This bought on Marketisation where schools try to attract other students by raising standards to show they are most successful. On the other hand, sociologists disagree as most educational reforms have not helped all students, only some or wasn’t very effective enough to help improve educational experiences. For example, the Foster Act wasn’t very helpful as the teaching was dire and students were less successful therefore resulted them in having weak qualifications and bad experiences. The Butler Act system with the 11+ exam was mostly based on middle class children therefore they had a better chance than working class. This was unequal as they had an advantage even though the test was the same.
Since all students in a school are taking the same test, with respect to grade level, standardized tests provide an accurate comparison across groups. Letting schools form their own tests will produce faulty results. A Tennessee school admitted to “dumbing down” their tests to appear that the students were excelling. A fair and equal opportunity is given to all students by administering equivalent testing conditions. Over the years great improvements have been made with regards to test bias, which has led to more accurate
This can affect their education as they will not want to stay on in further education, as they can get a job and make money straight away. ), and Present-time orientation (The w/c believe that you should savour every day, as tomorrow may never come. With this frame of mind, they may think education is a waste of time, as it may not benefit you if tomorrow never comes.) These two sociologists’ theories and practices prove that there are major differences in achievement between classes. However, these theories stereotype, and blame the family too much.
It’s a sad truth when a child’s success is tied to either wealth or blind luck. While the film highlights the many problems with our education system – poor teachers, the teachers union’s influence, financing, economics, and parental involvement – it also offers some ideas on how to change things. It does this by highlighting educators and administrators who recognize the problems and are making significant changes in the education process. The truth is that anyone can succeed if given the right opportunity. Educator Geoffrey Canada is one person making a difference.
B., Cope, M., Hundley, S., & Faircloth, C. (2005). Positive Discipline with Students Who Need It Most. Clearing House, 79(1), 25-30. Schools are full of students who have discipline issues, this article shares with the reader that behavior challenging students respond quicker and eagerly to positive discipline methods. I chose this article because it will benefit me in my future career as an assistant principal.
Parents are increasingly concerned about the standard of the Thai education system. Those dissatisfied with the poor quality of the Thai government schools transfer their children to private or international schools, but not everyone can afford the cost of these schools. If quality education in Thailand continues to only be the privilege of the wealthy, many unwelcomed social implications will arise. Therefore, Thai authorities must immediately overhaul the country’s education system in order to ensure that all children, regardless of their backgrounds, get the best education possible. This will promote social equality and help prepare the nation’s youth for the competitive 21st century workforce, benefitting each individual and the country’s socio-economic development in today’s globalizing world immensely.
Urban Public Schools: Cause and Effects. America’s public schools are in trouble. Dropout rates are high and student test scores are low. In two Jonathan Kozol’s articles “Still Separate, Still Unequal,” and “In the Basement of the Ivory Tower,” proves just that. The article In the Basement of Ivory Tower an anonymous Professor X talks about his experience teaching English classes at community colleges.
Deborah White, author of “Pros and Cons of the No Child Left Behind Act”, criticized the act for forcing teachers to teach lessons based on the material questioned on such tests stating, “NCLB encourages, and rewards, teaching children to score well on the test, rather than teaching with a primary goal of learning”. Schools have become so concentrated with earning money they are training their students in ways that promote test scores that will earn schools grants; not earn students a greater education. When students do not meet averages hoped for on tests, governments are able to offset their insufficiency but resetting standards to a lower level and writing future tests to be unusually easy (White). Rather than examining why test results are so low – often because of over-sized classrooms, poor teacher quality and physical structure of the buildings – governments simply take the easy way out. Making tests easier is only lowering student proficiency rather that enhancing it; which is the sole purpose of an education.
Paper 608 #2 “Positive Reinforcement as a Method of Behavioral Management” Erin M Verley Norda 10 SPED/Semester 3 02/14/13 Inappropriate behavior incomparably disrupts both individual learning and the possibilities for a SPED student’s immersion into classroom inclusion, not to mention acceptance by peers and society. Emerging research suggests that the past favored behavioral/classroom management technique of punishment is punitive in nature and does not teach the child any useful lesson. Consequences are now preferred at the end of a child’s inappropriate act, an action that makes sense and is a logical outcome. Even more so is the idea of Positive Reinforcement, a form of the aforementioned consequence, but more so as logical outcome to on task or exceptional behavior. The basic definition of positive reinforcement is thus; adding a result or consequence that the child finds pleasant, dependent on the occurrence of a certain on task or exceptional behavior by the child.
Hillaree Wright November 13th, 2009 English 101- 9 am class Takami Nieda Taking Back Community Colleges Another big stereotype for community colleges is that the teachers only care about grades and attendance, similar to that of high school. As Charlotte Laws, an elderly woman who has had many experiences at both four-year and community colleges describes in “Caught in a Community College Stereotype,” “Class attendance is an integral part of my film teacher’s obsession. All students are required to sign in twice: once at the start of her class and again at the end. Two absences mean a failing grade for the semester.” This can be a typical stereotype for community colleges. My experience at Highline