Remote Indigenous Schooling Bianca Stegert- s414155 CR111- Persuasive Text (Harvard Referencing) Word Count: 900 aprox Mishal Smith Due Teaching Week 6- Semester 1, 2014 Remote Indigenous schooling has been a heavily debated topic of late. What are the effects of small schools without enough funding to properly educate students? Lack of funding in remote Indigenous schools is directly affecting the quality of learning for students. It is difficult for a full time, qualified teacher to be employed so that they can assist in consistent learning so that students can master basic subject areas. The lack of funding also means that students have inadequate access to resource that lessens their chances of learning effectively.
According to the Hoover Institution, “In 2004-5, the funding distribution among federal, state, and local sources was 9 percent, 48 percent, and 43 percent, respectively” (Stanford). The disparity in public school funding comes from the 43 percent represented by the local funding. Local funding comes from property taxes, which means the schools in rich areas have a greater funding pool than the schools in poor areas. This isn’t fair to the students. Just because you were born in a poor neighborhood, you must now attend a school with inadequate funding.
There is a leading-on of the effect to the firing teaching because they were not enough students to come to the school, in this would cause extreme in the implication of the school which is the various subject that they have offer, there would be fewer A-Level on the offer and the offer in HAP they may resort in BTEC’s because the limited is the amount of the teacher that the school, therefore the students they will not have to wide on the choice of the courses to study. On the other hand the school they could attempt on the increase of the demand form year 6 it is to show them that
Apparently, this problem has not been addressed or the current system of teacher recruitment and retention is not working. Most research supports the fact that fewer teachers are produced each year for special education as opposed to regular education. Special education teachers are leaving the field at a higher rate than general education teachers. Why? Special education teachers can easily become overwhelmed by the outrageous number of responsibilities in their jobs--managing IEP’s ( Individualized Education Plans) completing mountains of paperwork, administering alternative assessments, dealing with the increasing numbers of advocates and attorneys, providing assistive technologies, staying informed about complex legislation.
Closing the Achievement Gap William R. Barringer Jr. August 11, 2014 MTE/501 Bradley De Boer Closing the achievement gap will probably trend for another thirty years or more. The federal government has created The No Child Left Behind Act to help close this achievement gap. The gap refers to the disparity that exist with the academic performance of Whites versus the academic performance of minorities. The minorities that are primarily referenced are Blacks and Hispanics. “In addition, the laws fail to address the pressing problems of unequal educational resources across schools serving the wealthy and poor children and the shortage of well- prepared teachers in high-need schools."
To begin with, Funding for the educational system is greatly based on the local property taxes in the area of a public school, and is one major cause of failing public schools, due to unequal funding and lack in necessary instructive and learning tools. Due to this unfair funding in school districts, low income districts, are having schools that are unable to afford essential materials to create success in their learning environments. States and districts have created standardized testing that students must pass to qualify for graduation of a grade level, or distribution of funding to their school. How can underprivileged schools keep up in testing with wealthy schools that have all the ability to give their students “hands-on” teaching, and all necessary equipment? In the article “reforming school funding” by Kathy Koch, the author briefly portrays the experience of a student from a wealthy school, Lauren.
If students don't get punished for not coming to school, then schools will lose money and students will be missing lectures causing them to get bad grades. Students aren't graduating because they have too many unexcused absences. Ditching shouldn't be allowed and if one does ditch, then they must be punished. Some people might say Senior year in high school is a waste of time. I agree, my senior year consisted of cutting classes and not as much work.
To be or not to be Providing opportunities for students to participate in the arts has been proven to be beneficial to many of them. However these opportunities are now being taken out of public schools around the country due to budget cuts and more pressure on schools when it comes to standardized test scores. There are some barriers when it comes to integrating the arts in schools, and as superintendant once asked, “How can we afford to infuse our classrooms with more arts, music and creativity when the education authorities are judging us on how well we emphasize performance on standardized tests?” (Stewart). This can be done by showing the positive effects the arts have in the classrooms and showing that the arts are more beneficial to the students overall learning. There are numerous positive effects about having the arts in schools.
Census documents have documented dramatic increases in non-English speakers in the United States. Three million students in the United States speak little or no English (U.S. Bureau of the Census, We the American... Hispanics, September 1993). Educators feeling unable to deal with students' cultural and limited English-speaking abilities may question teaching ability and feel apprehensive about relating to students with differences. In fact, educators' lack of acceptance of language diverse learners can affect educational decisions as well as their interactions with learners. M. Lee Manning, Deborah Byrnes, and Gary Kiger (1995) found
However, some disruptions are unpreventable and inevitable and strategies need to been in place to deal with these when they occur. One classroom condition that a teacher has no control over with the growing populations of students is large class sizes. Large classes will only add to difficulty of classroom management as there are potentially more students to create disruptions. It is the teacher’s responsibility to keep the students engaged to avoid students losing interest which could lead to misbehaviors. Spencer Kagan, Patricia Kyle, and Sally Scott provide that disruptions and misbehaviors can be prevented by, “An interesting, stimulating teacher who adapts the curriculum to student interests and needs” (Charles, 2008, p. 155).