Agree with the question Paragraph 2 On one hand sociologists would agree that a pupil’s home situation is more important than the type of school they attend. Parents who get involved in the students education by showing an interest and helping with homework are more likely to encourage a child to do well at school. Parental influence can affect someone’s educational achievement as if a student’s parent hated school as a child and didn’t get the grades they needed, it can cause the student to act the same. On the other hand it could cause them to progress better in school as they will want to achieve more than their parents Marxists believe students who come from a working class background tend to do worse than students who come from a high class background; this could be because of material deprivation. This is a big influence on student’s educational achievement as they do not have enough money to buy the necessary equipment for school such as revision guides.
This way, researchers have found that the result of reward programs will be better for kids, especially for those kids who are struggling the most. At the same time, KIPP found that rewarding for the actions they can control, works better on kids. In the case of Fog city school district, many of the high schools have received negative accountability report cards in truancy, achievement gap and test score. It means students are not doing well, and teachers and parents can’t control them. In my opinion, they definitely should try PASS, which they are planning to do.
There are numerous external factors that will have an effect on children and young people’s development, some being education, neglect, poverty, and history of abuse or the status of care. Education - Some children who have arrived from another country where formal education begins later may also find their intellectual development affected as they have had no previous education but could also affect their emotional and behavioural development if they feel they are not able to do what others have already learnt to do. Schools will often put appropriate support in place for children in these situations. Starting education early through pre-school or nursery children are being given a head start in many areas of development as they will have the opportunity to learn and experience things they would not do at home, whilst boosting they’re social and emotional development as they interact with peers learning to form friendships, through playing games where they will also come across turn taking and learn to adjust their own way of thinking to fit in. Some children who have arrived from another country where formal education begins later may also find their intellectual development affected as they have had no previous education but could also affect their emotional and behavioural development if they feel they are not able to do what others have already learnt to do.
Different types of schools help as parents have more choice and freedom of where they want their child to go. Single sex schools also help as it is thought that females do well when there are no males to distract them. They also get better exam results. Academy
The child may feel anxious, nervous, upset or confused but given the right support they be feel content, excited or proud and this can give their self esteem a boost. The child may not have mixed socially outside of the family before starting school and they may feel nervous about having to make new friends which may not be easy for the child and they may become anxious and become shy or dismissive. A child that does not mix with his peers much could develop communication problems. When a child moves from nursery school to primary school hey may
The next issue on board is that year round school would improve the social life of a student. a. Elaine Warrick-Harris says in her book (Childhood Educaiton) that families have more opportunities to take vacations during the off-season, so they can enjoy lower rates and less-crowded areas; though this may seem helpful some families this may lead to problems in families whose children are on different school calendars b. Since vacation times are staggered and may interfere with system-wide teacher training this can create stress by conflicting schedules will not depreciate the time a teacher is usually home with their family III. Finally the third problem that arises is cost for year round schooling a. Instead of nine months of cafeteria food for the kids it would be a year’s worth, this goes too for the electricity, and also the payroll of the teachers.
Time-outs can be effective, particularly with small children, when they are applied appropriately. However, if time-outs are misused, then they might lead to feelings of abandonment and unworthiness, blind obedience, and a lack of self-control. Moreover, according to the class notes, children are curious and have a drive to learn, and learning is intrinsically rewarding for them. In order to facilitate this learning and avoid punishment, we should try to create conditions that impede unwanted behaviors. It is important to note that if children feel that they are being manipulated or controlled by the rewards, their behavior will likely not change effectively.
Society thrives on the philosophy of allowing children to do what they want when they want. When in reality these students are often are acting up or failing grades to get attention from parents and mentors. Neo-Scholasticism allows students to become internally motivated. Students who have internal as well as external motivation to finish school will be less likely to drop out of school. While, factors such as constant absentness, unwanted behaviors, and low grades influence drop-out rates, school that have stricter guidelines and repercussions for the factors might make students think twice about their actions.
The No Child Left Behind Act (NCLB), for example, aimed to “close the achievement gap with accountability, flexibility, and choice so that no child is left behind” (U.S. Department of Education, 2001). A provision of this act, known as Choices for Parents, allows low-income parents to choose another public school for their child if the school that they currently attend has been labeled as “in need for improvement” for two or more consecutive years” (U.S. Department of Education, 2001). This provision may sound promising in the sense that it provides an alternative option for students who may not be receiving an adequate education but it does have its shortcomings. While the parents were given the option to move their children from one school to another, they were only permitted to move to a school within their district. This provision is ineffective because the majority of the schools under the same district suffer from the same inadequacies.
Charter Schools: A Better Choice for Parents The recent growth of Charter schools in America is a welcome change for many parents who want choice in education. Students and families are recognizing the real benefits Charter schools have to offer. Parents want schools that are safe, cultivate a positive attitude about learning, and best fit their children’s abilities and interests (Richwine & Heritage 2010). Charter schools are a better option than public schools because charter schools offer smaller classes, the faculty has the ability to use experimentation with different teaching methods and parents are able to be more involved in the school as a whole. Smaller class sizes are not only beneficial to students but to teachers as well.