Subject Leadership in the Primary School: Views of Subject Leaders. Abstract The profile of the primary school Subject Leader has risen significantly over the last decade. This has culminated with the TTA setting National Standards for Subject Leadership. This paper presents some of the findings of an ongoing study into Subject Leadership in primary schools and will explore the views of practising Subject Leader’s. Interviews with twenty teachers reveal the complexity of their posts, their frustrations and their responses to the challenges they face in raising the quality of teaching and learning in their subject area.
This new law omitted access to education, prompting a growing debate about the Government's continuing tolerance of discrimination against disabled children and young people. The 1996 Education Act. This law repeated the qualified integration duties of the 1993 Act and consolidated a mass of other education legislation in one major, new Act. 1997 Excellence for all children: meeting special educational needs. Four months after sweeping to power, the new Labour Government published this far-seeing Green Paper on special education and gave major support for all mainstream schools to become much more inclusive.
A result of tariffs on imported goods was that the exporting country would retaliate by imposing tariffs on imports. This would lead to a game of “one-upmanship”, with tariffs inching ever-higher, eventually leading to either a drastic reduction, or even cessation of trade. This choking of international trade eventually depressed world demand, and led to the Great Depression of the 1930s (Hill, 2009, p. 11). After World War II, the leading industrial nations decided to reduce or eliminate restrictions to free trade. One outcome of this effort was the General Agreement on Tariffs and Trades (GATT).
Whilst both functionalist and Marxists both see education as serving the ‘needs’ of industrial and or capitalist society, and view education as a powerful influence on students, they both have different views of the main role Marxists would argue that the education system reproduces existing social class inequalities, and passes them on from one generation to the next by giving the impression that those who fail in education do so because of their lack of ability and effort, and have only themselves to blame. In this way, people are encouraged to accept the positions they find themselves in after schooling, even though it is disadvantages arising from social class background that create inequalities in education success. Althusser argues that the education system serves the interests of capitalism by arguing that to prevent the working class from rebelling against their exploitation the ruling class wins their hearts and minds by persuading them to accept the ruling class ideology. They do this through a number of ideological state apparatuses such as the family, media, law, religion and the education system. Bowles and Gintis further reinforce this idea in their ‘schooling in capitalist America’ where they suggest that the workforce is reproduced through the hidden curriculum of schooling and the correspondence, or very close similarity between the social relationships at school and at work, and thought the role of the education system in legitimizing or justifying inequality.
Patrick Winters 3/20/15 Research Paper Proposal “I am entirely certain that twenty years from now we will look back at education as it is practiced in most schools today and wonder that we could have tolerated anything so primitive.” John W. Gardner. Since the early 1980’s the United States Department of Education has pushed a mandate that required states to raise the standardized test scores of students in public schools. This headlong rush to improve the “numbers”, that so-called experts have determined is the only true measure of student success or failure, has had the effect of substantially watering down, or “dumbing down” the curriculum being taught in American public schools. So what factors are influencing this decades long trend that has educators teaching a curriculum that is often described as, “a mile wide, and a foot deep”, and will this lowering of standards in order to produce desired statistical outcomes result in American public schools producing students who are significantly less intelligent, both cognitively and content wise, than both American students of past generations and their peers from around the globe? The paper will examine this question from three different perspectives.
The No Child Left Behind act was put in place by George W. Bush in 2001. The act focuses on aid for disadvantaged students of every kind. It enforces and supports standard-based education and requires states to perform basic skills tests to certain age groups every year. There is a lot of controversy over this because tends show that teachers focus their curriculum on the information on the basic skills tests to ensure that their school continues to get government funding. This helps widen the achievement gap and hurt students of all backgrounds (Paige and Witty, YEAR; Kozol, YEAR; and Lynch, YEAR).
Delfinio I. Velasquez Professor: Tami Comstock Eng- 80-32544 3/26/2013 How Autonomy should be used with Parenting Parents want what is best for their kids, but what they think is best for their kids depends on what parents think an ideal adult looks like as a whole. Daniel H. Pink in Drive analyzes how authentic motivation and autonomy are required for children potential to be preserved. Parents should use more autonomy as much as they can to let their children feel that they are controlling their own life. This will increase their motivation in many areas and gain more confidence to achieve better grades in school. Allowing children to be able to think independently and create their own behavior can be an effective way to allow for more autonomy, improving their motivation in many areas and get the confidence to achieve better grades in school.
As students we often hear phrases such as: “Education is the “number one” most important thing in your life.” We are often under great pressure from parents, teachers and even also from the government. In recent years, the Danish government has completed new initiatives, which benefit the smart and hard-working student. With grade bonuses for taking several high-level classes and another grade bonus for starting on a higher education within the first two years after graduating high school, the government puts a pressure on the students to educate fast and do it well. This is also the point President Barack Obama wants to make in his “Back to School Event” on Wakefield High School in Arlington, Virginia. In this speech, he tells the students to take responsibility for their education, no matter which social background they have, to give all they can to acquire the necessary skills that can help developing the United States in the future, but does Obama manage to address this message in a way that fits his audience?
These types of tests are important in measuring student’s intellect, in this case determining if they are ready for college. Teachers get paid to prepare for that next step after high school, but it’s also up to the students to take their education seriously. In the 2009-2010 school years, 84% of the students passed (Holloway). Surely, students must be doing something right. This test has been administered since 1987, and more than half of other states have similar tests (Holloway), so why stop
“Marking to be less positive and indicate next steps”. See appendix 2. Introduction of Assessment for Learning began approximately eighteen months ago at my school but due to large-scale staff changes and because the monitoring of lessons indicated inconsistent use of Assessment for Learning procedures, the assessment co-ordinator deemed a whole scale re-introduction was needed to ensure a whole-school approach. Assessment for Learning described very loosely is informal assessment conducted by teachers usually during or immediately after the learning process has taken place, its main purpose is to promote the pupil’s further learning - formative assessment. It is not formal isolated tests that are carried out on special occasions to certify competence and inform reports and league tables.