Summary Assignment Sally Student DeVry University Summary Prewriting Theme: Education Topic: No Child Left Behind/Race to the Top Title: Dictating to the Schools: A Look at the Effect of the Bush and Obama Administrations on Schools. Ravitch is likely against too much government influence on schools and feels that government control is detrimental. Intended audience: The intended audience is primarily professionals in the field of education and education policy, including teachers and school administrators. However, parents with school-aged children and citizens interested in education reform or education policy could also be included as part of the audience. Writer’s background: Ravitch is an educational researcher and a former
NCLB set forth a certain criteria to be met, but allowed the states to determine how they would accomplish it. Therefore, each state handles assessment and accountability differently. This makes it hard to show success or failure of the programs. Supporters and critics alike can cite research that supports their opinion. My opinion of NCLB is it is flawed, developmentally inappropriate, ill funded, ←and→ leaving more students, teachers, ←and→ schools behind than ever before because The tests have turned into the objective of classroom instruction rather than the measure of teaching ←and→ learning.
In her essay “Kiddy Thinks,” Alison Gopnik discusses the importance of the cognitive development of children in the first few years of their life. She also attempts to break the traditional view that children, in their early stages, think quite differently than adults. Gopnik uses a logical standard of evaluation to provide information on the different stages children go through when developing important cognitive skills. She supports her information with a variety of experiments as a researcher, and personal experiences as a parent. Unfortunately, she concludes her essay with political and social issues, which weakens her argument as it drifts away from her purpose.
The court emphasized that the proper standard of review is to allow the parent the opportunity to argue that there was evidence to justify class certification, and other issues. Ms. Simpson may rely on these cases, as they relate to the current situation. The school districts claim to not have the resources or funds will not support their position, as shown in the Cedar Rapids case. It is clear that the school district is required to provide continuous one on one care, regardless of its cost. Also, as Roncker establishes, Ms. Simpson should be allowed the opportunity to provide evidence challenging the placement of Evan in any situation other than the normal high school
The technical convention of close-up shots is used to show the importance of education through the facial expressions which show desperation, anger and joy of the families of children applying for charter schools. During the final scenes of the documentary, we learn that some children were accepted and some were not. This makes the reader sympathize with the children who were not accepted. The symbolic convention of body language is used to show the importance of education through Ruby’s actions in the isolated classroom. On the seventh page of the book, Ruby is focused on doing her work in an isolated classroom; Ruby seemed to ignore the fact that she was isolated and fully immersed herself in her textbooks.
It is the schools responsibility to be able to provide good enough teachers, who can prepare these students. In order to have a good education, there must be qualified teachers there to teach and prepare students effectively. Bauerlein questions schools curriculums and the way they are presenting “complex texts” (Bauerlein) to the students; “The more high school teachers place complex texts on the syllabus and concoct slow, deliberate reading exercises for students to complete, the more they will inculcate the habit” (Bauerlein). Students learn what their teachers tell them they have to learn, without knowing the effects the teachings will have on them whether good or bad. That is why schools providing qualified teachers are so important
Is the responsibility up to the teachers, or ESL paraprofessionals? Do both share responsibilities in teaching ELLs? In top-down discourse, the classroom teachers represent themselves as experts, and the ESL department as supportive partner. The teachers select the curriculum (the vocabulary) and the ESL department uses the activities from the teachers. Yet when confronted with instructional obstacles and time management, the teachers go to the labeling discourse and shift all the responsibility to the ESL department.
Anyon does think that more research needs to be done to clearly show how economic status has a direct connection to the role in children’s education. What I think one of the key aspects of Anyon’s essay is the examples that were given for each school and how the social class affected the teaching. Examples were given by what the teacher said and how he/she taught, I was able to put myself in the classroom and see how I would have handled learning. Starting with the working-class schools, Anyon observed how teachers didn’t explain the work, how it would relate to other lessons, or the point of learning. I feel if you don’t understand the point of something, what is the point of learning?
Education has dumbed down but there are so many different aspects of the situation, fingers pointed on why this has happened. Reason of media, social, funding, whether you when to public or private schools, the extra curricular activities schools were offering. I don’t believe that just one of these subjects are to blame, but a combination of them all. Due to the No Child Left Behind Act and the Instrument to Measure Standards tests, which most states have, schools are now micro-managed by state and federal regulations. Teachers are told what they will teach and how they will teach.
Running Head: INTERPERSONAL RELATIONS AND EDUCATION 1. Interpersonal Relations and Education Charles M. Galloway Department of Curriculum and Foundations Editor, Theory into Practice The Ohio State University Summary By INTERPERSONAL RELATIONS AND EDUCATION 2. This article discusses the universal individual need to be recognized as a person, to be accepted by others, and to successfully interact with others in school and community endeavors. The article begins by discussing that school systems are divided within themselves. Boards of education banter with administrators and oppose the practice of the school system; teachers have been tutored by their professional associations to distrust principals; parents blame teachers and disassociate themselves from the school; students learn to disrespect teachers; superintendents can be fired at a moment’s notice and teachers can strike against the school system at the drop of a hat.