I am a dentist and have started to do a course on teaching dentistry.

I have the following essay to write on relating a past experience of teaching .

this experience i have is of when i was at school and the teachers went on strike and did a work to rule. we basically sat in a room with a book and had to teach ourselves. the teacher did not provide homework and clearly had no lesson plans. it affected me and made me promise to myself never to be like him and always do my best for whoever is relying on me.

the essay :

7
Assignment Brief 2,500 words

Topic
Describe and Analyse how an educational episode you were involved in, as a teacher or a student, demonstrates aspects of educational theories.

Reflect on any effect the event had on you and on any changes you think appropriate to make.

Note 1: You can give any title you wish to your essay.

Purpose of Essay
This essay should demonstrate that you have an understanding of the following aims of the course:
? the scientific basis of education
? the role of psychology in teaching and learning
? the difference between teacher-led and student-led education.


Assessment:
The assessment of your essay will be against the following criteria:

? Logical flow of argument, description, references etc.

? Relevant use of theory to support the key points you are making ? with references (see Note 2 below)

? Theory can be related to the specific episode or to wider, related issues eg VT

? Reflection on practice ? use the Learning Cycle to help you (see Note 3 below)

? Presentation ? word processed using 12 font & 1.5 spacing (if possible)


Note 2: References
You need to refer to some theories in your essay and these need to be referenced either using the Harvard system (date in brackets) or the Vancouver (number in text). You can search for both referencing systems, which also give you information about how to reference internet sites eg Infed.Org.
http://libweb.anglia.ac.uk/referencing/harvard.htm
http://www.southampton.ac.uk/library/resources/documents/vancouverreferencing.pdf

Vancouver is still used for medical journals, however, most other clinical journals now use Harvard. Vancouver can be easier to use as you don?t have to work the name or date into the text in the same way. You need page numbers for detailed references or direct quotes.
Note 3 The Learning Cycle

You can use Kolb?s (or Gibbs?) learning cycle to help map out your essay eg

? Short description of the education event you experienced (Action)

? Reflect on that specific event using some of the educational theories that are relevant to your experience & describe what was happening using educational theory

? (Gibbs ? what are your feelings about that?)

? Analysis / critical reflection ? how can you begin to apply the educational theories you have identified to other learning situations eg VT?

? What would you do differently in your own educational role as a result of looking back at, and learning from, this earlier educational event?


many thanks

go to ebook online@http://online.vitalsource.com/#/books

user id is [email protected]

password is 7082nita





go to chapter 12 you can review pages 204-219 of the online book, and review the theories of the theorist listed below... You will select three Early Childhood Theories from the nine Theorists discussed in the text; Friedrich Froebel, John Dewey, Maria Montessori, Erik Erickson, Jean Piaget, Lev Vygotsky, Howard Gardner, Fred Rogers, Emmi Pikler as a basis for the project.



I do not know what theories you would feel comfortable with researching, so, I did not choose the three for you. However, please answer all of the questions thoroughly that are related to this paper listed below.



In this research project, you will demonstrate an understanding of how educational theories impact the development and administration of early childhood education programs.











Research Project



Early Childhood Theorists provide a framework by which Administrators and Teachers design curriculum, environments, and understanding of how children learn.



In this research project, you will demonstrate an understanding of how educational theories impact the development and administration of early childhood education programs.



You will select three Early Childhood Theories from the nine Theorists discussed in the text; Friedrich Froebel, John Dewey, Maria Montessori, Erik Erickson, Jean Piaget, Lev Vygotsky, Howard Gardner, Fred Rogers, Emmi Pikler as a basis for the project.



The project must be 10-15 double-spaced pages in length and formatted according to APA style. You must use a minimum of five external sources other than the text for this assignment. This final project will contribute to 35 % to the course grade.



The research project will have four required sections:



In Section 1, must include:



Title Page including title of paper, you name, course name and number, instructor's name, date submitted

A detailed discussion of three individual educational theories selected from those included in the text

A comparison and contrast discussion of the three Theories discussed

A discussion of common threads found with each of the works

A discussion how these theories are currently practiced in early childhood program environments, curriculum, and practices.

In Section 2, must include:



Students will develop a Vision Statement, and a Mission Statement for an Early Childhood Education Program developed with a demonstrated understanding of at least one Educational Theory

Discussion of the Program's Educational Philosophy including how this philosophy reflects the early childhood theories discussed in this paper

In Section 3, must include:



A narrative description of the Program's classroom and playground environment including specifics of how this facility design supports young children's learning based on one or more of the theories discussed as well as the stated Vision, Mission and Educational Philosophy.

Development of the Program's Curriculum Model and a comprehensive statement as to how this curriculum supports the Program's Vision, Mission and Educational Philosophy.

In Section 4, must include:



Statement of your personal beliefs/theory of early education.

A conclusion of how the study of Educational Theories has impacted your personal beliefs of early education.

.



 

[For Lisa, Email address: [email protected]]

Write a 3 page essay in which you:

Analyze the meaning of the following: authentic assessments, excellence in education, no child left behind, educating the whole child, and education that makes a difference.

Include at least 2 citations from the professional literature websites listed below.

Use APA format.

At least two of the following resources must be used to complete the assignment. It is best to copy/paste the URL into the address bar; just using these links does not seem to work well. The *** website may be best for this one, but I am not sure.

Website
Educational Theory 1/12/2007 www.ed.uiuc.edu/EPS/Educational-Theory/index.htm

Website
Encyclopedia of Philosophy of Education 1/12/2007 www.vusst.hr/ENCYCLOPAEDIA/main.htm

*** Website
Field Guide of Nomenclature 1/12/2007 http://www.saint-andre.com/ismbook/

Website
Feminist Theory 1/12/2007 http://www.cddc.vt.edu/feminism/enin.html

Please note: I tried to order this essay using Paypal last week, and there was no response!! The Paypal option does not seem to work with the custom orders very well at all. I did see a refund today, so now I think it is safe to start again. I am sure this caused as much confusion on your end as it did on my end!

Requested writer is HOPHEAD.
Write a 16 page paper in which you discuss a historical overview of the various theories and philosophies of education that have been used throughout US history in both public and private American schools. Please include some thought as to how these impacted various segments of society including: minorities, women, economically disadvantaged, disabled, vocational students, and anything else of interest that you come across. Discuss how well American education empowers its students.
Please be sure to use the following sources:
Website
Educational Theory www.ed.uiuc.edu/EPS/Educational-Theory/index.htm
Website
Encyclopedia of Philosophy of Education www.vusst.hr/ENCYCLOPAEDIA/main.htm
Website
Field Guide of Nomenclature http://www.saint-andre.com/ismbook/
Website
Feminist Theory http://www.cddc.vt.edu/feminism/enin.html

Note: it is best to copy/paste the websites into your URL, as the links do not seem to function!

Using the course test book, Contemporary Issues in Curriculum by Ornstein and searching the literature, prepare a 4-5 page(double spaced, Times New Roman 12 pt font) report that describes, compares, and contrasts the writings and philosophies of two educational scholars: I have chosen John Dewey vs. William Bagley. (If this is a problem;write the paper on Ralph Tyler vs. Nel,Noddings.)Include in report:
Introduction, Body and conclusion paragraphs;a reference page with a minimum of 5 sources listed(I need one internet source and the usuage of Ornstein text book(Curriculum Issues in Curriculum), running heads and page numbers, at least one direct quote from each of the two scholars, a short description of the philosophy of each scholar. For example, if you believe that a person is most closely associated with progressive educational theory, provide a few paragraphs describing progressive theory to orient the readers. Please include if the scholar is an Essentialist, Perennialist, Progressive or Social Reconstructive.

Critical Analysis Paper Requirements - ASHFORD UNIVERSITY PSY 331 WEEK 2 ASSIGNMENT

Select at least one article below regarding the functionalistic theory:
Fallace, T.. (2010). THE MIND AT EVERY STAGE HAS ITS OWN LOGIC: JOHN DEWEY AS GENETIC PSYCHOLOGIST. Educational Theory, 60(2), 129-146. Retrieved May 27, 2011, from ProQuest Education Journals. (Document ID: 2054701921).
Ivie, S.. (2006). The Legacy of William James. Journal of Thought, 41(4), 117-136,167. Retrieved May 27, 2011, from ProQuest Education Journals. (Document ID: 1415996381).
Phye, G.. (1999). Putting the "Is for" Back into the Study of Cognition and Behavior: Commentary on "Unifying Themes for Educational Psychology". Educational Psychology Review, 11(2), 117-127. Retrieved May 27, 2011, from ProQuest Psychology Journals. (Document ID: 2164099811).
Stephen Tomlinson. (1997). Edward Lee Thorndike and John Dewey on the science of education. Oxford Review of Education, 23(3), 365-383. Retrieved May 27, 2011, from Research Library. (Document ID: 16373288).
Write a two-to-three page, (excluding title and reference page) including the following components:
Describe the principles of the functionalist theory.
Compare and contrast the work of three theorists in the functionalist category.
Analyze at least one contribution or strength of a learning theory from each of the theorists' findings.
Refer to chapter three in the text for additional information on the functionalist theory. The articles are available in the Ashford Online Library. You can include information from the article, the text, and from this website http://www.learning-theories.com/.
Your paper must be in APA format and include at least three references, including the text.

How has essentialism impacted the role of assessment and accountability? Discuss the social, economic, and global pressures that have given rise to the popularity of this educational theory.

Extrapolate strategies you propose are useful to close the theory-practice gap in nursing. Must use 3 specific articles plus 2 more of your choosing for a total of 5 references. This is for a master's degree Nursing Theory Course. The paper is to be between 3-5 pages in length in APA format.

The three articles that must be incorporated into this paper I have uploaded are:

Mind the gap: philosophy, theory, and practice by Derek Sellman, Nursing Philosophy, 2010, 11, pp.85-87;

Integrating Evidence-Based Practice With Educational Theory in Clinical Practice for Nurse Practitioners: Bridging the Theory Practice Gap by Rona F. Levin Research and Theory for Nursing Practice: An International Journal, Vol. 24, No.4, 2010, p. 213-216; and

Closing the theory-practice gap: a model of nursing praxis by Gary Rolfe, Journal of Clinical Nursing, 1993; 2: p. 173-177.

You will analyze an educational problem based on one of the issues we have studied in the course (comtemporary issues in education) using the format provided below. Your case analysis will be 5 pages and must include all of the components listed below. The following is the format expected for this assignment. Don't forget to include references and resources reflecting sound educational theory in your paper to add credibility to your thoughts and assertions.


I. Introduction consists of only one paragraph the executive summary. This paragraph contains the following sections
a. Summary of the problem presents concise information in a professional manner.
b. Recommended solution states the proposed solution, but does not go into detail.
II. Analysis is divided into several subsections that provide clear and logical organization in how the problem was recognized, what the problem is and what the diagnosis of the problem is.
a. Problem recognition addresses what leads you to believe that there is a problem and what will happen if the problem is not solved.
b. Problem definition specifically describes what it is that you want to improve. This section clarifies the primary problem and gives a brief definition of what you are trying to do in the process of solving it. This section should conclude with a set of objectives mentioned in list form. Do not discuss causes or alternative solutions in this section.
c. Problem diagnosis explains and examines the causes of the problem. Remember to look beneath the surface at underlying factors that may trigger the problem.
III. Synthesis is divided into subsections that outline possible solutions, the recommended solution and an execution plan.
a. Solution generation discusses alternative solutions developed to meet goals set in the problem definition stage. Possible solutions are listed and explained.
b. Solution choice/recommendation determines the single best solution for the problem and explains why you think this is the best way to solve it. Criteria used to arrive at the recommended solution are mentioned and their importance is emphasized.

PS. Please make sure do not plagiarize!!!

You are to write a 3-page Summary of the article below. When quoting use APA format. Do Not Use Outside Sources!

The Theory of Scholarship of Distance Education
Everything that is recorded in the literature of the field is the theory of the field. Somebody so later organizes and summarizes the body of knowledge, or parts of it, and as these summaries are found useful by more and more scholars and researchers they become authoritative. Then, instead of reviewing all the literature yourself you can refer to the summary. It is like a map. A map summarizes what is known about a place and if there are many inky spaces it shows them. This is the clue to knowing where new exploration i.e. research, is needed. The accepted facts and concepts that make up theory also provide a shared perspective for those who have studied it and a common vocabulary for discussing, analyzing, or criticizing it. People who go on journeys of discovery who have not read the theory -- either exhaustively in its long form-the literature or and in its summer rise forms-are traveling without a map. In research they asked questions that have been answered or in bed are unanswerable and because they do not understand vocabulary they are confused and they cause a great deal of confusion. In education a lot of the information about technology that is collected and reported as distance education is not really about distance education at all and is rather trivial in significance while questions that do need to be researched is often overlooked. Knowing the theory, then, is very valuable for everyone who wants to practice and distance education for research it is indispensable.
A Very History Short of Scholarship
scholarship can be defined as research grounded in theory. It should be surprising -- and but it is a fact -- that while whole departments of professors and hundreds of colleges of education have for decades studied teaching and learning and how these organized inside the campuses and classrooms of schools, universities, and training organizations, what goes on when communication technologies extended teaching and outside the classroom and campus has been ignored by nearly all of them. What a research was done in this area was until recently undertaken by people who are engaged in the practice of teaching at a distance and took it on themselves to attempt some analysis of and reflection on what they were doing. Even when they produce research reports they had difficulty in sharing them since the editors of the journals of education had little interest in publishing what they were writing about. Probably the person to suggest there was a need for research and distance education was in J.S. Noffsinger 1926, first director of the national home-study Council who went on to produce the first systematic description of American correspondence education. This was followed a few years later by another landmark survey by Bittner and Mallory published in their University teaching by mail 1933. In 1956 a major survey was undertaken by the national University extension Association gathering information from 34 institutions and 69,519 distance learners. In 1960 and other national survey was undertaken jointly by the national University extension Association and the national home study Council and was disseminated in the correspondence instruction in the US (Mackenzie, Christiansen, and Rigby, 1968). The Brandenburg Memorial assay a collection of contributions from the leading thinkers and practitioners of the years following World War II edited by Charles Wedemeyer appeared in two volumes 1963 and 1966. Among the few outlets for publications were the newsletters of the national University extension Association and the national home study Council and the newsletter of the ICCE, which Wedemeyer started in 1971. Matters improve went to foreign journals entered circulation: distance education (an in-house organ of the UK open University) and Epistolodidktica, a journal published by the European home study Council. However these were hard to obtain in the US and the editorial policies meant they were unlikely to publish a American research. In the 1980s as interest in using telecommunications for distance education become of considerable interest a growing number of to begin to engage in research. They received a significant stimulus in 1986 with the establishment of the American Center for study of distance education and the founding of the American Journal of distance education, one of the most significant events affecting University independent study in the past 15 years. Providing a foundation for scholarship alongside the American Journal of distance education was a unique event that occurred in 1986. That was the first American symposium of research in distance education. This was an invitational meeting of 50 American academics who has shown an interest in research in distance education convene specifically by the American Center for study of distance education to review and discuss a research agenda. For the symposium came a book, the first moon scholarly collection on American distance education. A similar key been opened in the 1990s when an international workshop was held in Caracas, Venezuela under the auspices of the American Center for study of distance education bringing American researchers to meet with other researchers from all five continents for the purpose of formulating a global research agenda. In 1991 the history of the field was recorded in a book sponsored by independent study division of the nationally University continuing education Association, the foundations of American distance education. The first formal courses of instruction began in the early 1970s when Charles Wedemeyer began his graduate seminar and independent study offered in the adult education program at the University of Wisconsin Madison. His research assistant and this was Michael G. Moore who took over teaching the seminar on Wedemeyer retirement in 1976 and continued teaching it each year as a special summer course until 1986. After moving in that year to the Pennsylvania State University more instituted his own program of graduate courses. By 1987 Holmberg was able to list a number of universities where distance education was being taught and felt able to assert that it is evident that a research discipline of distance education has emerged.

History of Theory of Distance Education
In the summer of 1972 Michael G. Moore made a presentation to the world conference of the international Council for correspondence education meeting in Warrenton, Virginia on the topic of learner autonomy: the second dimension of independent learning. It began as follows: we started my posture lading that the universe of in shock consisted of two families of teaching behaviors, which we referred to as contiguous teaching and distance teaching. After describing conventional or contiguous teaching Michael G. Moore defined distance teaching as; the family of instructional methods in which the teaching behaviors are executors apart from the learning behaviors, including those that in contiguous teaching would be performed in the learners presence, so that communication between the learner and the teacher must be facilitated by print, electronic, mechanical, or other devices.
This was the first attempt in America to define distance education and it went on to propose a general theory of the pedagogy of distance education. For two years while working with Wedemeyer, Michael Moore had study educational theory and noticed what had not been noticed before; that there were no systematic theory to account for education in which the teaching behaviors are executed apart from the learning behaviors. He explained to the international Council for correspondence education conference in 1973: as we continue to develop various nontraditional methods of reaching the growing number of people who cannot or will not attend conventional institutions but who choose to learn apart from their teachers we should direct some of our research to the macr-factors; describing and defining the field, discriminating between the various components of this field; identifying the critical elements of the various forms of teaching and learning; building a dear radical framework which will embrace the whole area of education.
History of the Term Distance Education
The term distance education that Michael Moore chose to define the universe of teaching-learning relationships characterized by separation between learner and teacher was one he first heard in a conversation with the Swedish educator Brje Holmberg. Holmberg was director of the Hermods correspondence school in Sweden, and being fluent in German he had read about the work of a group of research at the University of Tubingen. Instead of talking about correspondence study these Germans use the term Fernstudium, or distance education; and Fernunterricht or distance teaching. Prominent among these were K. H. Rebel, M. Delling, K. Graff, G. Dohmen, and Otto Peters. Since they only publish their work in German; English-speaking scholars only knew it in later years mainly due to the efforts of Desmond Keegan.
Otto Peters
In 1967 Peters published a seminal work, which was translated into English in 1983 with the title distance teaching and industrial production. A comparative interpretation in outline. In this article Peters explained how it becomes clear that distance that he is a form of study complementary to our industrial and technical age. His thesis was that distance education is best understood as the application of industrial techniques and delivery of instruction and that unless industrial methods are used distance education will not be successful. These techniques include; systematic planning, specialization of the workforce, mass production of materials, automation, standardization, and quality control, as well as using a full range of modern communications technologies. This application of industrial practices will result in a high quality; the high cost of this is amortized when course are distributed to a large number of students -- what is known to economists as the economies of large-scale production.
Toward a Pedagogical Theory
Peters theory was an organizational theory and it didn't circulate in English until the 1980s. The nearest to a theory in English was Wedemeyer in 1971 attempt to define the independent learner as a person not only independent in space and time but also potentially independent and controlling and directing learning. Michael Moore was attracted by this idea of learner independence and the possibility that distance could actually be a positive force in helping adult learners individually and in groups to have greater control over their learning and more independence from the control of educational institutions. Although working with Wedemeyer he was more influenced than Wedemeyer by the writing of Carl Rogers, Abraham Maslow, Charlotte Buhler, and other so-called humanistic psychologist. Also at the time the ideas of andragogy promoted by Malcolm Knowles and the self-directed learning research of Alan Tough in 1971 was at the height of their popularity. In searching for the macro-factors Michael Moore gathered and analyzed the structure and design of several hundred of courses in which the teaching behavior are executed apart from the learning behaviors and on this empirical basis offered his theory at the 1972 conference, the theory was intended to be global and descriptive. In other words it was to be of sufficient generality to accommodate all forms of distance education as defined and to provide a conceptual tool that would place any distance education program and the relationship to any other. You are creating an equivalent of the periodic table advised University of Wisconsin adult education professor Robert Boyd. Follow Linnaeas said Charles Wedemeyer just as the 18th century scientist sought to identify the characteristics that would differentiate living creatures and also assist in classifying them the aim was to create a system for classifying this special type of education program. What emerged combines both the Peters perspective of distance education as a highly structured industrial system, and Wedemeyer perspective of a more learner-centered, interactive relationship between learner and teacher. Since 1986 it has been known as the theory of transactional distance.
Theory of Transactional Distance
The first core idea of the theory of transactional distance is that distance is a pedagogical phenomenon and is not simply a matter of geographic distance. Although it is true that distance education learners are separated by time and/or by time from their teachers, what is important for both practitioners and researchers is the effect that this geographic distance has on teaching and learning communications and interactions, curriculum and course design, and the organization and management of the education program. When we speak of distance learning we do not speak of an educational experience that is no different from the contiguous course except for the physical separation of learner and teacher but we describe a family of programs that have distinctive, qualitative differences. Transactional distance is the gap of understanding the communication between teacher and learners caused by geographic distance that must be bridged to distinctive procedures in instructional design and the facilitation of interaction.
Distance Education as a Transactional
The concept of transaction was derived by John Dooley and developed by Boyd and Apps 1980. As explained by Boyd and Apps; it connotes the interplay among the environment, the individuals and patterns of behavior in a situation. This transaction that we call distance education is the interplay between people were teachers and learners in environments that have the special characteristics of being separated from one another. It is the physical distance that leads to a communication gap, a psychological space of potential misunderstandings between instructor and learners that has to be bridged by special teaching techniques and this is the transactional distance. Transactional distance is a continuous rather than a discrete variable; a program is not either distance or not distance, more distance or less distance. In other words transactional distance is relative rather than absolute. As has been pointed out for example by Rumble 1986, there is some transactional distance in any educational the event even those in which learners and teachers meet face-to-face in the same space. What is normally referred to as distance education is that subset of educational events in which separation of teacher and learner is so significant that it affects their behavior in major ways. The separation actually dictates that teachers plan, present content, interact, and perform the other processes of teaching and significantly different ways from the face-to-face environment. In short the transactional distance in such that special organizational and teaching behaviors are essential, how special will depend on the degree of the transactional distance. These special teaching behaviors fall into clusters. We can describe transactional distance by looking at these teachers behaviors. Similarly, if we are designing courses we think about how much to invest in each of these clusters of teaching behavior; or, in other words, how much transactional distance we or our students will tolerate. The two sets of variables are labeled dialogue and structure.
Dialogue is a term that helps us focus on the interplay of words and actions and any other interactions between teacher and learner when one gives instruction and the other responds. Dialogue is not the same as interaction, drew interactions are necessary for creating dialogue. The extent and nature of this dialogue is determined by the educational philosophy of the individual or group responsible for the design of the course by the personalities of teacher and learner by the subject matter of the course, and by the environmental factors. One important enironment to factor that affects dialogue in the existence of a learning group and its size. It is probable there will be much more dialogue between an instructor and a single learner than between an instructor and a particular learned in a group of learners. Another environmental variable that influences dialogue is language; it is found that persons working in a foreign language are likely to interact less with an instructor than those who share the instructors tongue. One of the most important environment variables is the medium of communication. For example in a correspondence course or an online course each individual learner has a dialogue with the instructor through either electronic or surface mail. Because it is in writing this is a rather highly structured and -- in the case of surface mail -- a slow dialogue. A greater degree of dialogue is likely in a course taught online because of the speed in frequency of responses by teacher and student to the inputs of each author. Audio conferencing by telephone is usually a highly dialogue process. However as indicated before since the audio conference is group base there will be less dialogue for each individual student than in an online course. Also forms students usually feel more comfortable and engage in more dialogue by the text-based, asynchronous communication methods then they do in the faster, synchronous audio conference. If some courses such as those used in video telecourses have very little or no dialogue. It is possible to learn a foreign language, for example, from a video-telecourse. When watching these television tapes a student might actually speak out while giving a response to something that televised teacher says but since there is no feedback to the instructor, the instructor is not able to respond to student, and no dialogue occurs.


Guided Didactic Conversation
Working as professor at the distance University, in Hagen, Germany, Brje Holmberg selected the learner-teacher and dialogue as the fundamental characteristics of distance education. Distance teaching, suggested Holmberg 1981, should be a conversation, what he called a guided didactic conversation. Distance education, he said: ... implies that the character of good distance education resembles that of a guided conversation aimed at learning and that the presence of the typical traits of a conversation facilitates learning. And also the feeling of personal relation between the teaching and learning parties promotes study pleasures and student motivation and that such feeling can be fostered by well-developed self instructional material and suitable two-way communication at a distance.
The Growing Importance of Dialogue
In the decade since the formulation of the idea of dialogue in transactional distance there has been a considerable research of the social and language based nature of the teaching-learning relationship casting further light on the importance of the concept. This perspective is based on Vygotskys 1978 theory of learning which explains the centrality of language as a medium by which the learner constructs a way of thinking. The relation to learner autonomy is shown by be Vygotskian notion of handover. Through the exchange of meanings and the development of a shared understanding within the Vygotsky calls the zone of proximal development, learners gradually come to take control of the process of learning. They enter a community of shared discourse as novices and supported by a teacher or of the more competent person primarily through their growing confidence in using the tool of language progressively take charge of their own learning. In this Vygotskian perspective on learning a dialogue between teachers more competent other and learner is accompanied by a shift in control of the learning process from teacher to student.
Core Structure
The second set of variables that determine transactional distance are elements in the course design. The turn use described this structure. A course consists of such elements as, learning objectives, content themes, information presentation, case studies, pictorial and other illustrations, exercises, projects, and tests. Quality depends on how carefully bees are composed and how carefully structured. A design team might Pilate-test parts of their course on an experimental group and thus ascertain exactly how long it would take each student to accomplish each objective. They may measure the reading speed of their potential students and in theater the number of pages of reading required for each part of the course. Instructors may be provided detail rubrics and making schemes to help them ensure all students meet standard criteria for achievement. They may monitor the learning performance of each student with great frequency providing remedial activities for those that need them and so ensure that every student has accomplished a set of course in a tightly controlled sequence. The student may be emitted into the course has cohorts and none may be remitted to move into any content area except at the pace of home rule. In an online course or in using a printed study guide each student might be required to follow the same sequence of study and activity; audio and video materials may be synchronized very tightly to the specific pages and the study guide for on the Web; and online discussions may be carefully organized so that each student is included in an online chat room, according to a carefully scripted plan. By contrast a different course may permit students to explore an undefined set of web pages and/or tapes at their own speed, study a set of readings, and submit assignments online only when they feel ready. They may be told to call or e-mail an instructor for a help desk it, and only win, they wish to receive advice. Such would be a course with much lower structure than the former course just outlined. Light and dialogue, structure is determined by the educational philosophy of the teaching organization, the teachers themselves, the academic level of the learner, the nature of the content, and by the communication media that are employed. Since structure expresses the rigidity or flexibility of the courses educational objectives, teaching strategies, and evaluation methods, it describes the extent to which course components can accommodate war be responsive to eat learners individual needs. A recorded television program for example, not only permits no dialogue but it is also highly structured, with virtually every activity of the instructor and every second of time provided for in a script and every piece of content predetermined. There is little or no opportunity for any deviation according to the personal needs in Easton. This can be compared with many web-based courses, which can be structured in ways that allow students to follow many different paths through the content.
Structure and dialogue Measure Transactional Distance
The recorded television program is a very highly structured and teacher-learner and dialogue is nonexistent. This means the transactional distance is high, in the correspondence course mentioned earlier there is more dialogue and let structure so it has less transactional distance. In those live audio or video teleconference programs that have much more dialogue and little predetermined structure and the extent of transactional distance is even lower. In online settings in those courses have little or no dialogue, asynchronous or synchronous, are of higher transactional distance than those that have such a dialogue. Again and again it must be emphasized that these are generalizations, and the analysis has to be done on specific programs because so much more is involved in merely the technology being used. The extent of dialogue and degree of structure varies from course to course, from program to program. In a course or program with little transactional distance learner receives directions in guidance through ongoing dialogue with your instructor and by using instructional materials that allow modifications to suit their individual needs, earning styles, and pace. In more distance courses where there is less dialogue and more structure learners have some guidance; if there is neither dialogue structure and been they must be entirely independent and make their own decisions about study strategies decide for themselves how to study, what to study, when, where, in what ways, and to what extent.
Learner Autonomy
Degree to the transactional distance the more such responsibility the learner has to exercise. Calling his 1972 ICCE presentation learner autonomy: the second dimension of independent study, Michael Moore declared that a theory of distance education that only considered the variables of teaching which would be flawed. This was at a time when all education including correspondence teaching was under the influence of behaviorist learning theory and the idea of learners being autonomous individuals constructing their own knowledge based on their own experience received little notice outside of some adult education circles. In the behaviorist view since distance learners were beyond the immediate environment of the teacher the main problem was how to optimally controlled them. In chapters were urged identify their goals and very specific behavioral turns to prescribe a highly structured regime of presentation, practice, and reward; and to test and measure achievement of all students according to the precise standards built into the objectives. The purpose of into action was to test the extent to which learners were achieving the instructors objectives and to give the successful learners positive reinforcement. The challenge for the educator was to reduce a perfect set of objectives, techniques, testing devices, one that would fit every learner in large numbers Ed distance so that no one would deviate or fold between the cracks. The parallel of a distance education pedagogy described in this way with the industry will model for delivery of education that Peters was working out at the same time is obvious. Having identified the importance of structure as a key element of distance education Michael Moore believed that in the theory of distance education, a balancing perspective was needed one that accepted the idiosyncrasies and independence of learners as a valuable resource rather than a distracting nuisance. In addition to highly structured courses in which passive learners were trained by irresistibly elegant instructional tools it was necessary to conceptualize a dimension that accommodate more collaborative relationships between teachers and learners which would allow for the fact that many learners chose their learning objectives and conduct, construct, and control much of the learning process and that some teachers and teaching institutions encourage this. The concept of learner autonomy is that learners have different capacities for making decisions regarding their own learning. The ability of a learned to developing personal learning plan -- the ability to find resources for study in one's own work or community environment and the ability to decide oneself when progress was satisfactory me not to be conceived as an extraneous and regrettable malaise in a smooth running, and shorter-controlled system. Instead degree to which these learners behaviors exist can be seen as an important dimension for the classification of distance education programs. It is the fact that some programs allow for greater exercise of learner on a nominee than others. Therefore programs can be defined and described in terms of what degree of autonomy learners are expected are permitted to exercise. This is not to say that all students are fully autonomous or ready to be autonomous or that all programs and teacher should treat them as such. Like dialogue structure learner autonomy is a relative concept. Since the original theory a number of important researchers have you never read it on the idea of learner autonomy particularly Candy 1991, Brookfield 1985, Pratt 1988 and Long et al 1989. One of the most comprehensive discussions of autonomy in the context of distance education theory is that of Munro (1991, 1988).
Desmond Keegan, when he founded the Australian Journal distance education in 1980, Keegan published in the first issue an analysis of what he called for in general accepted definitions of distance education. The four definitions were those of Holmberg, Peters, Michael Moore, and perhaps rather strangely in July 1971 law of France which regulated distance education in that country. For this analysis Keegan concluded that the following six elements are to be regarded as essentials for any comprehensive definition: separation of teacher and student, influence of an educational organization especially in the planning and preparation of learning materials, use of technical media, provision of two-way communication, possibility of occasional seminars, and participation in the most industrial form of education. Keegans summary of the four generally accepted definitions became the most widely cited definition of distance education. In 1986 he repeated his technique this time analyzing Peters, Michael Moore, Holmberg and Dohmen. He did not change his list of key elements but he did state them any local form. The first element for example was: the quasi-permanent separation of teacher and learner throughout the length of the learning process; this distinguishes it from conventional face-to-face education. The possibility of occasional seminars became: the quasi-permanent absence of the learning group throughout the land of the learning process so that people are usually taught as individuals and not in groups with the possibility of occasional meetings for both didactic and socialization purposes.
Randy Garrison, further insights into learner autonomy and its relationship to dialogue and structure are found in a model developed by a group of Canadian researchers. This group focuses the discussion of the learner-teacher relationship in terms of control. Another important term is proficiency which is the students ability to construct meaning and the disposition needed to initiate and persist any learning endeavor. The educators aim is to arrive at an optimum balance of control among facilitator, learners, and curriculum. The resulting learning outcome will be socially worthwhile as well as personally meaningful, if the three dimensions of control are in dynamic balance. Meaningful means the learners assume responsibility to make meaning of the content by simulating or accommodating new ideas and concepts into their existing knowledge structures. In addition, socially worthwhile knowledge is that knowledge which has been continually confirmed and which has redeeming social value. What is being described here is a collaborative constructivist perspective of teaching and learning what the individual has the responsibility to construct meaning impetus paid in reciprocal communication for the purpose of confirming understanding and generating worthwhile knowledge. Until recent times such collaborative constructivist approaches to learning at a distance were limited by the character of the technology. However new Internet networks make it possible to offer collaborative learning experiences at a distance in a cost-effective manner. Technological advances on allowing more distance education institutions in choosing to the agreement is that transactional rather than transmissive. Garrisons 1989 model proposes six types of transactional relationships, building on Michael Moore's 1980 93-part model of interaction. That's in addition to learner-content, London-in short, and learner-learner interactions, Garrison added; teacher-content, teacher-teacher, and content-content. With the incorporation of computer-mediated conferences into program designed to support interaction, Hillman, Willis, and Gunawardena 1994 and a four type of interaction which take-home learner-interface interaction. Garrison 2000 argues that the focus of distance education theory has shifted from structural constraints overcoming geography to transactional ssues optimizing teaching-learning strategies. Recent research has been concerned with the cognitive and social presence that occurs in computer mediated interaction.
Collaborative Learning and the Social Construction of Knowledge
Conceptualizing learning as socially situated some researchers argue that group based collaborative learning enables development of learning communities in the short term and potential communities in practice in the long term. Since in distance settings, normal communication is conveyed through an artificial medium we must find ways to achieve social presence. One seminal study developed by interaction analysis model to examine the social constructions of knowledge and computer mediated instruction. It was concluded that the dynamics of the virtual report all the participants toward various forms of compromise and negotiation on the way to socially constructing a commonly acceptable knowledge. Research suggests that the affection, inclusion, and sense of solidarity of the group, the ease of expression and synthesis of multiple viewpoints with no one student dominating, are important characteristics in the successful social structure the knowledge online. In an earlier study of computer mediated instruction, Cheng et al 19 anyone reported a higher completion rate for those learners will work collaboratively in 90% than for those who work independently 22%.
System Dynamics of Saba
With his colleagues and students Saba has elaborated the theory of transactional distance by using computer simulated modeling. In the first project, Saba and Twitchell used a computer simulation method based on systems dynamics modeling techniques that demonstrates and explains the interactions of different forces in the distance education system. Next, Saba employed the model to describe the interrelationship of the variables that make up structure and dialogue. Here is how he describes the model 1988: integrated systems provided a flexible means for decreasing structure through integrated dialogue. They also expedite increased structures will dialogue can be kept to a desirable level. This defines a demented relationship between dialogue and the level of required structure. This relationship can be displayed as a negative feedback loop in a system dynamics casual diagram. The negative flow diagram represents an inverse relationship between levels of thy love and structure. As dialogue increases, structure decreases, and as structure decreases dialogue increases to keep the system stable. In negative feedback loops, the stability of the system depends on interventions from outside the loop. The level depends on the actions of teacher and learner. In a plausible scenario, the need for decreasing structure is communicated to the teacher. Consultation automatically increases dialogue; then adjustments in goals, instructional materials, and evaluation procedures of car and the learner achieved the desired level of autonomy.
Saba expanded the system model in a third project mentioning before, when he ran simulations of distance students exchanges with instructors to measure relationships of transactional distance and autonomy. Using a technique for coding speech called discourse analysis the researchers identified the speech content of a number of educational transactions at a distance and classified them into 10 main categories and 20 subcategories. In this way they are operationalized dialogue, structure, and teacher/learner control and measure the effects that changes in any of these had in the others.
Others Applications of Theory of Transactional Distance
at the University of Hawaii, Bischoff et al 1996 survey 221 students perceptions of structure, dialogue, and transactional distance in a coarse mediated by interactive television. Data was generated by a 68-item questionnaire and items were measured along a 5-point Likert scale. As expected, results showed that dialogue and transactional distance were inversely proportional; that is, a dialogue increase, transactional distance decrease. Chen and Willits 1999 study the experiences of 121 learners in a videoconferencing environment. They found that the greater the transactional distance between instructor and learner the student perceive their learning outcomes lower. What had the most significant effect on the learners perceived learning outcomes was the frequency of in class dialog. They found that the larger the learning group the greater the distance transaction between in structure and learners as perceived by learners. In research on factors that affect online dialogue in computer mediated instruction, Vrasidas and MacIsaac 1999 emphasized the relationships of the structure of the course, class size, feedback, and prior experience. Prior experience with CMC along with access to appropriate technology is relevant to the quality of dialogue, a point noted by Wegerif 1998. Hopper 2000 undertook a qualitative study of life circumstances and transactional distance in a videoconferencing environment and found that even students who reported a perception of high transactional distance were satisfied with their experience and the level of their achievements. Gayol 1995 use transactional distance theory to explore the transactions that occurred in the computer-mediated communication learning environment of students in the course with participants in four different countries, with four different languages. Posted assignments and messages of the students and the instructor were analyzed to measure the changes in the degree of dialogue, structure, and learner autonomy. Bunker, Gayol, Nti, and Reidell 1996 examined the effect of changes in structure on dialogue in an audio-conferencing course connecting nine sites internationally. In another study Chen 2001 measured the impact of individual and instructional variables on learners perceived transactional distance in a world wide web learning environment and recommended the future development of instruments for measuring transactional distance.
Theory and the Student
What these examples indicate how researchers can base their study on the fear radical platform and how the result of each study them, in turn, makes the platform or helpful for the next researcher. You can see the theories serves as a tool to help specify variables of structure, dialogue, and learner autonomy, and then suggests questions about the relationships among these variables. Unfortunately there is far too little research and that is theoretically oriented in this way. After an extensive review of research on web-based instructions, Jung 2001 concluded: Web based in structure and we sure showed little resemblance to establish pedagogical theory in general or distance education theory in particular. While some studies raise their research questions and discuss the findings in theoretical frameworks other studies have little relationship to establish learning theories. She went on to suggest questions for future research, including: does the extent of rigidity or flexibility in the structure of a web based instruction course of the dialogue and transactional distance as is the case in other distance education modes?; what Web based instruction structure best supports interaction and learning?; what are the effects of different types of interaction on learning and satisfaction in web-based instruction?; and how can we balanced learner autonomy and core structure in Web based instruction? Following Jung, we would agree that there is a need for much more research of an empirical nature to identify the many variables that lie within structure, dialogue, and autonomy; and to explore them more thoroughly. There are rich opportunities for graduate students in this unexplored feel, especially with the rapid growth of web-based injection. But, as Jung emphasizes, when students looked into the possibilities of research is important eight first read as much as possible of the existing distance education literature. The journals mentioned in this book will provide the basis of this reading. It is also necesary for students to think how they can connect their thinking about research and distance education with their study of the more general body of educational research and theory. There are many aspects of traditional learning theory that are relevant to distance learning. Likewise, there is a great deal of research in instructional design and technology-based delivery systems that is directly applicable to distance education efforts.
The Theory and the Practitioner
What determines the success of distance teaching is the extent to which the institution and the individual instructor are able to invite the appropriate structure and design of learning materials, and the appropriate quantity and quality of dialogue between teachers and learners, taking into account the extent of the learners autonomy. The more highly autonomous the learner, the greater is the distance they can be comfortable with IE their last the dialogue in the last structure. For others, the goal must be reduced distance by increasing dialogue ranging from online asynchronous to synchronous interaction, perhaps using the telephone, or at the most extreme, face-to-face contact, while providing the security of sufficient structure.

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The effectiveness of using technology in the reading curriculum for low level students with special needs




Improving Reading Skills of Low-Level Special Needs Students through the use of Technology






















Irwin N Kellen


Concept Paper For: ARC: 8966 CRN: 58770




























July 30, 2007








--> Introduction[Author:T]


Technology and literacy have a very strong link and scholars have been keenly interested in discovering various aspects of their relationship. Fisher and Molebash (2003) in their study wrote that it was the Digital Divide, amongst many other things, that creates a division in learning. which has reminded --> us [Author:T] about They pointed out that the distance of accessibility that people in different parts of the world have when dealing with the latest advancement in information technologies. It is these reminders that --> make us face the fact that [Author:T] literacy, which is the main aim of a digital economy, is still not as accessible as it could or should be. This is one of the main reasons why organizations like the E-rate have devoted more and more time and effort into constructing a sound and efficient technical and informative setup of various schools in different parts of the world (Fisher and Molebash, 2003).


Most researchers and educationalists make the mistake to treat of treating literacy and technical proficiency on different scales. However, the truth of the matter is that one cannot exist or work efficiently without the success of the other. A good example of this is visibly present in the past decade: the Technology Literacy Challenge Fund of 1997 aimed to advance technical learning and skills of every student while the No Child Left Behind Act of 2001 aimed to adopt a more technologically-driven structure to boost the overall literacy amongst students. However, both failed to realize that neither can obtain their objectives without understanding that technical proficiency and literacy go hand in hand.


The main focus of this paper, hence, will be to define literacy, in the context of reading, and also discuss its connection with technology as well as present the advancements in the department of literacy/reading in special education. --> We will draw attention [Author:T] to the scope of special education in the fields of literacy/reading. A secondary aim of this paper will be to evaluate ways that will allow provide teachers with a wide array of choices in teaching low level special-needs students to read/understand what they have read in order to and make them part of the literate society.


--> Literature Review[Author:T]


Fisher and Molebash (2003) have defined literacy/reading, as a whole, as purely a means to extract meaning and understanding from a form of information or knowledge database. What technological improvements --> has[Author:T] done is given the teachers and students a wide spectrum of choices to extract this information. At first all educational exchanges were mainly aural but with time the advent of books, libraries, the media, journalism, television, the Internet, video games; etc making teachers' the task of the teachers has gotten easier. --> and the accessibility of the students has increased[Author:T] . However, when dealing with the students who have special needs, mere accessibility is not the answer and all efforts on technology integration have to include the easier understanding and interpretation of the text available (Fisher and Molebash, 2003).


May (2003) found that even though technological improvements, even though, have made the job of the teacher easier; it has not actually decreased the workload. A teacher still has more than --> 2 [Author:T] dozen children in his/her class and there are various teaching/learning capabilities and methods that these teachers still have to understand. This difference in teaching/learning is even more enhanced amongst the special-needs students. A teacher cannot overlook a behavioral pattern or force a learning technique upon his/her students. This is one of the main ways that technology has helped the teachers. They can now use the everyday mechanisms to explain different educational theories with the help of other technological tools or interpretations. However, for technology to actually help in the long run, the teachers need to make sure that the students are giving their input and are involved in the utilization of the technology so as to ensure a higher success rate of education through technology (May, 2003).


--> Teale et al. [Author:T] (2002) concluded in their study that the use of technical advancements and proficiencies in the educational structure helped enhance the reading and writing skills of the special-needs students ( --> Teale et al. [Author:T] 2002). The main reason for this is that technology integration attracts the children motivates students and instigates engages them to learn more and more. However --> the[Author:T] teachers have to be careful that the technology being used does not hinder or slow down the process of learning for the special-needs students as their learning curves are very different form those of the normal students. Asselin (2001) in his study highlighted that The value of educational time spent on using technology to support students' literacy development rests on its ability to promote higher-level thinking, collaboration, constructivism, speed and information evaluation--i.e., those competencies required for the 21st century ( --> Asselin 2001[Author:T] ).


The 21st century looms with the need for great technological sense and knowledge for all its future businessmen and managers. This is one of the main reasons why the students of the 21st century need to get become accustomed to using these advancements and their implementations. and acquire knowledge of these advancements and their implementations. This is also what has led to the incorporation of technology in a classroom setting. All these technologies aim to increase the students' intensity of wisdom, cooperation and text assessment. A good and simple illustration of this could be is a book review, . This could which can be an individual task or even a group task and the child (or children) could be asked to use that uses software programs such as applications like Kidspiration and Timeliner. These applications could software programs help the students highlight visualize their thoughts and opinions as well as communicate them efficiently. Now literacy reading skills education is are very important not only for the reading skills of both normal students but also and special-needs students because they are not just exposed exposure to literacy is not only through books anymore. In fact, their the range of information is more vast and varied in accordance with the technical improvements; this is why the teaching of literacy/reading is far trickier then before. Teale et al. (2002) explained this: --> Technology profoundly affects the learning and teaching of literacy as well as the nature of literacy itself. It always has. The development of book technologies in the early 1500s set in motion the need for book literacies and many of the abilities we currently teach in our classrooms. Today, new literacies emerge as new technologies for information and communication demand new skills for their effective use. These include the literacies of word processors (e.g., using a spell checker or knowing how to format a paper), e-mail (e.g., managing a digital address book or effectively using an electronic mailing list) and the Web (e.g., using earch engines to locate information on the Internet or knowing effective strategies to critically evaluate Web site information). As a community of literacy educators, we are responding to the emergence of these new literacies in many ways [Author:T] (Teale et al. 2002).


--> [Author:T] Technology profoundly affects the learning and teaching of literacy as well as the nature of literacy itself. It always has. The development of book technologies in the early 1500s set in motion the need for book literacies and many of the abilities we currently teach in our classrooms. Today, new literacies emerge as new technologies for information and communication demand new skills for their effective use. These include the literacies of word processors (e.g., using a spell checker or knowing how to format a paper), e-mail (e.g., managing a digital address book or effectively using an electronic mailing list) and the Web (e.g., using search engines to locate information on the Internet or knowing effective strategies to critically evaluate Web site information). As a community of literacy educators, we are responding to the emergence of these new literacies in many ways. --> (Teale et al. 2002).[Author:T]




To improve the reading skills of special-needs students, the teachers are aiming to teachers use technology to improve student skills in the following spheres to make them: Making them (a) hear word tones, of the words, Making them (b) decipher and interpret words their use and interpretation, Making them (c) understand their overall expressions, Making them (d) understand the word span, of words, and (e) Making them become knowledgeable and confident with their reading style.


--> Making them hear tones of the words,


Making them decipher their use and interpretation,


Making them understand their overall expressions,


Making them understand the span of words,


Making them knowledgeable and confident with their reading style. [Author:T]


Numerous agencies are also involved to help the teachers and the special-needs students on the department of with reading/literacy. One of the many organizations involved is the Software & and Information Industry Association. Grogan (2002) analyze --> s[Author:T] one of the latest studies conducted by The Software & Information Industry Association and confirms that the use of technology helps develop the reading and speaking skills of the special-needs students through by boosting their spelling sense, plus span of words, expression and overall understanding of the text. He also proposed that to cater to the different learning curves of the special-needs students, teachers could employ a multimedia literacy program that incorporates text, acoustics, images and manipulatives (Grogan 2002).


May (2003) --> notes [Author:T] that one of the most successful ways with which that reading amongst the special-needs students has been enhanced by using technology has been in the is through group book reviews. The class is first given a list of books to choose form and then the students are divided in different groups based on their choice of book. There are prearranged meetings, and the pages that need to be read in each group are decided before students meet in groups. meetings are also decided from before. After this is done all special needs students are to During group meetings students engage in certain leaning task that involve the interpretation of the story, the characters and their choices, the plots, the twists, the climax, the main incidents and their denotations. etc. The whole idea is to make the children focus on what the story is about and how it has evolved through events and different interpretations (May, 2003).


May (2003) found that one of the most commonly used applications in this group book review task is the AlphaSmart mainly because of its simplicity and popularity among the special-needs students. The task would mainly involve the interpretation and rewriting of the story so that the teacher is aware of how well the student understands the plot and how much work he/she does. This also helps the teachers analyze the influence that the group opinions might have on the individuals within the group.


May (2003) notes that amongst other applications that are fast becoming part of the curriculum for improving the reading and understanding of the special-needs students are Kidspiration and Timeliner. The Kidspiration software program application helps the students recall the main events and characters of the story and their influence on the overall plot while the Timeliner application software program helps the students to analyze the timeline in which the major incidents in the storyline took place and their aftermath on the following timelines (May, 2003).


May (2003) writes that one other another technique that is now being used within a classroom of with special-needs students is the teacher reading the story out aloud . the whole story. After the story is completed the teacher asks the and then having the students to roam around their environment and take pictures that they feel relate to the story. that had been read out loud. They then come back and Then students use the AlphaSmart software application to paste their pictures and explain in a paragraph why, how, and where in the plot they feel that the pictures relates to the story. This tests three things: one, (a) the student concentration of the students, two their (b) student level of understanding of the general plot, and three, their (c) student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and relations that their own lives might have with the stories that they read. The implementation of taking the pictures is one way that this has been successfully achieved. This use of a camera is a very flexible application and is being used in different ways for different special-needs students (May, 2003).


May (2003) found that cameras are being used to also expand the span of words or vocabulary amongst the special-needs students. The teacher hands out a set of words to the students and explains their use and different interpretations and then asks them to head out and take photographs in accordance to what they have understood. Any good reader will relay that the best part about reading is the expressions and vocabulary. Vocabulary is mainly an understanding of the use and interpretation of the words being used, and this process has helped the special-needs students in their reading skills when wherever it has been included in the curriculum (May, 2003).


There have been criticisms made on the use of technology and how it changes or lessens the expectations from for the students on a large scale. May (2003) argues that the truth of the matter is that with the increase in distractions that are present nowadays, the students need to be constantly engaged within a classroom setting and the use of technology does that extremely efficiently.


The misconception that exists amongst many still is that technology is the answer to all teaching hazards when dealing with the special-needs students; however, May (2003) notes that it is the proper incorporation of the technology available that makes the teacher's job easier. The use of technology is a fairly new concept and has been regularly used in the past decade or so, however, the results in the reading and comprehension skills of the special-needs students are undeniably better.


May (2003) notes that teachers have to analyze the technology that will be most useful for the student in accordance to, both, its implementation and the students' capabilities. If the incorrect technological tool is used it will hamper learning and decrease the level of confidence of the student. Also the teachers cannot expect the students to understand the use of the technological tool without initial instruction and explanation of its use.


--> Advancing Technologies [Author:T]


The three most successful applicationsthat have enhanced the literacy education over the years for the special-needs students are: --> (1) [Author:T] (a) voice detection software,


(2) (b) tele-cooperation operations of the Internet, and (3) (c) Personal Digital Assistants (PDA) and new portable processors or devices.


Fisher and Molebash (2003) in their study traced the track of technological advancements and point out that at the advent of the 21st century, all of the above applications were still being tested hypothetically on the drawing board. The speed at which these have been practically implemented and yielded successful result is simply astonishing. They said that Fisher and Molebash found that all technological advancements have followed the pattern that Gordon Moore had pointed out more then 4 decades ago. He had Moore said that in theory all microchips had the capacity to improve and enhance within a period of 18 months to --> two[Author:T] years. This statement, called the Moore's law, has held true since that day and stands true for the digitally driven society today. The alteration or adjustment in the to Moore's Law is that Moore had restricted the phenomenon of speedy advancements to the speed of microchips while in today's society this theory holds true to include everything from the speed, to power, to memory, and to the price (Fisher and Molebash, 2003).


This rapid increase in the advancements of technology is one of the main reasons for the incorporation of tools like computers and cameras and others in the school setting because without them the children students will not only be bored but also the educational setup would be backward and not up to the par of what is required in the developing societies. Computers, Nintendo, cell phones, e-mail and the World Wide Web have become such an integral part of the daily life that it is hard to imagine a time when they did not exist. The use of technology within a classroom setting of special-needs students makes these students more confident and comfortable in thinking that they can operate all these things and tools that the normal students operate. can, not to mention the improvement These technology tools also improve in their special needs students' reading and comprehension skills. that are also a direct result of the use of technology. This ubiquity of technology, like PDA, TVs, cell phones, video games, Walkmans, computers, and modern publishing resources, is why all types of students feel more accustomed and engaged in a classroom where technology is incorporated in the academic curriculum.


Prensky (2000), in answer to the criticism of the application of technology in educational structures, explains that the thought processes and attitudes have shifted dramatically between the past three generations and in correspondence to these changes in attitudes the teaching methods need to be altered as well. Fisher and Molebash (2003) agree that it seems extremely logical to analyze the patterns and learning curves of the current generation before completely discarding the use of technology in educational standards mainly because its seems too easy for the students (Fisher and Molebash, 2003).


One of the most useful applications to enhance the reading skills of the special-needs students, thus far, has been the tele-collaborative venture that uses the Internet as its main source of communication. The significant fact of the Tele-collaborative ventures is that it mainly incorporates some of the most commonly used mechanisms of telecommunications like the tools e-mail, debate mediums, synchronous chats, and videoconferencing. All of these tools and mechanisms are then use to communicate within and amongst classroom, schools, and universities as well as across borders to address the commonalities and difficulties faced by the special-needs students. Once these commonalities are identified then numerous organizations join hands to work on problem-solving techniques and structures. Judi Harris (1998), in her study on technology integration in the reading curriculum for low level students with special needs has divided the tele-collaborative based applications and implementations into three groups: (a) interpersonal exchange, (b) information collection and analysis, and (c) problem solving. -->


Interpersonal Exchange,


Information Collection and Analysis, and


Problem Solving. [Author:T]


She further divides these three categories into 18 different activities. The interpersonal exchange includes:


--> Tele-mentoring


Key-pals or pen-pals through the use of Internet


Electronic facades


Question-and-answer exchanges


International classrooms


Imitations or masquerades [Author:T]


The Information Collection and Analysis section includes:


--> Electronic printing


Date or knowledge-based communication


Mutual data investigations


Tele-outings or tele-fieldtrips


Knowledge catalog construction [Author:T]


The Problem Solving section includes:


--> Corresponding problem solving


Knowledge explorations


Contemporary response exchanges


Public interaction ventures


Tele-based problem solving


Replications


Chronological problem solving [Author:T]


Hawkes & and Good (2000), in their study highlight that one of the main reason for the improvements in the learning capabilities of K-12 special-needs students has been through is the result of the execution of the tele-collaborative ventures. They also go on to say said that the teachers' work is made a lot easier and less hectic because they have more options, outlooks, practices and encounters that they can learn from and employ when dealing with the different learning curves of the special-needs students. (Hawkes & Good, 2000). The tele-collaborative ventures have also shown flexibility and adaptability in genres beyond the reading and comprehension skills of special-needs students. One good example of the flexibility of tele-collaborative ventures is given in the study conducted by Dawson, Mason and Molebash (2000). In this study they analyzed the behavioral patterns and results achieved by teachers who were topographically apart but were tele-collaborating on issues that sparked mutual interest like example-based educational methods, internet forums, cross-border university alliance, and similarly patterned or dissimilarly patterned method of teaching. The researchers concluded that the level of tele-collaborative communication and ventures helped in the growth of teaching techniques and information, enhanced the similarities and difficulties that are faced by teachers of special-needs students irrespective of their geographical location, increased the span of learning techniques, encouraged feedbacks as well as helped understand the practical executions of numerous teaching theories.


Enough practical applications and evaluations have shown that the proper and informed execution of the tele-collaborative ventures can immensely benefit the K-12 special-needs students and encourage them to look for multiple interpretations, improve their reading skills and increase their span of knowledge as well as vocabulary (Fisher and Molebash, 2003).


--> The Personal Digital Assistants [Author:T]


The rise in the use and success of the Personal Digital Assistants (PDA) is one of the main reasons why it is now being used on such a large scale in the educational institutions as well. Even though the PDA was initially used as a storage device for the names, dates, reminders and/or addresses, it has now become versatile enough to provide the teachers with a sort of an electronic calculator and mobile computer that they can use to access the Internet, perform online tests and assessments, record results, and scores, and allow teachers to have the option of data keeping tools and keep grade books. The popularity of the PDA has forced the Education Committees in Florida to create an efficient software based on the PDA format that will help the special education teachers to document student activities and follow the aims and objectives of students' Individualized Education Plan (IEP) aims and objectives (Fisher and Molebash, 2003).


Fisher and Molebash (2003) pointed out that the PDA can also allow the teachers to manage or oversee a group of students and gather/record the facts in their ongoing discussions. This recording though was once believed to be painstaking, but with the use of PDA teachers can now collect this information is now done without much effort by using PDAs and teachers can then use the information gathered to analyze students' the comprehension abilities of the students and hence modify their teaching methods accordingly (Fisher and Molebash, 2003). They also asserted that the PDA beyond helping the with the compilation and evaluation of information could also can be used for marking as well i.e. the PDA can measuring and ranking the overall performance of the students in the class by analyzing whatever information has been entered by the teacher (Fisher and Molebash, 2003).


One of the most important features of the PDA is the accessibility to the --> i[Author:T] nternet and the online books. It is true that the generation gap makes some teachers want to carry on with the real books and the while students prefer the --> PDF[Author:T] format. The advantage of having a book stored in the PDA is that it can show the meaning, pronunciation and use of a word that the student did not recognize (Fisher and Molebash, 2003).


The downside with the use of PDA though, as Fisher and Molebash (2003) highlight, is that the overall monitoring by the teachers would have to increase. This simply means that the easy access to the email or internet for the students might be distracting and destructive if used inappropriately and the notes passing between students will become easier and difficult to control. Hence the monitoring and repercussions would have to be made stricter (Fisher and Molebash, 2003).


--> Voice Recognition Technology[Author:T]


Fisher and Molebash (2003) pointed out that the emphasis on learning how to type has grown in importance over the years and now students, along with learning how to read and write, are expected to learn how to type as well. Most of the time, teachers use the computer lab time to allow the students to type and increase their typing speed with time. However, when dealing with special-needs students, this is not always easy. The current format of the keyboard is based on the Sholes' QWERTY which was designed by Christopher Latham Sholes in the 1870s. Over the years, people have been reluctant to change the format as it was seen as too much of a hassle to teach the typists to type in an updated and more efficient keyboard (Fisher and Molebash, 2003).


--> Wetzel (1991) [Author:T] in his study had made predictions on some of the problems that the special education teachers might face with the passage of time in the advent of a technologically driven society. --> Dorsey (1994) [Author:T] explained how the implementation of the voice recognition technology was extremely helpful for the special-needs students to express their thought and philosophies particularly the one who suffered from dyslexic. Mitchell and Scigliano (2000) also experimented the use of Voice Recognition Technology (VRT) for the special-needs students although the students they focused on were those who had problems with their sight. --> Brown (1992) in his study also evaluated the usefulness of the VRT and the sample of special-needs students he utilized were the one who were mentally retarded and/or suffered from cruel physical perils. [Author:T] Myers (2000) in his study analyzed the use of VRT in the enhancing of language abilities for immigrant or non-native citizens (Myers, 2000). Fogg and Wightman (2000), in their study also pointed out that the use of VRT helped shorten the time span for conducting interviews or discussions. All these studies prove one thing: that VRT is an essential part of the society we live in and it is particularly important for the special-needs students (Fisher and & Molebash, 2003).


The most likely progress that is expected of the VRT module is that it will soon recognize our speech and convert it to text simultaneously. Fisher and Molebash (2003) recognized that the use of VRT will change the way the future generations will read and write, but they also highlighted that the challenge for most educators will be to incorporate the language capabilities such as like reading and writing in a way that is easy to adjust to and comprehend (Fisher and Molebash, 2003).


--> Conclusion[Author:T]


It is extremely hard to imagine what the future holds for us in terms of the technological advancements. , but keeping the Moore's Law and similar theories in mind we can use the assumptions to demonstrated the need to develop the instructional methods and techniques that incorporate technology. Fisher and Molebash (2003) explained that by keeping the Moore's law in mind, it is not absurd to assume that by the end of the first two decades of the 21st century the Intel projects will be able to develop and use microchips that will encompass nearly 1 billion transistors, which if continued, will make the human brain and intellect obsolete in comparison to the power and ability of the computer chips (Fisher and Molebash, 2003).


Even though the assumptions we make about the future can be wrong and inaccurate, the fact of the matter remains that they can still be of great use to the present. If the current special-needs educators are given targets and aims to achieve in accordance to with the technology being used, they will not only develop a more sound and efficient instructional structure but they will also be able to analyze and evaluate what needs to be done to keep up to pace with the computational advancements of the future. Fisher and Molebash (2003) suggested that to make literacy the only ultimate goal the special-needs instructors will need to construct a method have to incorporate technology that will make it simpler for the special-needs students to access, comprehend and transfer information and opinions so that they can participate in this world where information is everywhere (Fisher and Molebash, 2003).


--> References[Author:T]


Your references are not in the proper format. Below is an example of how they should appear in the reference list. Change to this format:




Angelides, P. (2004). Restructuring staff meetings. Journal of Staff Development, 24, 58. Retrieved January 22, 2006, from Wilson Web Database.




Black, S. (2003). Try, try again. Surgery's bumpy learning curve applies to teaching. Journal of Staff Development, 24, 8-32. Retrieved December 12, 2005 from Wilson Web Database.






Asselin, M. (2001). Literacy and Technology. Teacher Librarian 28 (3): 49.


--> Brown, C. (1992). The sound-to-speech translations utilizing graphics mediation interface for students with severe handicaps. [ERIC Document Number ED403727][Author:T]


Dawson, K. M., Mason, C. L., & Molebash, P. (2000). Results of a telecollaborative activity involving geographically disparate teachers. Educational Technology & Society, 3(3), 470-483.


--> Dorsey, R. C. (1994). Do what I say! Voice recognition makes major advances. Technos, 3(2), 15-17. E-Rate.[Author:T]


Fisher, D, Molebash, P. (2003). Teaching and Learning Literacy with Technology. Reading Improvement. 40: 2.


Fogg, T., & Wightman, C.W. (2000). Improving transcription of qualitative research interviews with speech recognition technology. [ERIC Document Number ED441854]


Grogan, D. (2002). Phonemic Awareness: Technology Lends a Hand. Principal 81 (4): 62-64.


Harris, J. (1998). Activity structures for curriculum-based telecollaboration. Learning and Leading With Technology, 26(1), 6-15.


Hawkes, M., & Good, K. (2000). Evaluating professional development outcomes of a telecollaborative technology curriculum. Rural Educator, 21(33), 5-11.


May, S.W. (2003). Integrating Technology into a Reading Progam. T H E Journal. 30: 8.


Mitchell, D. P., & Scigliano, J. A. (2000). Moving beyond the white cane: Building an online learning environment for the visually impaired professional. Internet and Higher Education, 3, 117-124.


Myers, M. J. (2000). Voice recognition software and a hand-held translation machine for second-language learning. Computer Assisted Language Learning, 13(1), 29-41.


Prensky, M. (2000). Digital game-based learning. New York: McGraw-Hill.


Teale, W., L. Labbo, C. Kinzer and D. Leu Jr. (2002). Exploring Literacy on the Internet. The Reading Teacher 55 (7): 654.


--> Wetzel, K. (1991). Speaking to read and write: A report on the status of speech recognition. Computing Teacher, 19(1). 6-10.[Author:T]


















Special Education 1






No bold


You can't use personal pronouns or first person.


Can't use us


Can't use we


No bold


have


Clarify thisrewrite as a sentence.


Change to two (APA rule)


do not use et. al. here because it is the first time you are citing this research. See page 208 in the 5th ed. APA Manual


Since this is the same paragraph and no other research appears between this information, it is understood that this relates to Teale. Therefore, only the yr. is needed.


Delete the before teachers, students, children, etc.


Replace Asselin 2001 with the page number for this quote.


Not cited properlysee page 118 APA Manual. Quotes40 or more words are indented from left margin and single spaced with the page number at the end. I have shown the correct format.


Delete quotation mark


Delete quotation mark and Teale et al. 2002. Replace with page number in parentheses.


You can't use bullets in APA. I have changed to correct format.


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Always use past tense


No bold


These were changed to the a, b, c format to comply with APA


Change to 2


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Change to the format used above - use the a, b, c format instead of bullets.


Change to a, b, c format


Cage to a, b, c to comply with APA format


No bold


Check to see if Interent should be capitalized


This is the first time you have used this term. Did you mean, PDAif so change to PDA. If you meant PDFspell out the term and then put PDF behind it in parentheses.


Do not bold any headings


Research can't be older than 10 years. Delete.


Delete - older than 10 years


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delete


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Delete research too old






Concept Paper Rubric




Student's Name: _________________ Committee Chair: __________________


Submission #: ________ Committee Member: __________________


Date: __________




Item

Comments




Overall


a) Approximate length is 12 pages, excluding title page and reference pages


b) Consistent with APA and Style Guide







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Title Page


a) Is descriptive of AD study


b) Useful for keyword searches


c) Is within 10-12 words







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Introduction


a) Explains the setting of the study


b) Contains organizational profile


c) Includes other salient information







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Statement of the Problem


a) Actual problem indicated


b) Documented evidence of problem provided


c) Impact of problem is clearly stated


d) Stated as declarative sentence


e) Problem statement is concise and focused


f) Problem is in range of student's influence







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Preliminary Literature Review


a) Provides contextual background


b) Reveals related issues


c) Reviews similar problems elsewhere


d) Provides significance to your approach to the study


e) Includes major/seminar research articles pertaining to study


f) Written in an integrated manner







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Purpose of the Proposed Project


a) Intent of proposed project clearly explicated







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Initial Research Questions


a) Formulation based on theory, previous research, and professional experience


b) Stated in the form of a question


c) Focused and clear







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Brief Description of Methodology and Research Design


a) Presents an overview of the methods to be utilized to address research questions


b) Explains appropriateness of methods and provides rationale for selection









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Anticipated Outcomes


a) Description of expected study results


b) Detail of the importance of conducting the study as well as possible impact on practice and theory







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References


a) List consistent with citations in the text


b) Use of peer-reviewed research


c) Include retrieval dates if obtained from Internet







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There are faxes for this order.

The class books are: "A History of the Western Educational Experience" second edition by Gerald L. Gutek and the book "Love YOur God With All Your Mind" by J.P. Moreland

EDUCATIONAL PHILOSOPHY PAPER INSTRUCTIONS
You will write a 6-page paper (excluding title, abstract, and reference pages) in APA format outlining your beliefs about the purposes of education. Relate those beliefs to the content of this course, citing specific examples of educational thinkers and philosophies by way of comparison and contrast to your own. You are to include at least 6 references for this paper. SafeAssign will be used to evaluate the originality of your paper.

Carefully review the Educational Philosophy Paper Grading Rubric to ensure compliance with all standards. The following elements must be clearly defined throughout your paper using headings and subheadings:

Title Page

Consider the title of your paper to be your motto, slogan, or bumper-sticker version of your philosophy. It should be clear enough to give the reader some idea of what you believe about education. Include your name, ID number, course and section, and your instructor?s name and be sure it follows the APA format.

Abstract

Write a 1-paragraph abstract that conveys your philosophy of education and would be what you would write on a job application in response to a request to "describe your philosophy of education." The abstract need not summarize all aspects of the paper but should correspond with the title and thesis statements. You may target your abstract to be appropriate for either a public or Christian school application.

Consider this an abridged version of your full philosophy statement, similar to a vision or mission statement. This would also be something similar to what you would write on an employment application, or would say in an interview when asked about your educational philosophy.

Introduction

In your introduction, present a strong thesis statement that conveys what you believe to be the purpose of education. The thesis statement should correspond to the title of the paper. Construct the remainder of the paper to support the thesis statement.

The best place for your thesis statement is the last sentence of the introduction. It serves as a transition to the rest of the paper.

Worldview & Philosophy of Life

This is what you know and believe about the world and life. This section should flow smoothly into and be consistent with your thoughts about schools and learning. How would you describe your view of life in general? How will your worldview influence your practice as an educator? Be sure to include appropriate Scriptures to support your worldview. (The questions listed below are strictly to provoke thought and to help you know how to focus your writing. Do NOT write your paper as a list of direct answers to these questions.)

Remember to include your beliefs by specifically addressing and citing the main types of philosophies (idealism, realism, neo-scholasticism, etc.):
? Metaphysics: What is ultimately real or true? What gives life purpose or meaning?
? Epistemology: Do students come to know reality?
? Axiology: What do you most value? What do you want your students to value most? What ethical principles will guide you?


Philosophy of Schools & Learning

This is what you know and believe about both schools and learning. It should connect with the previous section and flow smoothly into the next section about instructional practice. Identify and properly cite key theories from your courses that will impact your teaching. In this section describe the theories and in the next section discuss how you would practice the theory in your instructional methods. What are the purpose of schools? How will professional knowledge guide your practice? Refer to the knowledge base in teacher education that includes educational psychology, philosophy, and learning theory. Don?t try to cover everything; just identify two or three key theories you espouse. From what specific professional knowledge will you draw in your practice? Whose theories, ideas, etc., are meaningful to you?

Explain your beliefs about education, comparing and contrasting them to historical figures studied in this course. Discuss your beliefs regarding educational trends and societal currents that affect education. You are encouraged to integrate content from Scripture and other courses as well.

Educational Practice

This is what you will implement in your practice. This section should flow smoothly from the previous one. In the previous section you should have identified and briefly discussed what theories you plan to implement. In this section you will explain how you will put those theories into practice. What pedagogical practices or methods will you tend to use most frequently? Why? What instructional strategies will you value and implement? What do you hope to accomplish by using these strategies?

Briefly explain how your life and/or educational experiences have shaped your philosophy of education. (Because this is not an autobiography, avoid long narratives.) Explain how your philosophy of education shapes, or will shape, your professional practices. Connect theory to practice.

Teacher-Learner Relationships

What is the role of the learner? What is the role of the teacher? How should they relate to each other and why? What does the Bible have to say about learners and teachers?

When constructing this section of your paper, remember not o simply answer these questions. They are only a guide to stimulate thought.

Diversity

What factors need to be taken into account by the teacher? How do factors of student diversity impact instruction? What does the Bible teach about how we should treat others, even (or especially) if they?re different?

Conclusion

Conclude with a paragraph that ties your paper together and reinforces the main idea that presented in the thesis statement and title.

If you have other headings, or important information you want to include in your paper, be sure to include them before your conclusion. Other ideas you may want to consider are your calling to teaching, classroom management philosophy, assessment philosophy, parent role and the relationship with the teacher, current ethics issues in education.


Use the chart below to help you organize your thoughts:
Because this paper is made up of your personal views, it will be graded on how well you followed the rubric, supported your ideas and presented them in a clear, consistent manner. You may disagree with your instructor without penalty. Make sure you are careful in your use of APA format, grammar, and sentence structure. Check your spelling and have someone proof-read your paper for content and correctness.

Try not to dwell too much on your personal biographical or testimonial information. How you came to believe what you do is not as important as what you believe and your rationale for it.

You should use a variety of references when composing your paper. Do not use Wikipedia or other non-reliable resources. Possible sources include:
? Textbooks for this and other courses
? The Bible (although not cited on the reference page)
? Academic educational journals
? Scholarly websites
? Books you?ve read that influence your educational philosophy

Introduction/Thesis Statement
10 points A well constructed introduction presents a clear thesis statement that conveys a personal philosophy of education and is strongly aligned with the title and body of the paper.

Abstract
10 points Abstract provides effective summation of overall arguments contained in the paper body.

Worldview and Philosophy of Life
30 points All of the issues of meaning/purpose, truth, and values are presented coherently and lay a foundation for a consistent philosophy of education.

Philosophy of Schools/Learning

30 points Beliefs about schools and the learning process strongly align with worldview, are consistent with methodology, and are conveyed in light of professional knowledge in the field.

Instructional Practice/Methodology
30 points Thoroughly describes an exceptional instructional practice/teaching model, explaining the purpose/vision for why it will be implemented.

Teacher?Learner Relationships
10 points Clearly outlines beliefs on effective teacher/learner relationships; strongly aligned with philosophy and practice.

Diversity
10 points Addresses clearly and integrates effectively the consideration of diversity in the overall philosophical argument.

COMPOSITION AND CRITICAL THINKING
Descriptor Advanced Proficient Developing Points Earned
Mechanics
12 points No errors in spelling, grammar, or punctuation.

Composition
16 points All of the following aspects are presented with exceptional quality: coherent, cohesive, sentence and paragraph structures.

Critical Thinking
12 points All the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations

INFORMATION LITERACY / APA

Citation Appropriateness
10 points Exceptional understanding of existing body of knowledge on the topic. Appropriately compares own ideas to those of experts in the field.

Citation Format
4 points All citations are in text and are correctly formatted using APA style guidelines.

Reference Appropriateness
12 points Six references are listed from legitimate sources in the field of educational theory, philosophy, or research. All of the following are represented: book, academic journal, online source.

Reference Format
4 points Bibliographic references are correctly formatted using APA style guidelines.

Drawing on the material in Johnson and Reed (pp. 54-63) and in Gutek (94-121),

1) Compare and contrast the ideas of Erasmus and Calvin on education, including their attitudes toward study of the literature of classical Greece and Rome;
2) Discuss the impact of these thinkers on subsequent educational theory and practice in the United States and Europe;
3) Discuss whether or not teachers in public middle schools and/or high schools should be able to discuss religion in history and social studies classes and what you think has to be taken into account for such discussion to be constructive and avoid potential pitfalls.
Due 10/19/09

1-Philosophical documents in Education. Edited by Tony W. Johnson and by Ronald F.Reed( article on Erasmus )

2-Historical and Philosophical Foundations of education,
A Biological Introduction. by Gerald L. Gutek( P95 to 121)

Write a 3-page paper Summary. Use the article below to help aid in writing the paper. You must quote from the readings in order to substantiate your points. Use APA format. Do Not Use Outside Sources!

Toward a Theory of Independent Learning and Teaching: by Michael Moore
That each scholar can and should pursue knowledge in his idiosyncratic fashion is a fundamental assumption of the University and one of its most ancient traditions. That student should be permitted to study extramurally as they say in Europe, is another tradition, one which has contributed to the growth in America of University extension. In the 1960s and 1970s these two traditions have given rise to institutions devoted largely, or entirely, to serving the independent learner. Known by such names as open University and University without walls, these institutions have captured the popular imagination and stimulated a wave of research and experiment in nontraditional methods of teaching. While such research is underway to discover more about independent learners to develop curricula for external students to test various methods and techniques of instruction the time has now come when the success of such studies is endangered by the absence of research is what W. D. Halls riding in another feel has called the macro-factors. As we continue on the one hand to develop various nontraditional methods for reaching the growing numbers of people who cannot or will not attend conventional institutions but who chooses to learn apart from their teachers we should divert some of our resources to the macro-factors, i.e., learning and teaching, discriminating between the various components of the steel, identifying the critical elements of the various forms of learning and teaching, in short, building a theoretical framework which will embrace the whole area of education. With this conviction we have in the last two years collected more than 2000 items of literature pertaining to what we thought might be called Independent learning and teaching. By examining this literature, classifying it, and organizing it, we have developed a series of definitions a framework showing the relationship between the various concept defined and a hypothesis which is to be tested to ascertain the validity of the most important of those concepts. In this paper we will describe some features of the. Of Independent learning and teaching. We are inched individual kind of learning that requires a special though common kind of teaching. Webster defines to learn, to gain knowledge or understanding of, or skill and, by study, instruction or investigate. On the side of the learner we believe learning to be a purposeful and delivered activity knowledge which is acquired by casual experience or unsought, random, incidental knowledge is not of interest to us here. Teaching is also a purposeful and delivered activity, teaching consists of play and behaviors intended to induce learning. We are therefore interested in a broad group of learners and of teaching methods in what may in Wynnes terms be called nonschool structures deliberately designed to foster learning. Our focus is on all forms of deliberate, plan, structured learning -- and teaching -- that are carried on outside the school environment. For us, school environment means the classroom, lecture or seminar -- the setting in which the events of teaching are contemporaneous and conterminous, with the events of learning; outside the school environment therefore means all settings in which a person pursuing knowledge and in which the teacher's assistance must be communicated by print or some other medium.
A Definition of Independent Learning and Teaching
Independent learning and teaching is an educational system in which the learner is autonomous and separated from their teacher by space and time so that communication is by print, electronic, or other nonhuman medium. Independent learning and teaching is a system consisting of three subsystems: a learner, a teacher, and a method of communication. These subsystems have critical characteristics extinguishing them from learning, teaching and communications and other forms of education. To understand the learning system we must develop the concept of autonomous learner. To understand that communication system we must consider distance teaching and to understand and teaching system we must modify traditional concepts of teaching according to both the restraints and opportunities that are consequences of distance and autonomy.
The Communications System -- Distance Teaching
At the outset of this project we were as confused as everyone else seemed to be regarding the meaning of Independent learning. For example in our first explorations of the ledger among references to independent study a title surely qualifying items for inclusion in our collection of literature we found the following: why SUNY students felt complete independence of the courses the term independent study here referring to corresponding courses a system of instruments for management of independent study here it meant individualized, program instruction in a school setting; independent study in secondary schools and final report on an independent study program for the academically able which describe supervise reading programs in schools; and any rationale and a role for independent study which focuses on out of school, part-time degree programs for adults. The most obvious characteristics common to the program such as the above is separation of teacher at the time of teaching from learners at the time of learning. We stated therefore at the time with the notion of separation and proceeded to distinguish between the two major classes of learning environment one of which recall contiguous, situations and the other distance situations. In the former, the teacher as he teaches is an immediate physical proximity with the learner as he learns. Communication in such situations is by the human voice and there is immediate, spontaneous, often emotional motivate enter actions between the learner and the teacher and usually between the learner and other learners. This is a traditional, classical, teaching-learning environment: the setting of the lecture, the class, the discussion group, and the seminar. This distinguishing element in teaching and learning in this environment is what is usually call social interaction a relationship which assumes no delay in communication note distance of time and space between teacher and learner engaged in the social business of education. Since the introduction of compulsory education for children it has become widely assumed that contiguous situations are essential for good learning and teaching an assumption that now lies almost unchallenged in many educational theories. A fairly typical statement of this assumption in a paper published in the American Association for supervision and curriculum, says, in this document the word in structure refers to the activity which takes place during school and went in the classroom setting. Learning and in structure and do take place in other situations. Millions of learners protect the adults do not learn in the classroom never meet or speak directly to their teachers and may learn from teachers with whom they have no personal acquaintance at all. As contrasted to contiguous teaching and learning theirs is a distance learning and teaching situation. Distance teaching may be defined as the family of instructional method in which the teaching behavior are executed apart from the learning behaviors including those that and eight contiguous situation would be performed in the learner's presence so that communication between the teacher and learner must be facilitated by print, electronic, mechanical or other devices. In a distance learning and teaching situation the teacher performs the task of teaching in some ways similar to and in other different from teaching in a contiguous situations. Similarly, the learner performs the task of learning by a variety of techniques the distance between the two is brided and the more effective of the bridging the last the distance. The techniques used to provide the communication between the subsystems of learner and teacher include books, correspondence programs, television, radio, programmed texts and teaching machines, computers, telephones, dial access systems, and tape recordings. We decide that a learner's distance from his or her teacher is not measured in miles or minutes. It is defined as a function of individualization and dialogue. In some methods of distance teaching the teacher is able to provide a program which is responsive to the speed with which the student can learn. Programmed texts and computer assisted instruction are such methods. Other methods do not permit such flexibility programs being prepared for distribution at a determined rate in a determined sequence and at a determined time. A program is said to be individualized to the extent to which a learner can control the pace at which he or she receives information and at which he must make his responses. Dialogue describes the extent to which a learner may communicate with his or her teacher. Learners to receive instruction from a teacher by telephone our last distance than those in the correspondence program and both are less distance than those who receive instruction from a radio teacher. As measured by dialogue and individualization met this of distance teaching in general and programs in particular can be classified from most distant to least distant. It is obvious that a distance teaching system is more than a teaching system since media skills must be employed. Even the person who tries to teach you by writing a book -- behaviors intended to induce learning -- must be an accomplished writer as well as a teacher, and in correspondence, computer, radio, film, and television teaching the media skills are diverse, and complex. Modern distance teaching me even employee more than one communications medium. 20 years ago it was possible for learner to octane in structure and through any one of a number of media or to put together into a system of his or her own, a combination of media. Having established his or her problem for inquiry he or she could consult a textbook, in role with a correspondence teacher, look out for Rabin radio programs, and so on. Only in recent years ago Teachers and media specialists actually prepared instructional packages that are designed to employ a number of media in an integrated manner. Because it is known now that there are specific teaching functions that each medium is best suited for and because the skills for communicating in each medium are of increasing complexity, single teacher-single medium distance teaching program are becoming replaced by program prepared by teams of teacher and media specialists. One off the first experiments in constructing integrated multimedia distance teaching system was at the University of Wisconsin and the largest and most successful development has been in Great Britain's Open University.
The Learning System: The Autonomous Learner
could we defined independent learning and teaching as learning at a distance from teaching? We believe not. To focus sole attention on the communication techniques used to bridge the gap between teaching and learning and distance learning situations would be Harley less serious than to ignore the gap altogether. The existence of the gap means the behaviors of teachers, and of learners, will be influenced by it and so the theory of independent learning-teaching must take account of that influence. Because he or she is not alone perhaps in a non-individualized and therefore self-effacing program perhaps without dialogue because he or she may be very distant from his teacher that learner is compelled to accept a comparatively high degree of responsibility for the conduct of his or her learning program. Simply stated, we have decided that the influence of distance on learners and teachers can be stated in terms of increased learner responsibility the characteristics of an autonomous learner. The concept of the autonomous learner is only meaningful and the framework of one of the two great row hypotheses about the nature of man and reality. It is unnecessary here to belabor the difference between the mechanistic or reactive viewpoint and the active or organismic. However it must be recognized that we are proceeding within the framework of the active model. We postulate people who'll find the sources of their own behavior the behavior of each organism being a function of its peculiar form and its state of development not as the reactive model a functional of stimuli applied to it. Ultimate responsibility then lies within the organism. With aging, the organism changes its form and structure so it is qualitatively different at one stage than at any other. The process of maturing is that of growing through the various stages. At the point in this process the young person acquires autonomy. In Erikson the ego quality of autonomy emergence in infancy through it would be consistent with his theory for a particular kind of autonomy such as auto not me and learning to emerge at a developmental stage in which the primary ego crisis is no longer that of auto not a me versus shame and doubt. It may well be that as learners people are struggling in an auto nominee versus shame and doubt crisis in grade school, high school, or University. Indeed it is our observation that many people in adult education are engaged in such a crisis. For healthy people soon or later the decision to be autonomous is taken from which time each person is responsible for his or her own learning. Borrowing some wording from Murrays needs system, we defined learning autonomy as, the will and ability to exercise powers of learning, to overcome obstacles for oneself, to try to do difficult learning task and to resist coercion. The powers of learning are manifested in three sets of events which we will call established many bends, executive events and evaluated events. Establish mavens are those in which the learner decides the long-range goals of his or her learning. He or she identifies the need in the form of a problem to be solved, a skill to be acquired, or information to be octane. He or she also establishes short-term objectives and criteria by which to test their achievement and their achievement also of his or her general goals. Executive events are those in which the learner gathers the information he or she desires, collects ideas, practices skills as he or she works to soften his or her problems and achieve his or her goals. These events include reading books, attending lectures, consulting specialist, and performing experiments. Even IE away the events are those by which the learner and judges the appropriateness of newly learned skills, the adequacy of his or her problem solutions, the quality of ideas and knowledge acquired in the executive stage. He or she reaches conclusions, accepting or rejecting the materials and eventually deciding the goals have been achieved, or abandoning them. In the last general terms some of the characteristics of the autonomous learner can be gathered from the following descriptions by Wedemeyer, He says that some of the traits of autonomous learners are: they like to plan ahead a day, a week, a month, and longer; they usually stick to a play and modify it as they go along but never abandoning a plan without improving it to serve their convenience and to help them keep at it; they recognize their lives to make the best possible use of time and of the most critical ingredient of successful independent study; they realize they cannot start a new activity learning without giving up something else that formerly took the time now set aside study; they enjoy reading/writing/listening/and discussing; they have open minds to learning new things; they enjoy questioning/testing/and analyzing; they are not afraid of being different; they like to form generalizations/look for principles/and find the basic structural ideas in any subject; they have developed skillsand note-taking/remembering/and relating; and they work cooperatively with others but enjoying being on their own and learning. In most educational theories stipulate the desirability of learners acquiring skills and establishment, execution, and evaluation events i.e. to conduct their own learning. Carl Rogers defines the educated man as the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realize that no knowledge is secure, and the only process of seeking knowledge gives a basis for security. The role of instruction in preparing a learner of such auto nominee is stated by a Bruner: injection is the provisional state that has as its object to make the learner or problem solver self-sufficient. The autonomous learner is one who knows how to proceed through each of the learning events. He or she has what Thelen calls Captaincy of self so that in educational situations he or she is aware of the many choices among what he or she might behave; he or she will make decisions among these ways; he or she will ban act and see what happens; he or she will review the process and study it with the help of books and other people; he or she will speculate about it and draw tentative conclusions from it. Thelens reference to books and other people points out that the autonomous learner is not to be thought of as an intellectual Robinson Crusoe, castaway and shut off in self-sufficiency. Autonomous learner have resource to teachers in all kinds of media for tickly in books but also in radio and television programs, correspondence courses, and even in contiguous teaching situations. The autonomous learner turns to teachers when he or she needs help in formulating his or her problems, gathering information, judging his or her progress, and so on, surrendering temporarily some of his or her learner autonomy as he or she in effect help me in my learning task. However if he or she is a truly autonomous learner he or she will not give up overall control of the learning process. He or she therefore seeks a particular kind of teaching which is in a Maslow's words, receptive rather than intrusive, does not condition, reinforce, or boss, but which helps him or her discover his or her own problems, his or her own aptitudes, and his or her own answers.
The Role of the Teacher in the Independent Learning and Teaching System
The relationship of an autonomous learner to a teacher, distance or not is obviously different from that of a non-autonomous learner to his or her teacher. For the non-autonomous learner we can speak up teaching -- learning relationship where the teacher's role is that of a director of learning and the learners is to respond to the teachers direction. The teacher tells the learner what is to be learned, how it is to be learned and when it is to be learned. The autonomous learner needs no such direction. To emphasize the different relationships in contrast to teaching -- learning we will refer to learning and teaching were the teacher's role is not that of director, but of resource. In learning and teaching situations it is the teacher who responds to the learner. Allen Tough rights of this kind of teaching as helping and of the teacher as a helper. The function of the teacher in this learning and teaching relationship is providing information, advice or suggestion and recommendations and reasons that help the learner make the decision and understand the reasons for it. The help provides detailed information about the various possibilities that are open but let's the learner himself or herself make the decisions. This is similar to the role of the consultant will enable someone else to do something the consultant does not him or herself make and implement decisions. The distinction between help control is important because it helps us realize that I learner can receive a great deal of help without giving up any a his or her control or responsibility. The learner autonomy is heightened by distance. Indeed the learner is compelled by distance to some degree of autonomy that he or she might find uncomfortable in other circumstances. Certainly the teacher in a distant situation is compelled to assume the ancillary, supporting, helpers role to be used and drawn upon by the learner to the extent that the learner desires. When the teacher prepares instruction for a correspondence course, a radio broadcast, or text, it is with the intentions that his or her material will meet the goals established by the learner and will be used in their executive events. What the material issues remains outside the distance teachers control the decision depends almost entirely on the worth of the material in the program. Distance learners literally turned out on to the executive material that meets their goals and turned all that which does not. Back comparison in most contiguous situations assumption events are entirely in the purview of the teacher not the learner. The teacher also dominates the evaluative processes invariably establishing the criteria of successful learning and passing judgment on whether the criteria has been satisfied. When teachers goals do not: sigh with the learners as is often the case, learners through fear, apathy, courtesy, or for a score of other non-learning motives, invariably adjust themselves to comply with the establishment behaviors of their teachers. Democratic and progressive instructors for to encourage their learners to participate in establishment and evaluate of process but seldom do the result of such participation fell to conform with the teachers own wishes and intentions. It is hardly surprising less surprising perhaps than that such teacher should even attempt to be democratic and what is intrinsically authoritarian social setting. However much progress of teachers may protest in their classroom they have not been able to disassociate themselves from the role of the loco parentis nor to discourage learners from deferring to the authority that proceeds from that role. We have shown that in independent learning and teaching the learner is likely to be more autonomous and teachers are more auxiliary van in contiguous teaching-learning. However because of the distance the events up teaching in independent learning and teaching situations must be especially carefully contrived. Since they are to be communicated by nonhuman devices programs must be most carefully prepared with the teachers aims and intentions unambiguously stated and the target population clearly, defined materials well devised, well illustrated, appropriately paced. The contiguous teacher can hope to improvise alternatives if he or she senses that what he or she has tried to communicate has not been understood. The distance teacher cannot. If his or her media permit he or she can arrange feedback but generally he or she tries to anticipate questions and problems and prepare responses and demands of the questions. The principal is best seen in branching forms of programmed instruction and also in a grosser or form in the bibliographic sources provided at the end of the textbook chapters were the learner is directed to sources for answers to his or her anticipated questions. Independent learning and teaching, teaching is perhaps paradoxically both responsive and anticipatory. Consider the analogy with dining. HL sits expectedly at his mother table, and consumes the meal she places before him. He may try to reject that which he finds unpalatable or seeks extra helpings of what he enjoys but the nature of the meal is limited and is determined by his mother with little contribution from the child. By comparison in the cafeteria in anticipation of the patrons demand a selection of dishes has been prepared and exposed of view. Those in the diner likes he may select those he dislikes he will certainly reject. In choice is made be nutritionally sound or foolish. He made, in search of a particular fare, which he may find, or, if unsuccessful, he may reject the whole offering, and take his appetite elsewhere. So with the learning andteaching compared with teaching-learning; and the latter, the learner tastes only be intellectual plumes prepared by his loving teacher, while in the form of, his consumption is determined by his own appetite, and the production of teaching programs is in anticipation of his demands. In independent learning and teaching theory therefore teaching is thought of a system of behaviors intended to induce learning but no inducement occurs until the learner him or herself has already stated to behave in a way of a learner by approaching the work of the teacher already completed perhaps in anticipation of such an approach.
A Hypothetical Framework and Proposal for Testing It
So far we have shown that an independent learning and teaching system have: autonomous learners engaged in learning events, this is teachers preparing programs out instruction for transmission through communication media, and communications media system to bring teaching programs to learners in response to learner's demands. It are has turned into relations between these three subsystems we tried to order a sample of distance teaching programs according to the kind of extent of auto nominee the learner is expected -- or permitted -- to exercise. We place programs inappropriate positions on a continuum with those permitting the exercise or most often on a meet at one extreme and those with least at the other. For every program we sought to identify the relationship between learners and teachers and were control of each instructional process lay by asking: is learning self initiated and self-motivated?, what identifies goals and objectives and selects problems for study?, who determines the pace, the sequence and the methods of information gathering?, what provisions is therefore development for learners ideas and four creative solutions to problems?, is emphasis on gathering information external to the learner?, how flexible as it each instructional process to the requirements of the learner?, how is the usefulness and quality of learning judged?, we also as previously noted classified programs according to the distance between learners and teachers and obtain the following hierarchy of independent learning and teaching methods: when we compared the two classifications we found that there is a relationship between the situation programs in the distance hierarchy, and in the autonomy hierarchy. Programs that were placed for providing more auto nominee in the learning events were also placed more distance. Our definition of independent learning and teacher in terms on both distance an autonomy is based on this observation. There are degrees of independent learning and teaching. The more distance the more independent but simultaneously the more distance the greater the learner autonomy. The concept of independence therefore must be two-dimensional. The above observation has given us a hypothesis which are proposing to test their by seeking empirical support for our theory. Our hypothesis is that more autonomous persons will be attracted to more distance methods of learning and teaching and therefore that measure would difference will be found in the auto nominee of learners in programs varying in distance. It seems reasonable to suppose that if it is indeed true that more distance methods of learning and teaching require the exercise of greater learn on anatomy these kinds of people purchase of a successfully in such programs will be measurably more autonomous than learners and less distance programs. The measurement of auto nominee may cost us difficulties if we plan to use selected items of one of the major non-projective test a personality to get at this. We will octane samples learners and very distance situations -- students engaged in personally-directed study in public libraries and less distance students -- some using an educational television program others setting the correspondence and some by the educational telephone network. The hypotheses under test will be that between these groups there are no difference in the distribution of auto nominee scores. If no differences are found i.e. if highly autonomous people are found to learn is happily in less distance methods as in more distance and less autonomous people to learn in more distant methods as well as less distance it would suggest that there is not the strong relationship between distance and not amount to me that we believe we observed in our examination of program types and the basis of our theory would be falsified.
Systems of Independent Learning and Teaching
Our research has been limited definition description an explanation in the field of independent learning and teaching. However in conclusion it is appropriate that as educators concerned with overwhelming impediments to good learning we use some of the notions described so far suggests why the expansion of systems of independent learning and teaching is desirable in the form that such systems might take. The educational argument for developing systems for independent learning and teaching has both psychological and economic-social aspects. Psychologically speaking adulthood is at a time of differentiation of interest, attitudes, skills, social roles, even intelligence. In other words as one gets older one becomes more peculiarly oneself, more unique, more unlike all others. While stages of growth are general and problems of growth have generalizable, common characteristics, for each individual every problem is a function of his organism in transaction with his environment and therefore in many respects entirely unlike the problems of authors. In economic-social terms in the 1970s are a time of ever increasing specialization of technology and of labor. The better of an adult's formal education the more advanced specialize is his or her employment likely to be in the more rapidly changing. The level of education of all adults is rising the degree of specialization is increasing the rate of change is accelerating. We are now generally aware that vocational redundancy occurs so frequently that for most workers frequent retraining is necessary. At the level of the university teaching for example at every teacher is a continuing, independent learner. The education needs of adults are derived from the work problems or problems arising in the course of personal growth. We have suggested that both kinds of problems are highly specialize. Therefore while it may or may not be practical to bring children into continuous learning situations for teaching-learning relevant to their supposedly common needs it is entirely impractical to try to develop such situations as the normal environment for adult education. Except for the most gross, the most common needs teaching of illiterates in urban centers for example it is possible to find at the same place and at the same time enough adults with common learning needs and teachers qualified to help them. For the overwhelming majority of adult needs tailor-made programs are necessary. An independent learning-teaching system is a tailor-made program. It consists as we have described of a learner who has developed the will and the skill to be an autonomous learner, teachers who can anticipate learners needs and respond to them with varying degrees of dialogue and individualization. What strikes the concerned educator is the reluctance of formal educational institutions to encourage the development of independent learning and teaching systems. Although there have been signs of change in recent years independent learning teaching is still regarded by most institutions and educators at best as a minor appendage to reckless schooling, autonomous learning is seldom positively encouraged and learners who do succeed in constructing their own learning and teaching programs are discriminated against. In view of this and collect it is surprising -- and perhaps a sign of little influence that educators really have -- that vast numbers of papers to pursue independent teaching and learning programs. It usually surprises educators of children in school who hear how large a proportion of the learning community is adult and how many of those learners are seriously learning without the benefit of could mention of teaching. Estimates of numbers vary depending on differences in definitions. The authoritative Johnstone study estimated that up 24 million adult learners in the US nearly 9 million were engaged in independent studying, that was a conservative estimate. At the up the extreme, Allen Tough states that all adults are engaged in programs of independent learning almost everyone undertakes at least two major learning efforts in here and some individuals undertake as many as 15 or 20. It should be emphasized that Tough was not describing incidental learning but projects which were major highly delivered efforts to gain new knowledge, insight, or understanding. He writes, it is common for any man or a woman to spend 700 hours a year at learning projects. About 70% of all learning projects are planned by the learner him or herself, who seeks help and subject matter from a variety of acquaintances, experts, and printed resources. From this perspective it seems that be contemporary world of learning and teaching like the iceberg it is not really as it appears. Above the surface, visible to all, floats the world of youths oriented, formal, school and college education, Kinney Garden to graduate school. Here teachers motivate common sure, measure, and take roll-call, whilst it was respond, learn, and take examinations. And researchers research. However below the surface of the public schools and universities for every youth in the formal system there would seem to be several a dopes organizing their own learning programs setting their own objectives, pursuing the relevant materials, evaluating their progress, and in all of these have been seeking out what help they need. Concerned educators are pace with the practical problem of how to mobilize resources of our traditional institutions project lead those resources that are underused, or misuse, and to apply these resources in a system that wait to meet the needs of large numbers of presently neglected learners. In Wisconsin 1978 Governor's commission on education identified a potential population of 800,000 independent learners one third of the adult population and propose the establishment of a system to serve them. The proposed system was called the open education system and became generally known as the open school. The open school would be an integrated system of autonomous learners, distance teachers, and communications media. It would be governed by an open education board composed of members of the governing board of each of the main existing educational institutions, and members presenting private education, libraries, business and in Street, commercial broadcasting, labor and students. The existing institutions where and therefore offered the opportunity to work together and providing programs of ensure option to independent learners. The system was intended to supply opportunity to those who to reckless schools did not reach but in doing so to complement and not to rival need educational programs and services already provided. The system would be responsive to learners trying to provide the learning programs that were needed as the need was expressed by the clientele to provide all citizens of the state with the means of learning throughout their lives as needs and circumstances require new learning at the convenience of the learner citizens. The emphasis in the open school approach is on providing the service people need more than on providing what institutions may desire to offer. If the system would consist of: a learning resources Center -- the teaching subsystem, with a small staff of teaching and learning specialists with access to every education institution in the state, and a communications resource in a -- the communications subsystem with access to the states television, radio, ETN, film, library, computer, and other communication resources, and, of course, the state's independent learners. Over a period of years by borrowing specialist from the learning and communication resources the open school would develop a bank of education programs covering an ever widening area of knowledge. These programs would consist of a balanced offering of credits and noncredit programs,... a curriculum of learning as a life loan experience... the programs... match to people's needs and abilities as they emerged, not solely to age or previous schooling. Open school staffed would include program teams, delivery systems and access system to serve as distance learners and see that particular individual needs were being met. Such services would range from the minimal assistance that a highly autonomous, and noncredit seeking learner might have -- in many ways similar to the service of a reference library and -- to full-fledged counseling and instruction for less autonomous, but distance, credits seeking learners. The open education system has not yet been established. It is our hope that it shall will be, as it is also our hope by developing the theory of independent learning and teaching, we will contribute to his establishment. However to enter into the open education system we require a major adjustment of philosophy by many long-established institutions and that of course takes time.

Essay Topic (an Integrative Essay on Personal Philosophy of Education):

Write a 3-page paper in which you discuss the philosophy of education. What do you think is real, true, good, beautiful, and logical?

Include at least 2 citations from the professional literature websites listed below.

Use APA format.

These resources must be used to complete the assignment. It is best to copy/paste the URL into the address bar; just using these links does not seem to work well.

Website
Educational Theory 1/12/2007 www.ed.uiuc.edu/EPS/Educational-Theory/index.htm

Website
Encyclopedia of Philosophy of Education 1/12/2007 www.vusst.hr/ENCYCLOPAEDIA/main.htm

Website
Field Guide of Nomenclature 1/12/2007 http://www.saint-andre.com/ismbook/

Website
Feminist Theory 1/12/2007 http://www.cddc.vt.edu/feminism/enin.html


These are the texts I have been working with:

Gutek, G. L. (2003) Philosophical and ideological voices in education 3rd ed. Allyn & Bacon 1/12/2007 ISBN: 0205360181

Cahn, S. (1996) Classic and contemporary readings in the philosophy of education McGraw-Hill 1/12/2007 ISBN: 0070096198

APA (2001) APA Publication Manual 5th ed. American Psychological Association 1/12/2007 ISBN: 1557987912

There are faxes for this order.

The title of the essay is: How do children learn through play? How does teacher intervention support or limit learning through play? Use the following outline.
1. Define play in literary terms then in the learning context and make a connection.
3. Describe how play supports learning with examples in various British National Curriculum in the early years and how it progresses into the primary years.
4. Describe how play supports personal, health, social and emotional wellbeing of a child.
2. Link to relevant educational theories.

Article Critique: Kellner, D. "Multiple literacies and critical pedagogy in a multicultural society", Educational Theory 1998 Vol 48 (1) P103-123.
relating to the philosophical construct of critical pedagogy. 1) relate a firm understanding of what the author is trying to convey 2) Look for a clear explanation of the author's intent and how it is intended to be done. 3) relate how well the author did in attempting to present the arguments/assertions that was set out to prove and discuss in the article. The point is not merely to summarize what was written but to provide a clear and concise analysis of the author's work including a personal reflection on the article.
There are faxes for this order.

Write a 3 page essay in which you discuss:

(Opinion) What constitutes a competent teacher? Do your generalizations about teacher competency constitute a theory of education?

Include at least 2 citations from the professional literature websites listed below.

Use APA format.

At least two of the following resources must be used to complete the assignment. It is best to copy/paste the URL into the address bar; just using these links does not seem to work well.

Website
Educational Theory 1/12/2007 www.ed.uiuc.edu/EPS/Educational-Theory/index.htm

Website
Encyclopedia of Philosophy of Education 1/12/2007 www.vusst.hr/ENCYCLOPAEDIA/main.htm

*** Website
Field Guide of Nomenclature 1/12/2007 http://www.saint-andre.com/ismbook/

Website
Feminist Theory 1/12/2007 http://www.cddc.vt.edu/feminism/enin.html

The final assignment for the course will be an essay where you consider a philosophical question about education.

QUESTION
Imagine you are confronted with a statement that teacher candidates should not learn any educational theory that is untried and/or unproven in practice. Do you agree or disagree with this statement? How? In making your answer consider what views of ?theory,? ?proof,? ?purpose of research,? or ?purpose of teacher training? are embedded in that statement.

The focus of this course is on nurturing philosophical thinking about educational theory and practice, rather than library research. Additional library research is not required for this essay. Rather, I will evaluate your essay on the depth of philosophical thinking and logical writing it demonstrates.
More specifically, I will evaluate your essay on the strength of its argument and logic, the fair and appropriate treatment of evidence and/or counter-arguments, and the clarity, economy, and precision of expression. The experiences of writing the case study essay and peer review assignments are all preparation for this project. In addition we will devote some class time to writing and editing lessons and exercises.
Please include reference list in APA.

Choose ONE of the following projects:

Project 1: Design a Technology-based Unit Plan. Complete a technology-based instructional unit plan using all phases of the DID Designer model. Choose a topic appropriate to the grade level you would like to teach or currently teach. You may incorporate multimedia, the Internet, WebQuests, weblogs, wikis, podcasts, or any other appropriate technology. If you choose to create a WebQuest, you may use the WebQuest Planning Worksheet.

Project 2: Grant Proposal. For many schools, budget cutbacks are looming darkly on the horizon. Teachers who are enthusiastic about using technology to enhance their teaching and their students' learning lack the resources to do so. Therefore, teachers need to know more about grant writing. Find a grant that your school or district meets the requirements for and write a technology-related grant proposal to this organization.

Project 3: Design a Digital Portfolio System. Digital portfolios are valuable for authentic assessment of both students and teachers. If you choose this option, you will design a digital portfolio system that is appropriate for use in your own teaching environment by either students, teachers, or both.

Your Project should include:

A description of your project its goals, features, results/findings, and expected long-term outcomes. (This will allow others to understand what you did for your project and how it might be useful for them to use in their educational community.)

A concise explanation/illustration of how this project relates to key educational theory and pedagogical concepts.

Your insights and reflections of the experience i.e., what was the best thing(s) you learned, what would you do differently if you had it to do over, what advice do you have to others who wish to emulate your project, what follow-on research do you recommend to others? (This will serve as advice to others who might want to replicate and/or extend your work.)

Your project should also demonstrate your ability to:
Think and act like a global citizen with personal integrity and ethical behavior.
Demonstrate leadership and teamwork.
Adapt and apply theories to solve real world problems using innovative and creative solutions.
Communicate effectively using a variety of methods and disciplines.
Think analytically, critically, and systemically to prepare for a life of learning and accomplishment.
Leverage information and technology to amplify personal and organizational achievement.

Take Jerome Bruner''s educational theory and explain how his theory directly connects to your 2nd or 3rd grade classroom practice. This may be done in the form of detailed learning lesson that has Bruener''s Three modes of cognitive representation.Make sure lesson plan is appropriate for grade level,can be a creative lesson plan in reading or math.

The Application of Process Improvement Models in Organizations and Systems, Part II Recommendation

Required Resources

Readings

Course Text: Applying Quality Management in HealthCare, A Systems Approach

Review Chapter 9, "Improving Processes and Implementing Improvements"

Review Chapter 10, "Measuring Process and System Performance"

Article: Baur, C. (2011). Calling the nation to act: Implementing the national action plan to improve health literacy. Nursing Outlook, 59(2), 63?69.

Article: Ferrara, L. R. (2010). Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research & Theory for Nursing Practice, 24(4), 213?2 16.

Article: Grant, B., Colello, S., Riehle, M., & Dende, D. (2010). An evaluation of the nursing practice environment and successful change management using the new generation Magnet Model. Journal of Nursing Management, 18(3), 326?331. doi:10.1111/j.1365-2834.2010.01076.x

Article: Lavoie-Tremblay, M., Bonin, J.-P., Lesage, A., Farand, L., Lavigne, G. L., & Trudel, J. (2011). Implementation of diagnosis-related mental health problems: Impact on health care providers. Health Care Manager, 30(1), 30(1): 4-14 (50 ref). doi:10.1097/HCM.0b013e3182078a95

Article: Mark, D. D., Latimer, R. W., & Hardy, M. D. (2010). "Stars" aligned for evidence-based practice: a TriService initiative in the Pacific. Nursing Research, 59(1), S48?S57. doi:10.1097/01.NNR.0000313506.22722.53

Article: Newhouse, R. P. (2007). Creating infrastructure supportive of evidence-based nursing practice: Leadership strategies. Worldviews on Evidence-Based Nursing, 4(1), 21?2 9.

Article: Scobbie, L., Dixon, D., & Wyke, S. (2011). Goal setting and action planning in the rehabilitation setting: Development of a theoretically informed practice framework. Clinical Rehabilitation, 25(5), 468?482. doi:10.1177/0269215510389198
Optional Resources are listed in the Week 10 Learning Resources.

TOPIC: Evidence-Based Practice Models

Post a cohesive scholarly response that addresses the following:

1. Explain a clinical practice improvement initiative you have experienced in your practice setting including the goals of the initiative and the implementation timeline. (NOTE: Please omit any identifying information; include only the practice setting. i.e., hospital, primary care office, etc.)

2. Summarize how using an evidence-based practice model either helped, or could have helped, make the improvement initiative successful.

3.Synthesize quality improvement strategies that were, or can be, applied to sustain these practice changes at the organizational or policy level.


the process inprovement initiative that i will like the writer to write about is THE TREMENDOUS REDUCTION IN THE USE OF PSYCHOTROPICS IN TREATING PATIENTS WITH DEMENTIA

if writer BETTY is avaliable i will like him or her to write the paper.

* Note: I need one of your most proficient writers assigned to this topic, as it is complex and requires a mastery of educational psychology theories/concepts.

Topic: Lesbian, Gay, Bisexual, and Transgender Students (LGBT).
18 page research paper (with Educational Psychology applications) on LGBT students; about 15 sources; APA style: Doctoral level writing.

Read specifications carefully--Must adhere to the following:

Content Knowledge: In discussing your topic you are expected to demonstrate both depth and breadth of understanding of the major research, practices, and issues related to your topic. Depth is demonstrated by a well-reasoned review of literature that includes clear definitions of terms, discussion of multiple perspectives on major issues, up-to-date descriptions (statistical and narrative) of changes in the problem or relevant populations, and thorough analysis of the ideas, methodologies, and logic presented in the sources reviewed. Breadth is demonstrated by a comprehensive review of literature that includes key journal articles, books, electronic sources, and other relevant resources for your topic. Issues related to development, learning, measurement, assessment, and other educational psychology or educational philosophy issues should be considered in relation to your topic as appropriate.

Theoretical Principles: In discussing your topic as an educational psychologist you should demonstrate an ability to support your discussion based on sound theoretical principles derived from theories of learning, development, and educational measurement. Your discussion should go beyond superficial mention of theories and principles and should demonstrate a masters level understanding of the theories and principles of educational psychology. This means that the theories and principles should be used throughout your discussions as framework for analysis of research and applications.

Research: Demonstrating your ability to critically evaluate research methods and conclusions is important in reviewing the literature for your topic. Therefore your sources must include research-based studies and your review should describe the common methods and approaches used in studies of your topic. In selecting sources, you should focus on well done research studies. Well done research is that which is based on acceptable quantitative and qualitative methods and designs and in which findings logically follow from the analysis of the data. You should critically analyze studies that you read and select those that provide the strongest research support. You should also point out overall strengths and weaknesses of the research on your topic. Your literature review should be current in that the majority of citations are within the last ten years, but it should also provide information on the history of the topic and how previous research may have influenced current approaches.

Applications/Interventions: You should discuss the ways in which someone could make use of your investigation of your topic in some type of educational setting. This might be to improve classroom learning or teaching, provide intervention programs, etc. The purpose is to synthesize educational theory and research into educational practice. Therefore this section should be detailed enough to illustrate how theory and research can be applied to a specific problem, setting or population. This means that you should share with your audience some very concrete descriptions or examples of your applications AND that they should be able to see how your application is supported by the theories and research that you have reviewed.

Conclusions/Summary: You should discuss the major points you learned by investigating this topic and what you see as the future needs for this topic area. What are the major points that you want to make sure your audience will understand and accept. What additional research, policies, or practices do you think are needed? Think broadly! What are the big picture implications that you have drawn from your research?
____________________________________________________________

*Some Paper Suggestions:
GLSENs 2005 National School Climate Survey
Review of survey, scope of problem/statistics, findings, effects, methods, sample size, limitations/strengths of study, is the problem declining/rising, etc
Define key terms, especially transgender which seems to have multiple definitions.
full report can be found here (copy and paste link):

http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/585-1.pdf

What does all this data mean? What can be done to help?
In- Depth Discuss of: GSA support groups (Id like a big focus/analysis on the GSAs), Library Resources, Counselors Role, Curriculum, Staff Training, Policy

Educational Psychology theories/concepts to use: (remember, IN-DEPTH integration of educational psychology theories is necessary). Please discuss ALL of the following theories as they apply to the topic AND any other theories you find relevant.
Identity Development (Erikson), Bronfenbrenners Ecological Systems, Social Cognitive Learning Theory(Bandura),
Empowerment Theory (Arnetha F. Ball is one author of Empowerment Theorycopy and paste link below:)

http://www.stanford.edu/~arnetha/pdf/community-based/1.TCR%20Sp%20MC%20Issue%20Rev99A.pdf

Another author of Empowerment Theory is Michael OLoughlinDaring the imagination: Unlocking voices of dissent and possibility in teaching. (you may use this if you have access to the article and find its use appropriate in the paper).

Regarding the Applications/Interventions criteria mentioned above: one suggestion is to choose to do an analysis of a local High School GSA (Albany, New York- or surrounding area within 50 miles), and make recommendations for improvement. The Applications/Interventions section basically answers the question: How can what was learned be made useful and practical?
If you have any questions, please e-mail me at [email protected]

request for awest!

Hello,

This is the continuation of my thesis I started some time ago and never completely finished it. Overall, I will need additional 50 to 60 pages. As you can see, I am ordering ten pages for now and, depending on the quality of the writing, I hope to order the remaining number of pages later. This is a Masters Degree project and as such requires a certain level of writing skill, adequate to the academic level.
The general theory behind this thesis is that the current educational system with its insistence on rigid structure in educational practice and its stress on accountability overlooks the unique nature of the child as an individual. By sacrificing childrens unique capacity to discover and learn spontaneously, the system violates a healthy development of the creative, competent mind and free unfolding of the childs personality. It also limits children in self-discovery in terms of their potentials and drives. Instead, in our traditional school, the importance is being placed on future economic success in the workforce once the child becomes and adult. In this way, the system imposes an adult point of view on the child. I consider this aspect the main disharmony within the current educational system. Essentially, I believe this discord between adult and child stems from our distrust in the childs ability to learn and discover on his own. We continue to believe that guidance and structure are beneficial and, in fact, necessary educational tools.
In the second half of my thesis, I wish to articulate the view that the Montessori method of teaching presents much more balanced point of view and that the current system can benefit from adopting some of her philosophical ideas. By its very nature, her system allows the child to realize his potential by giving him a sort of structured freedom. Montessori viewed the child as qualitatively different from the adult in terms of thinking and learning processes. She believed in the inherent capacity of the child to learn (Rousseaus idea as well).
Please note that this thesis is by no means a descriptive project. Rather, it is a philosophy-based inquiry about the processes of learning and of a healthy moral/intellectual development.

These are the guidelines for this order:

Discuss Montessoris educational theory in light of W. H. Kilpatricks criticisms as expressed in his book The Montessori System Examined.
Incorporate a short discussion on Rousseaus educational philosophy as it relates to Montessoris (also briefly mentioned in Kilpatricks book).
Discuss in philosophical, rather then in strictly descriptive terms, Ms doctrine of education as a self-guided development and her idea of motivation to learn as being separate from external reinforcement (see Kilpatricks view regarding this point).
In your view, how does Montessori satisfy Kilpatricks call for school as a social institution, where actual life situations function as learning tools discuss practical life exercises in her classes, Ms insistence on spontaneity in learning, her insistence on the importance of the environment and on childs ability to learn indirectly through observation of other children working.
According to Kilpatrick, education means mastering of complexities of life and environment and expressing one self and realization of one needs/potentialities (pg.8). This relates to the previous point, I suppose. Show how Montessori satisfies Ks definition of education so formulated.
Make a note of how limited contemporary educational practice is in terms of actual life experience (increasing demand for accountability resulting in narrowing of goals of education to higher scores on tests, dependence on behavioural model which claims that only experiences producing changes in behaviour can be said to be learning experiences for the child.
Defend the Ms use of didactic material in educational setting and its assumed effect on sensorial experience and self-expression (Kilpatrick rejects the use of didactic apparatus).
Kilpatrick viewed Ms curriculum as overly restrictive. Again, defend Ms practices and educational thought against this criticism.
Discuss her doctrine of liberty as free, natural manifestation of the child and their conflicting views on discipline (for Montessori discipline equals self-control).

Practically, concentrate on the views of the two scholars and defend Ms philosophy using examples and quotes from her books Discovery of the Child and The Absorbent Mind. Concentrate on Kilpatricks views and thoughts that diverge from those of Montessoris.

I can also recommend using the following books:
The Montessori Controversy - John Chattin-McNichols (this is a particularly helpful book as it gives a good overview of her main principles, it also covers Rousseau)
M. Montessori Her Life and Work E.M.Standing
Montessoris Insights for Parents of Young Children A.D.Wolf.
Kilpatricks views can be found in his book Montessori System Examined William Heard Kilpatrick, Houghton Mifflin Company, 1971

I am looking forward to cooperating with you on this project. I think communication is very important element and I would welcome any questions or concerns that may arise. Also, could you please confirm receiving this order to eliminate possible confusion in the future? I am under strict time line and, for my own sanity, need to be sure that someone is working on this project.
Thank you.

Best wishes,

Iva

b) Education Philosophy Outline and Rationale

i) Create an outline communicating your educational philosophy using the following guidelines. Consider the historical development as it impacts educational philosophy.

ii) Reflect on your belief statements in Module 1 and create your mission statement as an educator.

iii) Describe your own educational philosophy in terms of its metaphysics, epistemology, axiology, and logic.

(1) Discuss those philosophies you chose not to include and explain what elements (metaphysics, epistemology, axiology, and logic) you did not agree with and why.

(2) Describe how you would implement your educational philosophy in the classroom and what educational theories would be evident.