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Foundation Research within Education, 2005.
This paper discusses the methodology used in foundational research within the field of education.
3,825 words (approx. 15.3 pages), 5 sources, $ 151.95
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Abstract
This paper is based on the research article "Class Size in Primary School: Perceptions of Headteachers, Chairs of Governors, Teachers and Parents" by N. Bennett (1996), which helps clarify the perceptions of attitudes within education. The author points out that Bennett demonstrates the way models of research used within education do not resolve many of the critical debates over how information can be successfully transferred from educator to student. This paper draws upon the basic arguments made by Bennett to define and describe the gap between educational myths and findings in foundation research methods within education.
From the Paper
"The increasingly standardized themes within Western education create the sense that researchers and activists within education have identified those traits that are successful in terms of enhancing the educational and cognitive developmental progress of students active in the system. Focuses on class size, standardized testing, and forms of classroom materials suggest that there are strategies which maximize effective conveyance of education from educator to student. Yet in assessing foundation research methods used within education, this image of widely-accepted and successful teaching strategies is not sustained. There is significant debate concerning which aspects of education are fundamental to student success."
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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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Foundations of Educational Practices, 2002.
A look at the effect of a school reform issue at secondary school level.
1,150 words (approx. 4.6 pages), 11 sources, $ 44.95
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Abstract
This paper analyzes any one school reform issue in the secondary school level and will inform the educational leaders about this issue, explaining the reasons for the emergence of such an issue and the pros and cons of any suggested stance. Finally it will provide recommendations for the local school district to take.
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Hemophilia Foundation & Children's Leukemia Foundation, 1999.
Examines Michigan organizations' history, focusing on its leadership, purposes and services.
1,350 words (approx. 5.4 pages), 7 sources, $ 47.95
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From the Paper
"Introduction
Nonprofit organizations exist in many different forms and for many different reasons, with some organizations serving only a small area in an urban setting while other organizations have a national, or even international, presence. Charities and foundations can be set up for research purposes, in order to provide direct financial assistance, or to provide some type of service to clients. Among the more popular types of nonprofit organizations are foundations, which typically have an endowment that is used to generate income for specific activities. Foundations are often formed to focus on a particular disease or group of diseases; this is the case with the Hemophilia Foundation of Michigan as well as the Children's Leukemia Foundation of Michigan. This research examines both of these organizations, including .."
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?Kaleidoscope: Readings in Education?, 2004.
This paper review six parts of the classic about the educational system, ?Kaleidoscope: Readings in Education? (1988), edited by K .Ryan and J. Cooper.
2,225 words (approx. 8.9 pages), 2 sources, MLA, $ 69.95
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Abstract
This paper explains that, in ?Part One: Teachers?, as the educational system continues to come under increasing amounts of scrutiny, the teacher is ultimately at the fulcrum of pressure. The author points that, in ?Part Four: Curriculum?, the curriculum essentially is the content that is considered worth learning; but, educators are unresolved over the question of what is worth knowing when knowledge is changing at an exponential rate. The paper relates, in ?Part Six: Foundations of Education?, that pedagogy, and not methodology, is the term used in discussing the habits and patterns a school uses in order to pursue its goals of replacing ignorance with intelligence in the students? lives.
Table of Contents
Part One: Teachers
Part Two: Students
Part Four: Curriculum
Part Five: Instruction
Part Six: Foundations of Education
Part Seven: Miscellaneous
From the Paper
"In light of the increased levels of demands placed on teachers and the continuing decline of academic performance, it is no wonder that today?s teacher is suffering from a loss of self-esteem. Teachers are considered important and valuable for the work they do, but their work is done in relative obscurity. According to Chall, in her piece ?Restoring Dignity and Self-Worth to teachers? society values the product of an effective teacher, a well-educated child, but does not value the teacher enough to pay him or her well. This has been the approach of the American education institutions since the time of de Tocqueville."
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Philosophy of Education, 2004.
This paper discusses various philosophies of education, which conclude that the schools themselves are the very foundation of the American democracy.
850 words (approx. 3.4 pages), 6 sources, APA, $ 30.95
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Abstract
This paper explains that, after the family, schools are the most dominant social institutions in the life of most young Americans today; through formal and informal education, children learn both academic and life skills. The author points out that philosopher John Dewey (1916) stated that the end goal of education lies beyond teaching young people job skills; instead, education should prepare a young person to participate in "a common life" that constitutes this country's democracy. The author believes that her own philosophy of education is heavily influenced by Dewey, Addams, and Schon. Education is an influential agent for social change.
From the Paper
"Hutchinson (2003) further discusses the efforts of Columbus Mayor Michael Coleman to address the racial and socio-economic inequity in public. While educators have been working to bridge this divide, the factors that perpetuate this gap also occur outside the school?s jurisdiction. These would include issues such as poverty and drug addiction. The solution is thus not hiring more teachers, but helping other community groups ? youth groups, church leaders ? to develop strategies such as after-school programs to keep children on track."
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Sociology and Education, 2002.
This paper discusses that, in the discipline of the sociology of education, the theme of the teacher serving as catalyst for learning stands out.
1,400 words (approx. 5.6 pages), 5 sources, $ 53.95
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Abstract
This paper explains that the approach of "andragogy" is about allowing the learners' motivation and responsibility to lead them to a process of self-direction in their own learning. The author examines how John Dewey moulded the foundation for this approach to education.
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John Locke and Education, 2002.
An analysis of John Locke's essay on education with an emphasis on how he saw social virtue as a reform.
2,150 words (approx. 8.6 pages), 5 sources, $ 80.95
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Abstract
This paper explores the ways in which John Locke's essay on education can be read in the contexts of modern schools and education. The emphasis of this paper is on Locke's remarks on social virtues, and how these are the foundation of education. Since Locke writes of education as a life-long process, it follows that personal character plays a role in learning and teaching. In this paper, the qualities of social virtues and social relations are re-situated in contexts of schooling, from curriculum to administration.
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?Democracy in Education?, 2004.
An analysis of Amy Guttman's book on the concept of education within a democratic framework.
828 words (approx. 3.3 pages), 3 sources, APA, $ 29.95
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Abstract
Amy Gutmann?s book, ?Democracy in Education?, is a thoughtful analysis of the philosophical foundations of education in a democratic state. This paper shows how, in her investigation, Gutmann tackles a number of complex issues, including academic freedom, book burning, teacher?s unions, and public support for private schools in the context of this debate. The paper shows that, ultimately, Gutmann comes to the almost inevitable conclusion that the responsibility for education of democratic citizens is the citizens of a democratic state, acting on their own behalf, either privately or through their democratically elected representatives.
From the Paper
"Gutmann sees the role of public schools in a democracy as a vehicle to educate future citizens of that democracy, enabling them to play a role in responsible self-government. These elements of responsible self-government include respect for liberty and opportunity, as well as a respect for the debate over political issues. It is the teaching of these important elements that serves the foundation for publicly subsidizing education in a democratic nation."
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Leadership and Education, 2006.
An in-depth analysis of the effects of leadership and leadership theories on the quality of education.
29,200 words (approx. 116.8 pages), 83 sources, MLA, $ 249.95
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Abstract
This study examines the effects of leadership and leadership theories on the educational continuum and specifically on the effect it has on the quality of education. The study uses a mixed methodology to investigate various leadership theories and examines their effect on the quality of higher education. The research shows that the delivery of educational leadership services by colleges and universities and the impact of traditional curricula on prospective educators continues to be debated and refined. The impact of additional unfunded mandates from the federal No Child Left Behind Act is profound, with many low-performing schools being threatened with the loss of their funding if they fail to achieve at least minimum academic achievement standards.
Contents:
Chapter 1: Introduction
Background
Statement of the Problem
Purpose of the Study
Significance of the Study
Nature of the Study
Research Questions
Conceptual Framework
Definitions
Assumptions
Scope, Limitations, and Delimitations
Chapter Summary
Chapter 2: Literature Review
Background and Overview
Foundations of Educational Philosophy in the United States
Curricula Reform Initiatives
Leadership Theories
Organizational Behavior in Academic Settings
Leadership in Academic Settings
Chapter Summary
Chapter 3: Methodology
Research Method and Design Appropriateness
Population, Sampling, and Data Collection Procedures and
Rationale
Internal and External Validity
Data Analysis
Organization and Clarity
Chapter Summary
Chapter 4: Data Analysis
Chapter 5: Summary, Conclusions and Recommendations
From the Paper
"While a wide range of traits have been identified as being associated with different aspects of leadership effectiveness, the specific association between individual traits and effectiveness has frequently been unconvincing (Bass 1985, cited in Fernandez, 2005). Furthermore, the research to date has consistently failed to identify a set of skills and traits that all successful leaders must possess in order to be effective in a given setting (Fernandez, 2005). Likewise, although the importance of effective leadership in educational settings is widely recognized, there remains a lack of consensus on what works best and why; indeed, given the abysmal performance of many of the nation's schools despite repeated efforts at curricula reform and pedagogical alternatives, it would seem that this lack of consensus is based on a paucity of sound models rather than a lack of effort. In this regard, Short and Greer (2002) report that in recent years, there has been a concerted effort to restructure public education. "Site-based management, charter schools, learner- centered communities, and teacher empowerment have been the focus of much of the reform effort," they advise (p. viii). These initiatives have created a concomitant debate concerning what types of educational leaders are needed in this dynamic environment. According to Short and Greer, "Ideas about leadership have expanded as schools attempt to build learning organizations with empowered participants. While much has been written about school restructuring, there is a need for a better understanding about how to build empowering environments in schools based on empirical findings rather than rhetoric or opinion" (2002, p. ix)."
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What is Multicultural Education?, 2007.
The paper explores the challenge of defining multicultural education.
1,051 words (approx. 4.2 pages), 3 sources, MLA, $ 36.95
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Abstract
The paper explains that there are many complex issues that have to be taken into account in order to attempt a definition of multicultural education. The paper points out that multicultural education intersects by necessity with many other controversial issues, such as integration as well as social structure and transformation. The paper highlights the opposing views on what is multicultural education and discusses foundation points that almost all educationists and role players agree on. The paper concludes that if educationists are united in the meaning of multicultural education, there is a better chance of overcoming the challenge of defining multicultural education.
From the Paper
"Studies also show that educationists and teachers often differ in their views and definitions on this subject. "It is rare that any two classroom teachers or education scholars will have the same definition for multicultural education. As with any dialogue on education, individuals tend to mold concepts to fit their particular focus." (Multicultural Education) This view points out that due to its changing and transformational character, and the various factors and implications that it carries with it, there is no one easy and universally acceptable definition of the term multicultural education."
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Nursing Education, 2008.
Examines issues of regulation and accreditation pertaining to nursing education.
1,165 words (approx. 4.7 pages), 4 sources, APA, $ 40.95
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Abstract
This paper explains that nursing programs are only available through accredited colleges because it is in the public's best interest to have measured standards providing guidelines for the nursing profession. The author points out that the regulatory requirements of higher education form a foundation for accreditation. The paper outlines the five areas required for institutional accreditation. The author also presents several regulations of nursing education institutions.
Table of Contents:
Introduction
Regulatory Purpose
Purpose of Accreditation
Similarities and Differences between Regulation and Accreditation
Conclusion
From the Paper
"The 12-Hour Rule was originally drafted to prevent fraud by what is now as "diploma mills". Diploma mills are found mostly in correspondence programs and they usually do not operate on an academic year. An academic calendar maintains a mandatory 12 hour regularly scheduled classroom session each week allowing students to become eligible for federal financial aid. The 12-hour rule was created by the Education Department."
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Education or Oppression?, 2006.
A personal view of the educational system from a student. This includes a definition of education and criticism.
1,086 words (approx. 4.3 pages), 0 sources, MLA, $ 37.95
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Abstract
The writer expresses personal opinions about the schooling received as a student. The writer examines how the function of education is to allow the student to find his or her own personal identity, while providing the foundations and critical tools to achieve this. This is followed by an explanation of the two main types; banking and critical. Banking is passive absorption of amounts of data as opposed to critical which is emphasizing creativity. The author criticizes the education he/she received as not allowing enough self-expression and creativity.
From the Paper
"The purpose of education should ideally be to advance the ability of the student to critically examine, understand and question the world around him or herself. In this sense education has a creative purpose and is intended to enable the student to challenge and confront the world in an open and knowledgeable way. Education should emphasize creativity and should never be merely a passive absorption of amounts of data that can be regurgitated mindlessly. This view of education, known as "banking" education, is actually in my view the opposite of what true education should be. In other words, education should teach the student to interact with the world and environment around him or herself. It is essentially aimed at liberating the student's mind through knowledge which is intended to empower the individual to inquire and question the total context of reality in which they exist."
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?Life in Schools?, 2002.
An analysis of the book ?Life in Schools: An Introduction to Critical Pedagogy in the Foundation of Education,? by Peter McLaren.
1,191 words (approx. 4.8 pages), 1 source, $ 40.95
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Abstract
The paper discusses education expert Peter McLaren, a well-known proponent for enforcing social reform and teaching and discussing about new issues in education and critical theory, which is the critical pedagogy and multicultural education. His extensive works regarding the study of critical pedagogy has already made him popular and well received by students, scholars and readers who are in line of thinking with Paulo Freire, one of the most famous educational thinkers who revolutionized the way scholars treat the problem of education in the contemporary American society. The paper analyzes McLaren's book "Life in Schools: An Introduction to Critical Pedagogy in the Foundation of Education," which is a reflection of McLaren?s belief about the radical change the educational system needed and the social reform the educational system needs, in order relieve the poor, ?oppressed? people from suffering the commercialization and disintegration of knowledge and quality learning in America?s educational system.
From the Paper
"Public and private education has also been declining in quality and superiority when it comes to providing superior quality of education to the students. Public schools have been declining in quality of educations as compared to private ones, which is usually controlled and run by businesses. Again, capitalist industries take ?full rein? in the administration of school activities and programs, and its control does not only involve school administration, but also ?privatization, school choice, accountability schemes, and standardized tests.? Again, commercialization is evident even in public and private schools in the educational institution of America."
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Bilingual Education and Charter Schools, 2002.
Discusses these forms of education as a solution to English Language Learning (ELL) students and the problems they face within mainstream education.
1,043 words (approx. 4.2 pages), 2 sources, MLA, $ 36.95
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Abstract
This paper argues that English-language learners (ELLs) and underprivileged and minority children that have difficulty fitting in with mainstream schools need more latitude in dealing with their language and socio-economic barriers. The author of the paper is of the opinion that bilingual programs and charter schools hold the best hope for providing them with a foundation to succeed despite their initial limitations. Bilingual programs allow students to learn in the only language that they understand and charter schools devise programs that serve the needs of children that have had trouble succeeding in traditional schools.
From the Paper
"Bilingual education would be a better way to pursue the welfare of ELL students for several reasons. Contrary to popular fears, bilingual education does not prevent students from learning English or from assimilating into American culture. Instead, bilingual education teaches English in a very effective manner while providing students with the ability to learn academic content through their native language that they are the most comfortable with. Thus, students become proficient in two languages that will prove beneficial in adulthood, without sacrificing their ability to do well in school because they can?t understand their teachers. With respect to the sheltered instruction/structured immersion option, it?s simply not fair to offer inferior academic content to students that can?t speak English. This, in essence, denies them the right to an equal education."
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