| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "REFORMING EDUCATIONAL SYSTEM": |
|
|
Reforming the Educational System, 2005.
This paper applies the theory of radical behaviorism to reforming the educational system.
985 words (approx. 3.9 pages), 5 sources, MLA, $ 34.95
»
Click here to show/hide summary
Abstract
This paper explains that the theory of radical behaviorism assumes that variables of the psychology are actually misidentified responses; therefore, by applying radical behaviorism to society, a better society, without the tremendous number of social ills and individual abnormalities that exist today, can be forged within the relative short time span of three generations. The author stresses that the educational system, the backbone of society from which future workers, leaders and scientists arise, is faltering. The paper outlines three icons of the educational system, which would benefit immensely from radical behaviorism: The grading system, the area of punishment for misbehavior and the class delineations of age and grade level.
From the Paper
"Another way that the educational system could be improved through radical behaviorism is in the area of punishment for misbehavior. It is quite common for those individuals who get into trouble in school to be suspended from attending. Using this type of reinforcement is not withholding the reward. School is obviously not the reward for these individuals, yet we tell them if they misbehave bad enough we will not allow them to attend. Punishment for misbehavior needs to be behavior modification drills that alter the bad behavior rather than rewarding it. The goal of education is to impart knowledge, skills, or information. Therefore the educational system should work towards this goal. Punishment for misbehavior sidetracks the educational system by diverting it from its goal."
| |
|
Hernando County's Educational System, 2004.
A report on the status of the Hernando County education system under the "No Child Left Behind" (NCLB) Act.
3,500 words (approx. 14.0 pages), 9 sources, MLA, $ 98.95
»
Click here to show/hide summary
Abstract
This paper discusses the effect the "No Child Left Behind" Act is having on the education system in the Hernando County. The paper analyzes the current and potential harm that can be done in the name of this federal educational reform. The paper offers the suggestion to repeal the NCLB Act and return management of local school districts to local school officials, parents, students, and other concerned citizens in each district.
Table of Contents
Executive Summary
Introduction
Hernando County?s Current NCLB Situation
The Hernando County Situation in a Larger Context
National Commentary on NCLB
Recommendations
Appendix A: 2004 Adequate Yearly Progress (AYP) Report ?District Level, Hernando
Appendix B: 1004 Adequate Yearly Progress (AYP) Report, Hernando
References
From the Paper
"The No Child Left Behind (NCLB) act has stamped modern American education with the mark of mediocrity. In mandating that all school districts in the nation live up to a set of standards or lose important Title 1 funding for their disadvantaged schools, and by imposing sanctions that are draconian in their effects, the federal government is imposing the will of Congress on the choices of parents. In addition, the dissonant requirement that states set their own standards creates disparity of a magnitude unimaginable before the federal government decided to intrude into this most important, not to say intimate, local issue between children, parents and those who are entrusted to educate those children."
| |
|
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
»
Click here to show/hide summary
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."
| |
|
Educational Systems in Canada, 2002.
A comparative analysis of traditional and modern First Nations education in Canada.
2,900 words (approx. 11.6 pages), 9 sources, $ 106.95
»
Click here to show/hide summary
Abstract
This paper examines traditional and modern First Nations education in Canada. The author compares the flaws and beneficial aspects of both systems, discusses the negative legacy of the traditional system, which suffered from racism, and presents the reforms that are being considered for improving modern education in Canada. The paper concludes that a more modern educational system is evolving which is more responsive to the special circumstances of First Nations children, and expresses hope that every Canadian will support these new efforts.
| |
|
First Nations Educational Systems, 2002.
A look at the history of First Nations education in Canada.
1,400 words (approx. 5.6 pages), 4 sources, $ 53.95
»
Click here to show/hide summary
Abstract
This six-page undergraduate paper examines traditional and modern First Nations education in Canada. The author discusses the negative legacy of the traditional system, which suffered from racism, and presents the reforms that are being considered for improving modern education in Canada.
| |
|
The Education System in Britain, 2004.
An analysis of Britain's educational system with a focus on class differences.
1,245 words (approx. 5.0 pages), 6 sources, MLA, $ 42.95
»
Click here to show/hide summary
Abstract
This paper examines whether the United Kingdom's education system is a 'ladder of opportunity' or whether it simply reflects, reinforces and reproduces existing class differences. The paper discusses research that supports the supposition that education within Britain is not a ladder of opportunity but rather a hierarchical establishment. The paper contends that much reform is needed from the world of academia and the government before true change can be realized.
Outline
Introduction
Analysis
Conclusion & Recommendation
From the Paper
"The education system in Britain currently exists as a hierarchical system enabling class differences to continue to persist despite some policy changes that would help facilitate a more equitable program for all involved. Is the educational system a ladder of opportunity? A ladder of opportunity should be considered something that facilitates achievement for all individuals irrespective of their race, national origin or social class. Many consider the educational system a "ladder of opportunity" because education can facilitate achievement and professional growth and wealth for those that pursue it to its highest levels. However, within the UK the education system is not equitably accessible to all levels of the population, and because of this the system actually reinforces and perpetuates existing class differences that already exist within the country. "
| |
|
Higher Education Reform, 2007.
This paper argues that reforms are needed in the U.S. higher education system.
1,725 words (approx. 6.9 pages), 5 sources, MLA, $ 55.95
»
Click here to show/hide summary
Abstract
This paper argues that, although many Americans do not see the U.S. higher education system as a troubled area, if they were to look closer, they would recognize that it is in desperate need of reform. The author points out that, over the past few decades, our higher education systems have been lagging in four key components: access, affordability, quality and accountability. The paper relates that Secretary Margaret Spellings and the U.S. Department of Education did a year-long investigation of the Higher Education system in hopes of coming up with effective solutions to these problems. The paper underscores that many students do not feel ready for college because they are inadequately prepared and there are many financial barriers. The paper stresses that, because the system is so intrinsically linked to the future success of the children and the nation, its reform should be one of the highest priorities.
From the Paper
"Just between 1995 and 2005, the tuition for attending a private four-year college rose about 36 percent, 51 percent in public institutions and 30 percent in community colleges (after adjusting for inflation). The worst part of this is that there are no incentives for colleges and universities to cut their costs because prestige is often measured by resources. Along with affordability is the problem of financial aid in the U.S. Our financial aid systems is too complex, long, confusing, inefficient, and usually does not provide aid for those who require it the most."
| |
|
Educational Reform in the Global Community, 2005.
A discussion regarding education reform and society in the global community.
1,575 words (approx. 6.3 pages), 3 sources, $ 62.95
»
Click here to show/hide summary
Abstract
This paper discusses reform related to education in the global community. The paper focuses on the attempts of eleven countries, spanning five continents that have attempted educational reform in the past several decades. This paper then further pinpoints the issues that surround the educational reform, the problems that it attempts to address, and the results of the reform in comparison with the other countries investigated. The paper is significant in educational research because it develops a pattern of global reform that should be addressed within countries that are developing educational reform systems.
From the Paper
"Although the twenty-first century possesses great aspirations for students that dream of changing the world, educational systems across the continents often do not have the ability to assist with such intentions, and are struggling within society to implement educational reform. Often the complication lies in the ability of the social structure to be made aware of the difficulties that exist in education, or it is society's disenchantment with systems that were long contended as unchangeable that led to a dormancy in action to reform the methods that are devised to provide public education. However, the research indicates that battles are being waged across the globe to instill educational systems that will meet the needs of the children of today within the global community, and prepare a framework for the progress of education in the future."
| |
|
Educational Reform and Accountability, 2002.
This paper addresses major innovations in educational reform since 1983 within the United States.
2,150 words (approx. 8.6 pages), 10 sources, $ 80.95
»
Click here to show/hide summary
Abstract
This paper addresses major innovations in educational reform since 1983 within the United States. This paper focuses on increased accountability in education as a negative aspect of educational reform.
| |
|
Education Reforms: Private or Public, 2002.
This paper covers the current faults and weaknesses of the American education system and why either private or public reforms are necessary to improve it.
1,600 words (approx. 6.4 pages), 3 sources, MLA, $ 52.95
»
Click here to show/hide summary
Abstract
This essay starts off by listing some of the current downfalls and flaws with the U.S. education system. It then proposes some practical solutions to the problems mostly though intervention by private businesses and the private sector as a whole and not just the public. Mention is also made of the government's failure to promote or improve the system as well as what the true goals of education should be.
From the Paper
"The United States education system is not at par with general standards of quality education worldwide. The problem lies with our school and college curriculum and lack of sound reforms in the area of education. Though every year, our administration declares that education reforms is at the top of its political agenda, still each year we fail to notice any changes in the school and college education."
| |
|
Educational Reform Measures, 2001.
A look at reform measures and strategies suggested by researchers and educators and discussion on their effectiveness.
2,071 words (approx. 8.3 pages), 18 sources, $ 65.95
»
Click here to show/hide summary
From the Paper
"Educational reform has been identified as the vehicle for preparing our future vanguards to compete for the position of world leadership. Educational reform is one of several important issues that facilitates the continuation of the democratic republic in America."
| |
|
Educational Reform Measures, 2001.
An examination of reform measures and strategies suggested by researchers and educators and a discussion of their effectiveness.
2,071 words (approx. 8.3 pages), 17 sources, $ 65.95
| |
|
Educational Reform & Change, 2001.
Identifies significant issues in reform. Describes differing ideas of 10 prominent educators.
2,250 words (approx. 9.0 pages), 21 sources, $ 79.95
»
Click here to show/hide summary
From the Paper
"Educational reform and change is a movement that was motivated by the 1983 report AA Nation At Risk,@ published by the National Commission on Excellence in Education. Response to the report elicited many ideas and methods of school reform. In March of 1994, President Clinton signed the GOALS 2000: Educate America Act, which established national education goals that focused on results, accountability and flexibility in the use of federal education resources. The 1994 Goals 2000 Act formalized into law the six original National Education Goals (school readiness, increased graduation rate, student achievement, mathematics and science, adult literacy and lifelong learning, safe schools) and added two goals on teacher education and professional development and parental involvement. This paper will identify some of the most significant issues in educational ..."
| |
|
Educational Reform, 2002.
A discussion of the state of education in the U.S. and the necessity for change.
2,475 words (approx. 9.9 pages), 10 sources, $ 87.95
»
Click here to show/hide summary
Abstract
Discusses state of education in U.S. & necessity for change. Need for self-study in schools. Various reform programs in place. Issues involved including motivatioin of students, assessment of student achievement; higher education. Needs of the business community & education including teacher communication, computer, accounting & job market skills.
From the Paper
"Education in America is coming under close scrutiny as it is obvious that many students are not learning what they should, and are leaving school unprepared for the working world. This paper will look at how this situation can be remedied and make suggestions for the design of a New American School.
If a student is going to learn effectively in a school situation, there are many issues which need to be addressed. A non-profit, non-partisan organization known as New American Schools (NAS) is attempting to assist and support schools through the implementation of comprehensive school design (Hertling, 2000). Before reforms take place, it is necessary for schools to conduct a thorough self-study to carefully and realistically identify their strengths and weaknesses. Once this assessment has been made, the Education Research Service says..."
| |
|
Educational Reforms, 2005.
Explores the history of school reforms in the United States.
2,394 words (approx. 9.6 pages), 9 sources, APA, $ 73.95
»
Click here to show/hide summary
Abstract
The report examines change as it has occurred from the fifties to the present in regards to school reform efforts in the United States. The paper examines and analyzes the No Child Left Behind legislation, as well as other future and contemporary school reform efforts in the light of an historical perspective divided by decade. New horizons for school reform are also be assessed.
Paper Outline:
Introduction
Chronology and Overview
Fifties
Sixties
Seventies
Eighties
Nineties - Present
NCLB Act
Accountability
Concentrating Resources on Proven Methods
More Parent Choice
Contemporary Reform
Staff Development
New Areas of Interest
Bibliography
Flexibility for States and Communities
From the Paper
"The first focus of the NCLB act is stronger accountability for results. This refers to the act's imposition of performance based measures. Under this facet of the act, schools that show significant improvement overall in terms of student achievement on standardized tests are rewarded, and schools that are not strong performers or improvers are punished. This is designed to make schools more accountable for the kinds of student being produced. The main focus of the supporting argument for this aspect of NCLB is that currently, schools are not always producing students who have the basic skills they need to succeed in either college or the real world. In their opinion, the mass institution of standardized testing would change this trend for the better."
|
|
|
