(Williams.) Sometimes the answers were not perfectly correct but as long as you followed the proper steps to get there, you were on the right track. We were educated to do what we were told and to study from what was being taught. Even though some middle class schools do not have all the equipment to give a well maintain grounding in what profession they may be instructing, does not persuade the fact that the professor does not give 100%. As well as the professors, the parents are a huge success in the children’s success in an institution.
In the 1988 education act, marketisiation was the purpose for this policy. The policies in place included the league table. The league table is where schools would post grades achieved by the students in their exams. This was introduced because it was able to give parents a choice in where they wanted to send their child based on what schools achieved the higher grades. Also another policy introduced in the 1988 education act was open enrolment days in which parents and students could look around schools and experience what it would be like to go to that particular school.
It also can make it easier than in the past for a student who switches schools, because now schools broadly have to follow a similar curriculum. The national curriculum was introduced to enable assessment, which also helped to compile league tables. League tables (1988 education act) are another change that has helped the education system. League tables are used to compare the academic achievements of different institutions and parents can use them to decide which school they want their child(ren) to go to. Using league tables is a good thing as if you want your child to go to a good school, you can chose the one most suitable with good education and exam results.
Also the 11+ exam where it allocated the students into a certain type of school they were sent to, either Grammar, Technical or Secondary Morden School, based on their results. It helped students to be categorized into schools with their working-speed and intelligence which helped push them into having a successful educational experience. The last two reform acts alternate around each other; the beginning of comprehensive schools at 1960s where all students go to same schools regardless of their ability, allowed the minister of education to introduce the Baker Act in 1988. They aimed to improve educational institutions for a better educational experience for all students by raising standards, called Marketisation. This bought on Marketisation where schools try to attract other students by raising standards to show they are most successful.
“Repetitive behavior involves repeated movements and verbalizations. These include motor movements, persistent attention to parts of objects and strict adherence to routines.” (Turnbull A, Turnbull R, Wehmeyer M, Exceptional Lives Special Education in Today’s Schools 2010). Now, with students who have autism it is very important to have a good simple routine and stick to it. And it is very important to tell them about a change at the beginning of the day rather than waiting right up until it is supposed to happen. Sticking to a routine will help things to not be so chaotic when it comes to transition time and telling the student about a change will help that student deal with that change before problem behavior can occur.
Teachers who truly value the family’s role in a child’s education, and recognize how much they can accomplish by working with families, can build a true partnership (Dodge, Colker, and Heroman, 2002, pg. 211). The curriculum is based around the theories of: Abraham Maslow (basic needs and learning), Jean Piaget (logical thinking and reasoning), Lev Vygotsky (social interaction and learning), Howard Gardner (multiple intelligences), and Sara Smilansky (play and learning). These theorist help mold the foundation for the curriculum that is used in many classrooms today. The Creative Curriculum enhances social/emotional, physical, cognitive, and language development.
In this report, the study identifies the following eight practices that are “proving successful” especially in schools that serve disadvantaged children: (1) Make every minute count; (2) Prioritize time according to focused learning goals; (3) Individualize learning time and instruction based on student needs; (4) Build a school culture of expectations and mutual accountability; (5) Provide a well-rounded education; (6) Prepare students for college and career; (7) Continually strengthen instruction; and (8) Relentlessly assess, analyze and respond to student data. Randi Weingarten argues that extended learning isn’t the one and all way to raise achievement, but can be one of many tools to do so. He also pointed out that these changes have to be implemented with “input and buy in” from teachers, and also compensation to teachers for additional time which the study does not address. Educational leaders and policymakers are grappling with strategies that will provide students, especially those living in high-poverty areas, with the knowledge and skills they need to succeed in the 21st
Multiculturalism’s Five Dimensions Dr. James A. Banks on Multicultural Education The article presents the five dimensions of Multicultural Education, and how teachers can help transform the world by giving equal opportunities to all students and create positive racial attitudes. New information and relevancy to my personal life - As many teachers I thought multicultural education is mostly a matter of content integration and the extent to which teachers use content from a variety of cultures and groups to illustrate key concepts, principles, and theories in their subject area. In certain subjects, like social studies, there are more opportunities to integrate ethnic and cultural content, so it is difficult to see why learning about multicultural education would be relevant to all teachers. After reading the article I understand that content integration in the curriculum is only the first dimension of multicultural education.
There are numerous facts and findings on how school uniforms positively and completely enrich students’ school experience. School uniforms should be mandated in the United States from kindergarten to twelfth grade allowing our children to focus on their education and not their social environment. Uniforms are just one avenue we can take to attempt to improve our schools and raise student achievement. “According to the School Administrator publication, along with school reported statistics, the mandate of uniforms on campuses has reduced tardiness, skipped classes, suspensions, and discipline referrals” (Chen 1). All of these findings are extremely conductive of how mandating school uniforms would greatly improve our student’s ability to improve their school experience.
The conclusion of the study was that early Montessori education had a long-term impact on later public school performance”(Cavegn). By way of example, parents who may be questioning the transition between a Montessori preschool to a traditional public school can view these results, and feel confident that the Montessori preschool program can potentially be the most effective and influential option for a preschool child’s higher education. Skills that are inevitably learned through Montessori, such as leadership, independence, socialization, respect, etc. further develop students’ education, and allow them to surpass other students who lack a Montessori education, in terms of test scores and grade point