgrowth through college education
Eradication of unemployment through College Education
College Education produces better human beings
Conclusion
From the Paper
"Through college education, students can learn to acquire academic skills by taking reading and writing assignments and other work regarding the course syllabus (benefits of college). By undertaking these assignments, students get an opportunity to work and communicate with other students belonging to different backgrounds, groups and associations (benefits of college). Such activities help students in their professional life as they learn to communicate through reading and writing (benefits of college)."
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Special Education, 2002.
Looks at the growth in special education students in the American system.
10,577 words (approx. 42.3 pages), 17 sources, APA, $ 211.95
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Abstract
Since the introduction of PL-142 (Education of All Handicapped Children Act) in America, the Special Education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers decrease. This paper discusses the increase in the American special education population. It discusses the factors that have contributed to the increase, including the effect of PL-142 on the growth of the special education population, early identification of special needs, the additional conditions that qualify students for special education, the placement of low achieving students in special education programs, accountability reforms and pressure from parents. Other areas investigated are the disproportionate amount of minorities that are placed in special education programs and the disproportionate amount of males that are placed in special education. The paper includes a table.
Table of Contents:
Introduction
Increases in the Special Education Population
The Effect of PL-142 on Increases in the Special Education Population
Early Identification of Special Needs
Conditions that Qualify Students for Special Education
Placement of Low Achieving Students in Special Education Programs
Education Reforms
Pressure from Parents
Disproportionate Amount of Minorities in Special Education Programs
Disproportionate Amount of Males in the Special Education Population
Results
Discussions
Recommendations
Conclusion
From the Paper
"Horn and Tynan (2001) believe that the best way to educate this group is through direct instruction, individualized attention and feedback. They contend that these students learn best when they have access to classrooms that provide consistent instruction at a slow pace. The authors also assert that if teachers would teach these children effectively there would be a marked improvement in their performance. Horn and Tynan suggest that teachers should focus on figuring out the specific reading problem that a child may have so that they can aid the child in overcoming the problem. In addition, the authors suggest that children with attention deficit disorder should be taught not to rely on medication alone."
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The State of Arts Education in New Jersey, 2005.
A look at the situation of arts education in New Jersey following the No Child Left Behind Act.
16,584 words (approx. 66.3 pages), 13 sources, MLA, $ 249.95
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Abstract
This paper looks at the National Standards for Arts Education as a place to start in assessing any state's interest in and support of arts education. The paper explains that to assess New Jersey's positioning on the canvas of American arts education, the debate and its contributions were analyzed for the past decade; the findings were unequivocal that arts education has a place not only in humanities teaching, but also in creating an atmosphere in which all children can achieve. It explains that wealthier school districts are more likely to retain arts programs under pressure, although it is the disadvantaged districts that would most benefit. The entire issue is assessed in terms of the possibilities post-NCLB, and the current progress of the states in terms of adopting the National Standards for Arts Education are also discussed. The writer concludes that it appears that New Jersey has at least nominally found a niche among the states more dedicated to providing arts education. It remains to be seen whether that education will be of the 'media' sort, or the more substantive arts education that demands continued student/teacher involvement in pursuit of generalized goals contributive to developing an aesthetic sense and possibly some mastery in an arts area.
Chapter I: Statement of Problem
National Standards for Arts Education: History
The Standards Themselves
Budget Issues
Quantitative Information
Qualitative Findings
Chapter II: Literature Review
Merits of Fine Arts Education
Educational Reform and Arts Education
How to Conduct Arts Education
The Standards Themselves
References
Appendix A: New Jersey Standards for Arts Education
Appendix B: U.S. Hunger in the Year 2000
Appendix C: Jasmine's Story
List of Tables
Table 2.1: States requiring arts credits for high school graduation
Table 2.2: Mandatory Status of Arts Education by State
List of Figures
Figure 1.1: Reasons to Support Arts Education: New Jersey
Figure 1.2: Budgeted Funds for Arts Expenditures by Type of School
Figure 1.3: Budgeted Funds for Arts Expenditures by School Size
Figure 1.4: Budgeted Funds for Arts Expenditures by Region
From the Paper
"Four years ago, discussion concerning the place and presence of fine arts education in public schools would have been primarily a discussion of the need for the curricula in the first place and the financing of it. In the early 1990s, discussion of National Standards for arts education became prevalent in the professional media. Since the start of the Bush administration's No Child Left Behind initiatives, however, any public discussion of the present and future of arts programs in public schools is clouded by a new dominant educational debate; the new debate concerns whether NCLB signals the death-knell of learning in U.S. public schools, or is a way to raise up the academically disadvantaged. While this investigation does not attempt to find the definitive answer to that question, there is little doubt that the fact and progress of NCLB will have an impact, and arguably a negative one, on fine arts education generally. Whether it is having or has had a negative impact on fine and performing arts education in New Jersey is a proper question for the current research, however. It is probable that the answers to a statewide survey of fine arts faculty conducted for this investigation will help resolve it. Indeed, the question to be answered is how well New Jersey's Fine Arts Programs compare to National Standards, allowing for classification differences within the state."
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Higher Education in the 20th Century, 2002.
A review of the changes in education that have created the education system currently seen in universities in America.
8,654 words (approx. 34.6 pages), 34 sources, MLA, $ 182.95
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Abstract
This paper explores the development of education in the United States. The paper reviews education throughout America's history to understand how the education system in place today came about. The writer looks at specific examples of educational institutes such as Yale University, to understand how education began and developed along the way. The paper includes a review of education reform specifically in the science and the military-industrial complex world. The writer attempts to understand how science education changed from the once religious and morally based to the technological lean it has today.
From the Paper
"One of the more interesting discussions of the epistemological development of college students was provided by William Perry in his work with students at Harvard. Perry developed a map of the epistemological development of his students. Although some of the students interviewed originally were women, when he published his research, all the subjects included were male. This immediately biased the study, although Perry later indicated that the women interviewed followed the same sequence of stages as the men."
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Education Terms, 2007.
An analysis of the importance of five educational terms in the education of children in the United States.
968 words (approx. 3.9 pages), 10 sources, MLA, $ 34.95
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Abstract
This paper analyzes five educational terms and the ways they are used in society. It discusses the benefits of the concepts expressed in these terms and how they can be used to improve education as a whole. The paper discusses authentic assessment, excellence in education, the No Child Left Behind Act of 2002, the need to educate the whole child and the concept of education that makes a difference.
Table of Contents:
"Authentic assessment"
"Excellence in Education"
"No Child Left Behind"
"Educating the Whole Child"
"Education that Makes a Difference"
From the Paper
"This view expands on the view of education only as a means towards narrow practical ends. Education that make a difference often refers to the way that education can be a crucial factor in raising standards of living and increases the horizons of the less fortunate and those who live in poverty-stricken areas. This idea of the power of education can also be related to the positive difference that education can have for the disabled. As one educationist states; "I believe that effective schools are those that find ways of educating all their students. This standard of educational effectiveness focuses attention on what schools do for the disadvantaged student--not just the poor, but also the dyslexic, the rebellious, and the unconventional learner." (Marshall, 1993) While all education should in some way 'make a difference', this term is used explicitly to emphasize the various ways in which education can change and shape lives for the better."
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Bilingual Education in Ontario, 2008.
This paper looks at bilingual education and special education in Ontario.
3,145 words (approx. 12.6 pages), 18 sources, MLA, $ 91.95
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Abstract
In this article, the writer notes that Canada's two official languages and growing demand for bilingual or French immersion education beyond Francophone areas challenges special education teachers, as they must explore different teaching methods and novel approaches to second language studies. The writer points out that other special education teachers face students from new Canadian backgrounds who must acquire French quickly in areas where French is the usual language and medium of instruction. The writer also notes that others speak French in the home but in dialects that demand instruction towards French as it is spoken in Canada. Moreover, in Anglophone areas of Canada, the special education student is entitled to study French, like all students, just as he or she is entitled to studies as much as possible resembling those of mainstream students. The writer reflects on what is understood by the term of bilingual education as it appears to have several implications depending upon the situation, languages or kinds of students involved.
Outline:
Introduction
Background
Special Abilities & Problems
Acquiring an Approach
Assessment Pitfalls
Withdrawing Children
Concluding Remarks
From the Paper
"Special Education has been an important issue in the Province of Ontario's francophone boards that sometimes receive students who do not speak French in the home or otherwise encounter the French-medium school as a place of language acquisition. Only in 2004 did the Ontario government resolve to step up funding for Special Education classes, assessment and support services so that all francophone schools do cater to the roughly 10% of students, as in Anglophone boards, to require Special Education for some or all of their education. In areas where bilingualism is usual or valued, Francophone Special Education students have sometimes been assigned to local English-medium schools that do offer Special Education.
Where bilingual schools exist, similarly, the expectation in some boards has been that Special Education will be taken in English. French immersion schools in Ontario are charged with providing French-medium Special Education for students in need. In Anglophone areas, bilingual schools and classes have expanded greatly, along with French immersion facilities that a generation ago were seen as suiting advanced or 'gifted' students but now serve generic students, French immersion schools offer their French-medium Special Education classes, too."
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Education in Thailand, 2001.
Historical roots. Impact of Buddhism, political regimes; modern education; compulsory education; Special & Welfare education; Distance learning.
3,375 words (approx. 13.5 pages), 13 sources, $ 119.95
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From the Paper
"Thailand?s educational history can be said to have begun in the middle of the Sukhothai period (13th Century) when King Ramkhamhaeng invented the Thai alphabet. Stone inscriptions of that period tell of moral, intellectual and cultural education. Early education was, however, limited to mainly the aristocracy and the Buddhist clergy (Sudaprasert, 1973).
The alphabet was created so that the many princes of the land would be literate enough to administer their provinces and communicate with the palace in the capital, while monks had to know how to read the religious texts from which they preached sermons to the peasants. The great bulk of the people was either in service or engaged in farming so they had little need for reading skills..."
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Gender Inequality in Indian Education, 2007.
This paper describes the gender inequality that exists in Indian education and recommends changes to India's education system.
3,450 words (approx. 13.8 pages), 7 sources, MLA, $ 97.95
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Abstract
This paper analyzes the situation of under-privileged girl children in India in terms of the education system there. The paper makes this analysis through the examination of the interplay of several historical, social, cultural and political factors. The paper relates that it was during the end of the nineteenth century, when the Indian government realized the need for the education of women. The paper further relates that measures adopted during the later years, proved insufficient and, at the time of independence, the government was faced with the formidable task of educating a large section of the uneducated, illiterate population. The paper notes that the government of India thus under took several policies to improve girls' accessibility to education, at least during the early years of the child's life. The paper then points out that it has been widely perceived that bridging the gender gap in education will provide an effective solution to the problem of gender equality. This paper re-examines this contention.
Table of Contents:
Introduction
Gender 'Inequality' in Education
Measuring Gender Inequality
Achieving Gender Parity in Primary Education
Reducing the Gender Gap
Increasing Enrollment Levels of the Girl Child
Focused Interventions Gender Parity in Education
Social Dimension of the Problem
Gender Division of Labor
Focused Interventions Recommendations
Schedule Castes and Schedule Tribes
Rural Urban Divide
Moving towards Gender Equality
Right to Education
Ensuring Access with Equity
Physical Accessibility
Creating a Physical Environment
Improvement in State Functioning
Rights in Education
Creating a Safe and Equitable School Environment
Sexism in the Curriculum
Right through Education
Conclusion
From the Paper
"Unequal gender relations may arise due to domestic violence, stress as well as cultural practices of exclusion. These factors, not only promote unequal gender relations but also impact gender related development outcomes. It has been argued that irrespective of the overall socio-economic background, in most cases views on femininity come in conflict with the goals of education, which are directed towards survival and unity. Although education emphasizes on independence and promotes a spirit of inquiry, traditional notions of femininity seek; to create a docile and submissive character of the girl child."
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Theological Education and Technology, 2004.
A research paper examining the implications of distance learning on theological education.
9,850 words (approx. 39.4 pages), 27 sources, APA, $ 200.95
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Abstract
The impact of information technology is now being felt on theological education. Along with the implications for extension education and distance learning, information technology and digital information have the potential of changing the way in which theological discourse is used. Through qualitative research, this paper addresses issues such as the problems the traditional delivery of theological education face in the information technology age. It also questions whether theological education can be delivered effectively via distance learning or the Internet. The paper also shows what makes theological education different from other types of education.
Table of Contents
Abstract
Statement of the Problem
Hypothesis
Literature Review
Theological Education and Distance Education
The Modern Theological Student
Challenges Facing Theological Education
Persistent Criticisms of Distance Education
Effectiveness of Distance Education in Theological Education
Conclusion
Methodology
Questionnaire
Bibliography
From the Paper
"Distance education has the potential to provide a way for churches and religious leaders to develop programs in conjunction with theological institutions?or in place of seminaries where the academy is unresponsive (Williams, 2001). Many of these efforts center theological education around ministry, or around the development of leadership skills, and build on the reality that learning in these areas is more effective when based at a site where it will be used."
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Aristotle on Education, 2005.
Paper discusses Aristotle's theory on education and the role that education plays in the production of citizens who support and maintain democracy.
1,247 words (approx. 5.0 pages), 3 sources, MLA, $ 42.95
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Abstract
The author presents a comprehensive analysis of Aristotle's theory on education, as contained in his "Politics." The author argues that a full reading of Aristotle's "Politics" indicates that, while he perceived of the polis as a natural creation, he maintained that the formulation of the best possible polis required human effort and the diligence of the city's administrators. It shows that Aristotle believes that special attention should be focused upon the education of citizens, inasmuch as it was through education that the city could produce the organisms, so to say, that would keep it healthy and functioning as it should.
From the Paper
"Education is the cornerstone of any political system, inasmuch as it helps maintain that system by orienting citizens towards its acceptance and support. That is the crux of Aristotle's argument on education, as presented throughout Politics but as especially focused upon in the eighth book. It is also the cornerstone of totalitarian and authoritarian regimes, whose continued hold on power ultimately depends on the continued production of submissive and meek citizens. It is within the context of this understanding and the relationship between Aristotle's views on education and the practices of totalitarian/authoritarian governments that one finds the claim of Aristotle's being a supporter of liberal democracies quite hard to accept. However, this is precisely the claim that Robert Bartlett forwards in "Aristotle's Science of the Best Regime" (152). Nevertheless, a full reading of Aristotle's Politics indicates that while he perceived of the polis as a natural creation, he maintained that the formulation of the best possible polis required human effort and the diligence of the city's administrators, with special attention focused upon the education of citizens inasmuch as it was through education that the city could produce the organisms, so to say, that would keep it healthy and functioning as it should."
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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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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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