Within in the article, “No Child Left Behind: Test-Obsessed Education Won’t Move Us Ahead” the author, David Marshak, slashes the No Child Left Behind Act. He supports his claim with various political views, opinions, and studies. He clearly states that NCLB will not change anything for better or worse in the United States. Although he has plenty of support for his claim, many people disagree. According to Marshak, relationships and personalization are far more important in a child’s life than academics.
Murray believes that some people should not even go to college. People, in a sense, get pressured by either family or friends to go to college. In turn, some of these people should not be in college wasting space of someone who could potentially have taken their spot. Murray sees the liberal arts education as simply learning the basics of the work force. He shows that if you have not learned the typical basics in high school, you should not be trying to go to
The derogatory term makes it hard to appropriately depict the true meaning of the book to a group of children without raising countless unspoken questions. On the other hand, we have those that believe that the removal of Twain’s vernacular of that time takes away from the contextual essence of the novel leaving the youth “unaware that their people have overcome centuries of oppression”. (Schneider 3) Furthermore, censorship of Huckleberry Finn could depend on many other factors: fear of uneducated or insensitive teachers leading student discussions, school administrators who wish to avoid controversy and discomfort with acknowledging our country's painful history. “It’s true that people might now be offended by the portrayal of Jim, or the use of “nigger”, but times have changed and we don’t portray them that way anymore. You can’t just ignore what happened and people
Gilberto Pena Brent Jackson English 122 19 June 2013 Evaluation Argument Daniel Boorstin in his writing “Technology and Democracy” disputes that the human interest in technological advancement does not always lead to solutions but rather more troubles. As humans our society is always in search of bigger better a newer ways to improve on our standard of living, what we fail to observe is what Boorstin disputes in his article. Boorstin believes that we in fact are actually losing more than we are gaining but fail to recognize the problems that are to be had with new technological advances. As fascinating as Boorstin’s ideas may be suggestive of at first glance, his ideas on technology aren’t all that correct. Yes, we may desire
Finally, the most negative aspect is that the standardized testing is not a valid measure of learning for educating students because the inhibition of standardized testing for teachers and the learning materials that would make both teachers and students in a hole. The government needs to found a more reliable measure of performance with the appeal of validity, simplicity and cost-effectiveness. Also, those education technology such as home schooling need to be funded or supported by government as well. Therefore, although the standardized testing system was used to play an instructive, beneficial and important role in the educational arena, the deleterious effects of this testing
The consequences of Technology Clive Thompson’s “The New Literacy” argues against those that affirm that technology makes students become illiterate; he instead states technology in reality promotes students to write more. Although Gelernter agrees with Thompson in that technology has some benefits that can further expand students knowledge, he disagrees that technology promotes students to write more. Gelernter believes technology negatively affect students’ basic and critical thinking skills. Gelernter essay “Computers Cannot Teach Children Basic Skills” succeeds at being more persuasive in convincing its audience; the author achieves this by incorporating profound examples and facts in his essay to further emphasize the negative effect of technology. Gelernter and Thompson used techniques in their essays to try and persuade their audience to agree with them, yet both authors used different approaches to accomplish this.
They can move to a better school if they have problems with theirs, or get supplemental resources, after school tutoring to help. Money is moved and spent in better ways, testing improves school curriculum. I think one would assume that NCLB helps, but according to the book Civil Rights Project/Proyecto Derechos Civiles (CRP/PDC) at UCLA's Graduate School of Education & Information Studies this may not be true. This book claims that the current accountability system does not provided sufficient evidence that the NCLB act has closed the achievement gaps. The book also claims that the NCLB accountability system does not provide the information needed to show how students are performing, or how to improve instruction, it also states that the achievement gaps that were meant to be closed are not showing, promising numbers and states are having a hard time helping low-performing schools (Engel,
There is an argument which explains the needs of adapting the intelligence tests to other cultures. The argument is about whether they need to adapt Western culture intelligence tests to other cultures or they need to design new tests to them. Intelligence tests cannot be culture free, and it is not enough to just change its local language, they need to change the entire test according to cultural conditions. 2. What relevance, if any, does this article have for teaching in a school where students come from different backgrounds?
Furthermore, the application and implications of critical curriculum and pedagogy will be revealed and debated in order to fully deconstruct meaning of the aforementioned intentions. Firstly, it is believed to be significant to start at the beginning. What is this great necessity of ‘Critical Pedagogy?’ What is the reason? The opening of this paper attempts to establish the social problem or dilemma that requires critical pedagogy. The “global village” and “flat world” are only two of the many different metaphors used to describe globalisation, but they capture the essence of this process that has profoundly changed how we live, work, and entertain; our lives are becoming increasingly intertwined with those of distant people and places around the world – economically, politically, and culturally.
Cheating Using Technology Ethical standards, when it comes to cheating in classrooms, have changed with technological trends in recent years. In this day and age with technology being so much a part of our lives, where do we draw the line when it comes to ethics and the use of technology in the school environment? Schools try to stay on top of the convenience and ease for which technology provides, especially when it comes to busy schedules and assignments. However, with the number of students using these helpful tools to cheat it really puts a damper on the outlook technology can provide. How can we hold students accountable?