This paper needs to be about what career I would like to go into after college. I have to write about the differences between Elementary and secondary education. It needs to end with a choice of one of the two. Perferably with Elementary education and why It would be a better choice for me. It has a 1200 word minimum and needs at least 4 in text citations with a minimum of 8 sources for the bibliography.

I need a quantitative design research proposal that tests a hypothesis dealing with differentiated instruction in elementary education. The proposal should include a problem statement, hypothesis, research design, role and bias of researcher, sampling techniques, participants description, data collection methods, instruments, research prodecure, and data analysis techniques. A brief rationale of why this type of sampling, data collection, instruments, and data analysis is appropriate for this problem and type of research should be included. A description of the type of data and how it will be analyzed should be given, but no actual data will be recorded. This is just a proposal. I have already done a literature review dealing with the benefits of differentiated instruction. This review included Tomlinson's book The differentiated classroom: Responding to the needs of all learners and Green, F. R. (1999). Brain and learning research: Inplications for meeting the needs of diverse learners. Education, 119(4), 682-688. These two sources may help you form a hypothesis. Any freebies that can be included with the proposal should be included.

You are to write a 1-page paper. Read the article below. Please respond to the 3 questions. State the question first and then continue to answer the question(s). *Do Not Use Outside Sources*

Thompson provides a historical overview of adult education in the United States. Historians of course cant include everything in the fields past.

Questions:
1.What should be included in adult education histories?
2.How is the purpose behind writing a history related to ideas about the purpose of the field?
3.Does knowing our history even matter?


ADULT EDUCATION PROGRAMS AND ACTIVITIES IN THE UNITED STATES: TOWARD A BALANCED HISTORY: by Thompson

INTRODUCTION
History is often thought of as "the past" or as a record of the past; to view history from this perspective is to lose sight of the degree to which intentional selection and multiple motivations play a role in the construction of this concept, however. A more constructive view of history involves viewing it not as a subject for study but as a process of selecting and arranging evidence in order to interpret and explain human actions. Just as the actions and events of the past were determined by the personal biases and motivations of historical figures (major and minor), the written interpretation of those actions and events is based on the biases and motivations of the historian. The relevance of both doing history (to the historian) and reading history (to the student of history) comes from the resulting ability to more fully construct, understand, and evaluate past, present and future choices which a more complete understanding of this process brings ( Johnson, n.d.). Because human development is a continuous process in which the present is informed by both the known past and the projected future, adult education professionals must have a knowledge and understanding of the history of their field; only in this way will the professional decisions and choices they make have validity in more than a limited, time constricted sense. The standard histories of adult education provide an inadequate basis for present evaluations and decision making because they present only a limited, culturally biased assessment of what and who was important in the history of this field: a picture only of the "big trees".

This paper has three goals: 1) to review the standard history of adult education and the image of the field which it evokes; 2) to provide examples of "neglected histories" that exemplify alternative perspectives on the field; and 3) to discuss the importance of developing a more balanced history of adult education.

PART I: THE BIG TREES
Colonial Period
Several factors in the social setting of colonial America encouraged educational activities for adults. Many settlers were members of political or religious minority groups looking for increased opportunity, opportunity more likely to favor those with either increased practical knowledge or higher levels of formal education than had been available to common citizens in England and Europe. Protestant religious groups generally promoted literacy (although often defined as the ability to read only, rather than to read
and write) as a necessary tool for Bible reading and enhanced spirituality. Finally, the strong work ethic prevalent in the colonies encouraged education; the idea that ignorance begets idleness was a compelling argument for the need for intellectual development (Knowles, 1977). Standard historians of adult education cite Cotton Mather's Essays To Do Good (1710) as an early example of the promotion of adult educational activity in the New World. In these essays Mather discusses the importance of cooperative efforts to benefit society. He advises the organization of discussion groups to deal with current problems
and suggests the use of specific questions as the basis for discussion. Four of the questions proposed by Mather follow:
1. Is there any particular person whose disorderly behavior may be so scandalous and so notorious that it may be proper to send him our charitable admonition?
2. Can any further methods be devised that ignorance and wickedness may be chased from our people in general; and that domestic piety, in particular, may flourish among them?
3. Is there any instance of oppression or fraudulence, in the dealings of any sort of people, which may call for our efforts to prevent it in future?
4. Is there any matter to be humbly recommended to the legislative power, to be enacted into a law for the public benefit? (Mather,1710, p. 16-17).

In these questions we see an early, faint foreshadowing of familiar adult education concerns: self- actualization, the use of education to cure social ills, and a desire to influence social policy. Seventeen years later, Benjamin Franklin elaborated on Mather's idea in establishing a "mutual improvement" society, the Junto. This group based their discussions on questions almost identical to those proposed by Mather. Additionally, each member of the society was responsible for generating in turn a question on morals, politics, or natural philosophy. Every three months members were required to write and present an essay on any subject as a stimulus to group debate. Membership in the Junto, which existed for thirty years, was limited to twelve ( Grattan, 1955).

Several other institutions provided educational opportunities to adults in colonial America. Private vocational schools, the predecessors of modern commercial trade schools and business colleges, were the chief sources of vocational education for adults. Subscription libraries provided books for the intellectual stimulation of those adults who could both read and afford the subscription fees. Agricultural societies, first established in the mid-eighteenth century, provided a vehicle for the exchange of agricultural
knowledge (Knowles, 1977). The general trend during the colonial period was away from the theologically based knowledge that had previously been the focus of most educational activities toward more secular, liberal, and utilitarian knowledge. In attempting to improve on the social and political traditions of Europe, American colonists devised educational activities appropriate for a new society.

Diffusion Of Knowledge In The New Nation
The period between the Revolutionary War and the Civil War saw a variety of social changes that influenced both the availability and type of educational activities for adults in the United States. Universal male suffrage (limited, however, to white males) argued for a more educated citizenry. Western expansion led to fewer distinctions between social classes and thus to changed opinions as to what was considered appropriate levels and areas of study. The industrial revolution promoted competitiveness and upward mobility, thus motivating many individuals to raise their level of education in order to take advantage of new opportunities. The urbanization and high levels of immigration which accompanied industrialization resulted in social and political conditions which increased the need for educational activities and programs for adults (Knowles, 1977). Privately Sponsored Activities According to Malcolm Knowles (1980), adult education activities before the Civil War can best be characterized as attempts at the diffusion of general knowledge. The influence of the European Enlightenment on the perceived value and importance of secular and scientific thought resulted in the founding of numerous institutions for spreading this "new" knowledge. Among those early institutions were the:

American Academy of Arts and Sciences, 1780
Pennsylvania Academy of Fine Arts, 1791
Boston Mechanics Institute, 1826
Franklin Institute, 1828
Lowell Institute, 1836
Smithsonian Institution, 1846
First Public Library, 1848
Cooper Union, 1859

Although the mechanics institutes and mercantile libraries were established to serve only a limited population (young merchants and merchant's clerks and mechanics and apprentices), other institutions were intended to disseminate knowledge in philosophy, natural history, the arts, and the sciences t the general public. The delivery by outstanding literary, religious, and educational figures of cultural or educative lectures or lecture series was based on the idea that "lectures can play a creative role in adult life" (Grattan, 1955), an idea which still prevails today. Many of the voluntary associations and agencies which were established during this period provided educational activities for their clients or members. Groups devoted to specific "causes"--abolition, temperance, suffrage--also engaged in educational activities designed to recruit new members and to inform the general public about particular social or political issues.

Publicly Sponsored Activities
Opportunities for agricultural education increased during the era before the Civil War. Farmers Institutes under the jurisdiction of state boards of agriculture provided direct instruction to farmers about technological improvements in farming. The Morrill Act of1861 provided federal support for Land Grant Colleges to teach agricultural and mechanical arts to the local citizenry, thus bringing higher education into close contact with the problems and needs of the people. Public evening schools made their appearance in a "highly unstable and often rather informal" form in the second twenty-five years of the nineteenth century (Knowles, 1977,p. 27). These early schools were intended to serve boys who had been forced to leave school to work and adults who had never received an adequate elementary education.
The curriculum was in no way tailored to the needs of adult students, but was rather are petition of courses offered during the day (Knowles, 1977).

Lyceums
The first national adult education program was introduced in 1836. The Lyceum movement, initiated by Josiah Holbrook, was intended to aid in the general diffusion of knowledge and the advancement of education in the public schools. Holbrook enumerated the advantages of Lyceums:
1. The improvement of conversation
2. Directing amusements
3. Saving of expense
4. Calling into use neglected libraries, and giving occasion for establishing new ones
5. Providing a seminary for teachers
6. Benefiting academies
7. Increasing the advantages and raising the character of district schools
8. Compiling of town histories
9. Town maps
10. Agricultural and geological surveys
11. State collections of minerals (Holbrook, 1829)

Lyceum "exercises" were conducted "in several different ways, to suit the wishes and acquirements of those who compose[d] them" (Holbrook, p. 28). Oral reading, biographical sketches, conversation and questions on various subjects, and lectures were among the methods of sharing knowledge commonly employed by Lyceum members. By 1835 there were approximately 3,000 town lyceums presenting weekly lecture discussions .The national system faded out after 1839, but many town and county lyceums continued to flourish up to the time of the Civil War. After the War, other groups such as women's clubs and literary societies continued the practice of providing popular public lectures. The Lyceum movement can be credited with leaving several conceptual and methodological legacies to future adult education endeavors (Knowles, 1980).
Diffusion Of Organizations In The Maturing Nation
Between 1866 and 1920, the United States experienced tremendous physical, intellectual, and economic growth. Concurrently, the country changed from primarily agrarian and rural to primarily industrial and urban. New knowledge, new theories of social development, and changing social conditions combined to suggest the need for both more extensive and more varied adult educational activities than had been available in the past.

According to Knowles (1980, p. 15), the period between the Civil War and World War I might best "be characterized as the diffusion of organizations" for adult educational activities. Each year saw the founding of several new organizations dedicated to personal or social improvement; most included a formal or informal educational component. Chautauqua And Correspondence Study Of the educational programs established during this period, Chautauqua Institution was undoubtedly the most ambitious. Founded in 1874 by the Reverend John Heyl Vincent, secretary ;of the Methodist Sunday School Union and Lewis Miller, a businessman, Chautauqua was originally conceived as a summer normal school for
Sunday school teachers (Grattan, 1955). The belief that a wide variety of liberal, secular knowledge would benefit the populace soon caused a shift in the emphasis of instruction, however. Literature, science, history, and other cultural subjects became the foundation of the Chautauqua Literary and Scientific Circle, established in 1878.

Believing that education should come "alike to the door of want and of wealth"(Vincent, p. 63) and that "the whole of life is a school" (p. 72), Vincent, with the help of William Rainey Harper (who later became president of The University of Chicago) developed a national system of home study based on local study groups or individual study. Students read from the required reading list, prepared answers to instructors'
questions, wrote essays, and took final exams. Between 1874 and 1894, ten thousand local study groups were established. Over 300,000 students enrolled in the C.L.S.C between 1874 and 1918, and approximately 50,000 fulfilled the four year course of study required for graduation from the program (Grattan, 1955).The idea of study at home, or correspondence study, was adopted by other private
institutions. The largest of these, the International Correspondence Schools of Scranton, Pennsylvania, was founded in 1891. Many public universities also developed correspondence departments to serve students who were unable to attend classes on campus (Knowles, 1980).

Social Service Organizations
The second half of the nineteenth century was marked by the establishment of a variety of social service agencies, many of which incorporated the idea of using education to alleviate or solve social problems. The YMCA, originally established in 1851, experienced tremendous growth in the 1860's. The Association, which established libraries and offered evening classes for study and improvement, soon became known as the "college of the people" (Cremin, 1988, p. 92). By 1913, seventy three thousand
students, most of them adults, were enrolled in Y classes. Courses included elementary school subjects for boys and young men who had left school in order to work, courses in English and American citizenship for immigrants, and industrial courses to prepare students for various jobs. The YWCA, established a few years later, offered a similar program of formal educational activities which were divided between traditional women's subjects such a sewing and homemaking and vocational preparation in fields that had traditionally been closed to women: telegraphy, bookkeeping, and commercial art
(Cremin, 1988).

The College Settlement Association (1887) established settlement houses in urban neighborhoods in order to teach city-dwellers "to learn how to live together and to secure good living conditions"(Knowles, 1977, p. 66). Settlement houses were run primarily by college educated-women as a tool to energize the community into becoming an educative and curative force. Settlement workers rejected the traditional restrictive view of education as the transmission of knowledge from superior expert teachers to ignorant
learners. Instead, they believed in mutual education: a two-way exchange of knowledge. Although lectures were sometimes employed, primary emphasis was on discussion of topics interesting or important to adult neighborhood residents. As Jane Addams remarked, students did not want to hear about simple things; they wanted "to hear about great things, simply told" (Cremin, p. 175-76).

Public Institutions
Evening schools, which had begun tentatively in the first half of the nineteenth century, became more common in the late nineteenth and early twentieth century. Knowles (1977) notes several trends relating to the development of evening schools during this period:
1. Enrollments and ages of participants increased
2. Americanization education was increasingly emphasized
3. Vocational offerings were expanded
4. The number of secondary and college courses increased with the advent of
Evening high schools
5. Experimental informal adult education activities began to be offered

By World War I, evening schools were an accepted part of the adult education scene, and were generally tax supported. University extension, an educational development with profound implications for adult education, was first instituted by the University of the State of New York in 1891. Although a few universities experimented in the late 1800's with the idea that state funded universities had responsibilities to its citizens other than the transmission of a cultural heritage to traditional college-aged youth, the extension movement did not gather much force until 1906. In that year the University of Wisconsin created a University Extension division which emphasized subjects concerned with the problems of the people of the state: problems relating to agriculture, industry, politics, and society. The goal of
university extension became carrying the University to the homes of the people...to give them what they
need--be it the last word in expert advice; courses of study carrying university credit; or easy lessons in cooking and sewing. University extension...offers the benefits of research to the household and the
workshop, as well as to municipalities and the state (Louis E. Reber, Director for University Extension, University of Wisconsin, 1907; cited in Grattan, 1955, p. 193).

The university extension movement was based on the idea that the knowledge coming out of public universities should benefit the public who financed its discovery and that education could be a means to the end of enhancing the quality of life for the average citizen.

Training In The Workplace
The beginning of the twentieth century saw the adoption of programs that viewed education as a means to another end: efficiency in the workplace. The idea of scientific management developed by Frederick W. Taylor in the 1880's was appealing to the business community, and employee education was seen as the best means of increasing the efficiency he promoted. Programs to teach business skills and methods and to promote discipline and obedience were adopted by many businesses and industries. The National
Association of Corporation Schools was organized in 1913 to help businesses develop programs. A typical program, such as that offered by the John Wanamaker Commercial Institute to Wanamaker employees, included courses in reading, writing, arithmetic, English, spelling, stenography, commercial geography, commercial law, and business methods. By offering educational programs, employers hoped not only to increase corporate efficiency but also to promote employee loyalty. Providing educational services to employees and, in many cases, to their families was part of the business world's effort
to forestall unionization. Employers hoped that provision of educational activities would lead not only to increased levels of technical skill but to the general advancement of Americanization and to stable family life, as well. Increased satisfaction and stability would obviate the desire of employees to organize (Cremin, 1988).

Governmental Involvement In Adult Education
Governmental involvement in adult education increased in the first quarter of the twentieth century. The Smith-Lever Act of 1914 specified that federal funds be combined with state monies to develop and implement a cooperative agricultural extension service. By this means scientific knowledge developed in the land grant colleges and agricultural experiment stations could be transmitted not only through courses at the colleges but also by way of demonstrations and publications to rural families. Programs were not limited to agricultural concerns, but rather dealt with all aspects of rural life; the goal of the Cooperative Extension Service was to help families attain greater ability in maintaining more efficient farms and better homes; greater ability in acquiring higher incomes and levels of living on a continuing basis; increased competency and willingness, by both adults and youth, to assume leadership and citizenship responsibilities; and increased ability and willingness to undertake organized group action when such will contribute effectively to improving their welfare (Knowles, 1977, p. 90).

By 1960 there were over 14,000 county agents, home demonstration agents, and subject matter specialists working with almost sixteen million families (55% urban, by this date), making this program the largest adult education endeavor in the world. The contribution of the Cooperative Extension Service to the field of adult education has been profound on both theoretical and methodological levels. The Service pioneered in the development of materials and methods tailored to adult learners; it perfected techniques of home visitation and demonstration; it developed methods for the systematic evaluation of educational activities; it actively involved adults in the planning and implementation of their learning projects; and it refined procedures for preparing and pretesting teaching aids, in-service training materials, reports of educational research, and subject-matter publications at appropriate reading levels. This practice of making the learner the focus of educational activities provided the basis for later adult education theory and practice (Knowles, 1977). World War I stimulated continued government interest in adult education. The Smith- Hughes Act (1917), passed in answer to the need for skilled workers in war industries, provided for federal funds to be combined with state and local fund for the expansion of agricultural, trade, and industrial education, principally through the public schools. "By introducing into our educational system the aim of utility, to take its place in dignity by the side of culture" (Commission on National Aid to Vocational Education, 1917), this piece of legislation resulted in vocational education becoming a primary focus of adult education.

Further federal support was necessitated by the Depression and World War II. Adult education programs developed by the Works Progress Administration, the Civilian Conservation Corps, and the Tennessee Valley authority served many thousand unemployed adults (Knowles, 1980), and the Servicemen's Readjustment Act of 1944, popularly known as the G.I. Bill of Rights, popularized higher education by financing the higher education of thousands of adults (primarily men) who would not otherwise have
considered a college education possible (Cremin, 1988). The 1960s were a time of increasing federal legislative and financial support for adult education. The Area Redevelopment Act of 1961 and the Manpower Development and Training Act of 1962 provided training for those persons who became technologically unemployed or who were affected by shifts in labor demand. The Economic Opportunity
Act (1964) established the Adult Basic Education program to provide people eighteen years of age and older a chance to develop the reading, writing, language, and mathematical skills necessary to find employment. Administered by the U.S. Office of Education after 1966, this program provided funds to state and local educational agencies for instruction, employment and training of qualified teachers, and for development and implementation of curricula and techniques appropriate for adult students (Knowles,
1980).

In 1975 Senator Walter Mondale introduced the Lifelong Learning Act, intended to support research and development, teacher training, curriculum development, development of techniques for teaching and counseling adults, and the identification of the educational needs of the elderly population (Knowles, 1980). Mondale was elected vice-president in the next election, and Congress passed the Act. However, adequate funding for the implementation of its proposals was never approved. Governmental commitment to financial support for education decreased during the Reagan administration; only the ABE program maintained its level of funding. As a result of the redefinition of the Comprehensive Employment and Training Act (CETA) to the Job Training Partnership Act (JPTA) the balance of support for training and retraining programs shifted from the government to private industry (Stubblefield and Keane, 1989).

Institutionalization Of Adult Education
Stubblefield (1988) characterizes the period between the two World Wars as a time of institutionalization of adult education, a period during which a primary focus was to determine the direction adult education should take as a new agency in American life. The establishment of the American Association for Adult Education (AAAE), financed by the Carnegie Corporation; increased research on adult learning; and establishment of graduate programs in adult education combined to precipitate a change in direction for adult education; it was no longer "a movement oriented primarily toward social reform" but rather a "more purely educational undertakinga profession" (Cotton, 1964, p. 81). This change in focus was the source of considerable disagreement within the field. On the one side were those who, like Morse A. Cartwright and Lyman Bryson, foresaw danger in identifying adult education too closely with social action. The other side was represented by Eduard Lindeman, Alexander Meilke john, and others, who regarded adult education as a means of making adults intelligent about their situations in life in order that
they could apply what they learned to improve society (Stubblefield and Keane, 1989). Cotton (1964, p. 84) suggests that what emerged from this conflict was a "sophisticated and mature" orientation toward the goals and potentialities of adult education, an orientation which viewed the development and implementation of "socially significant", rather than social action, programs as the "ultimate objective" of adult education. That this debate remains unresolved today is evidenced by the current special topic
AEDNET forum initiated by Jack Mezirow. Mezirow characterizes adult education as a field envisioned by our founders and past leaders as one of great promise for democracy, social justice, equality, freedom and community development by helping adult learn how to more effectively participate in critical discourse on public issues and in collective efforts to improve their communities and make our social institutions more responsive to citizen needs (Mezirow, 1990, p. 1). He continues by expressing profound concern over the "drift" of the field from its early social commitment to its current "market-driven" state and calls on the professoriate of the field to actively foster a consensus on and efforts toward social goals by defining priorities and allocating resources.

The Image Of Adult Education
A reading of the standard histories of adult education gives a hint of the uphill battle facing Jack Mezirow and his supporters. While he views the social action programs of the past as "one of our proudest legacies", the historians of the field virtually ignore them. Little more than passing mention is made of women educators and their contribution to the field, of education in socialist movements, of the education of African American adults, or of worker's education (Cunningham, 1989). Additionally, programs which could be viewed from a modern perspective as culturally imperialistic or oppressive (assimilation of American Indians, Americanization of immigrants) are reported with no discussion of related ethical questions. As a result of the subjective choices made in reporting an image emerges from these standard histories of a field established, developed, and practiced almost exclusively by white, middle-class males for the purpose of implementing their view of the good society.

PART II: THE UNDERBRUSH AND THE VINES
Adult education was defined in 1936 by Lyman Bryson as "all activities with an educational purpose that are carried on by people engaged in the ordinary business of life" (Bryson, 1936, cited in Grattan, p. 3); the ethnocentric biases of adult education historians have left many of these activities unreported or undervalued, however. Examination of some of these activities and programs can provide useful perspectives on the field . What follows is merely a representative sampling of "neglected" adult education histories; no claim to comprehensiveness or cohesiveness is intended. That the people
and programs described here would have as strong a claim to a place in the history of adult education as have the "big trees" of the standard histories seems obvious. As W. E. Williams pointed out in his survey of the British adult education scene earlier in the century, "the big trees [are] far from being the only valuable parts of the forest....much of the true vitality of the forest [is] to be found elsewhere" ( Williams, 1934, cited in Grattan, 1955).

Neglected Histories
Anne Hutchinson
Anne Hutchinson was a learned reader of the Bible, mother of 12, and mid-wife who held weekly meetings in her home to discuss the minister's sermons. Sister's Anne's influence grew among the women of the Massachusetts Bay Colony, and women soon started bringing their husbands to participate in the discussions. Sister Anne's fate differed from that of Cotton Mather, a later discussion leader: male community leaders halted the talks and Hutchinson was excommunicated and banished. She was later killed by Indians (Sochen, 1974).

Adult Education Among Quakers
Quaker's have long been pioneers in women's and adult education. Among Quakers, parents were held responsible for the education of their children; for this reason the Philadelphia Yearly Meeting was, by the middle of the eighteenth century, providing schooling for poor parents whose lack of education made them unable to properly educate their children. In 1778, Anthony Benezet, a Philadelphia Quaker, established a grammar school for the purpose of educating rural women who were responsible for providing their children with a basic education. After 1790, women ministers began advocating advanced education and teacher training for women to enable them to assume responsibility for educating the poor, blacks, and women, even at advanced levels" (Schwager, 1987).

Black Literary Societies
Free blacks established many literary societies in the early and mid 1800's. Some of the expressed purposes of these societies were: the stimulation of reading and the spreading of useful knowledge by providing libraries and reading rooms, the encouragement of expressed literary efforts by providing audiences as critics and channels of publication for their literary productions and the training of future orators and leaders by means of debates(Porter, 1936, p. 557).One of the most ambitious of these organizations, the Phoenix Society (1833) of New York City, was "designed to be the soul of the entire [black] population and their friends in the city." Its goal was "to promote the improvement of the colored people in morals, literature, and the mechanical arts". Projects included a library, reading room and exhibition hall; historical and scientific lectures; ward societies for mutual aid in the community; and an evening school for adults (Porter, 1936; p. 555-56).The development of these societies was necessitated by the race relations of the time. Blacks were generally unwelcome in white literary societies. In Massachusetts, for example, Charles Sumner and Ralph Waldo Emerson canceled an engagement to speak at a local Lyceum when it became known that black patrons were not granted the same privileges as whites. Although most of these societies were short-lived, they served several positive purposes during their existence: they helped to disseminate knowledge among a poorly educated population; they encouraged many Blacks to start private libraries; they trained individuals for community leadership; and they were frequently the background for the organization of schools for Blacks. In all of these activities, Black organizer provided ample evidence of an ability to develop and implement self-educative activities.

Freedmen's Schools
Following the Civil War, schools to teach the children of freed slaves were established by several public and private organizations. By 1870, over 3,000 teachers--white and black teachers from the North and white teachers from the South--were engaged in this effort. Although the overwhelming majority of the teachers were female, leadership and supervisory positions were reserved for males. This policy was strictly enforced, even in cases in which women were better suited by credentials, experience, or
temperament to lead (Jones, 1979).

Many of the teachers operated night schools for the purpose of educating the newly freed black population in the knowledge and attitudes necessary for them to be assimilated into their proper place in American society. This goal caused considerable resentment among Southern whites, who viewed these teachers as an "invasion force attempting to recreate Blacks in their own image in order to control the power of the Black vote, and thus the destiny of the South (Morris, 1981).Tuskegee Normal And Industrial Institute
Booker T. Washington founded Tuskegee in 1881 to provide industrial and teacher training to Black men and women. Other courses of study included English, reading, composition, mathematics, geography, history, government and law, bookkeeping, natural science, philosophy, music, and religion. Classes were held during the day for students able to attend full time; night classes were available for those who worked during the day (Gyant, 1988).Washington, with the assistance of George W. Carver, also established the Tuskegee Agricultural Experiment Station. This Movable School Project traveled around rural Alabama to teach men and women new agricultural methods, animal husbandry, home gardening, disease prevention, and improved methods of food preparation. Additionally, students from the school went into rural areas to teach adults to read and to understand the value of education for themselves and their children (Gyant, 1988).

Tuskegee Woman's Club
The Tuskegee Woman's Club was founded by Mrs. Washington for the purpose of promoting the "general intellectual development of women." Although as exclusive in membership as many of its white counterparts, the Club became actively involved in community affairs. A plantation settlement that included Sunday school classes, organized boys' and girls' clubs, sewing classes for girls, mothers' clubs, and newspaper reading clubs for the men was established in 1898. A public library and reading room was
started in 1901, and the Town Night School a few years later. This school provided the opportunity for many men and women to receive academic and industrial training(Neverdon-Morton, 1982).The Club served as a vehicle for community self-help, as well. Woman's Club members began to engage in home visits in Tuskegee in order to teach women how to better care for their families and maintain their homes. Mothers' meetings to discuss home management, child care, and marital concerns were held every week. When black women began increasingly to seek the right to vote, political education was added to the program to insure that they could vote as informed citizens (Neverdon-Morton, 1982).The Bryn Mawr Summer School For Women Workers In Industry The Bryn Mawr Summer School, established in 1921 through the combined efforts of women leaders in labor and education, was based not on a narrow, utilitarian view of workers' education but rather on a belief in the rights of all individuals to self development in terms of both culture and economic value. The purpose of the program was to offer young women in industry opportunities to study liberal subjects and to train themselves in clear thinking; to stimulate an active and continued interest in the problems of our economic order; to develop a desire for study as a means of understanding and of enjoyment in life. The Summer School was to be committed to no particular theory or dogma; discussion and teaching were to be free and open to enable students to gain insight into the problems of industry and into their potential to help solve those problems (Constitution of the Bryn Mawr Summer School, 1922).The statement of purpose and the original curriculum--economics, English, history, literature, hygiene, science, and music appreciation--reflected the liberal educational
philosophy of President M. Carey Thomas and the Bryn Mawr College trustees, a philosophy that placed major emphasis on the development of the intellectual powers of the mind rather than on pragmatic approaches to immediate problems. By implementing a program the purpose of which was not merely to instruct workers in identifying the sources of and solutions to their own job-related problems but also to introduce them to new fields of thought and interest" (Smith, 1929), the Summer School made a unique contribution to the field of workers' education. That the program was at least partially successful in reaching the goal of "liberating"--in the traditional educational sensethe working women who attended the School, is reflected in the words of one student, a garment worker: "It was light when my feet touched the soil of the campus. It was light again when girls of different parts of America and from various industries addressed each other in an old-friendly way. It was light when the dark heavenly bodies were pointed out and introduced. It was light when the strange sounds of foreign language became familiar and sweet. It was light when the teacher and pupils analyzed the control of wages and the means of production. "It will be light, strong, and warm, light for humanity." (quoted in Smith, 1978, p. 156).

Highlander Folk School
Many adult education activities have evolved out of community initiatives; Highlander Folk School is a good example of this type of program. Established in 1932 by Miles Horton, Highlander's purpose was to help people find their own answers to the problems which faced them and to gain greater control over their lives: in other words, to empower the common people. Early programs, which included courses in psychology, cultural geography, revolutionary literature, and current economic problems, as well as seminars on how to promote social change, were focused on labor reform; throughout the 1930's Highlander's staff and students worked to create equality of opportunity within the labor movement. By
the 1950's, general acceptance of the right of labor to organize and improving economic conditions influenced a shift in the emphasis of Highlander's efforts; "[c]onquering meanness, prejudice, and tradition" as a prerequisite to an orderly transition to an integrated South became the new focus of the Folk School's programs (Adams, 1980, p. 225).

Stubblefield and Keane (1989) suggest that the most important contribution made by Highlander was the development of citizenship schools to teach Blacks literacy and an understanding of the white power structure and their rights in a democracy. In the tradition of helping oppressed people help themselves, operation of the schools was turned over to the Southern Christian Leadership Conference in 1961.

An Alternative Image Of The Field
Awareness of the "neglected" histories of adult education results in a picture of the field quite different from that projected by traditional histories; the resulting image is not one of practitioners striving for professional maturity and sophistication but rather one of ordinary people striving together for individual and societal improvement. By looking "beyond institutions to the popular social movement, grass roots education, voluntary associations, and communities producing and disseminating knowledge as a human
activity" (Cunningham, 1989, p. 34), adult education can be perceived as a field more concerned with the ends than the means.

PART III: THE NEED FOR A BALANCED HISTORY OF ADULT EDUCATION
In 1964 Webster Cotton wrote about periods in the development of the field of adult education in which consderable "intellectual ferment" was aroused among educators by contemplation of questions "as to where adult education should be going, why and how best to get there" (p. 80). Twenty-five years later, adult educators are still asking these questions; however, adequate answers depend on the answer to another question: where have we been? Questions regarding goals, ethics, philosophies, and policies need to be answered by individuals and by groups in the field, but the answers must be informed not only by
current theory and practice but also by a knowledge of the history of the field. Any attempt at planning--"a systematic attempt to shape the future"--must involve knowledge of and a shaping of the trends and events which emanate from the past (Rothwell, 1951, cited in Johnson, 1973). Writing a history involves selecting and arranging evidence to interpret and explain the past. The process of selection is essentially a subjective one, although our sincere goal may be "scholarly objectivity"; who we are, where we have been, and where we hope to go influences us, consciously or unconsciously, in any such evaluative process. Two factors make standard histories of adult education inadequate for the purpose of informing present policy construction, decision making, and action. First, their authors, in the process of selecting and arranging events, have omitted or undervalued populations whose activities and achievements should have earned them recognition equal to that afforded the field's heroes. To revere Franklin's twelve-member Junto while ignoring Black literary societies, which were more extensive in both size and goals, for example, leaves standard historians open to a charge of ethnocentric bias which should have no place in a field which prides itself on reflecting a universal human activity. Second, standard histories have consistently ignored the ethical questions involved in the "forced" adult education of groups such as Native Americans and immigrants. Respect for and pride in the past should not preclude recognition and discussion of such questions. To ignore the successes of minority or counter-hegemonic groups and to overlook the failures of the prevailing hegemony robs the field of information and perspectives necessary to make informed decisions in the present. The standard histories and the neglected histories project different images of adult education; both are necessary for a complete understanding of the field. Once we have a clearer understanding of where we all have been, we will be better prepared to address the questions of where we should be going and how best to get there.

Complete the following: Many programs that teachers and paraprofessional for their new career require students to create a professional portfolio as a record of their professional development. Use Appendix A to help you create a Professional Development Plan-a component that can be added to your professional portfolio. In your word paper comprised in Microsoft Word, include answers to the following questions:


1.What are goals in the next five years? In the next 10 or more years?
2.What steps are necessary to get you to your goals? What obstacles can you foresee and how will you overcome them?
3.What is one principle from the INTASC principles web site that you feel you need to imporove the most in order to be effective in the education profession? What existing professional development programs could you pursue to address the need to improve in this area?http://cte.jhu.edu/pds/resources/intasc_principles.htm4.What professional development programs can you enroll in to help you prepare to meet the diverse needs of todays learners?
5.How will you evaluate your progress? What will help keep you motivated toward achieving those goals?
6.What professional organizations will you join? Why? What do you expect to gain from membership in these organizations?
7.What techniques will you use to help you develop leadership skills?

Format your paper according to APA guidelines.

I have answer the above questions to help out.
I hope this helps! Please read my notes at the end.

1. What are your goals in the next 5 years? In the next 10 or more years? In the next five years I would like to have graduated with my bachelors degree and take the necessary steps in becoming an elementary teacher (K-2). In the next ten years I would like to have been teaching for a few years before starting to work on my for my masters degree, also in elementary education and specifically in grades (K-2). Before ten years, I would like to have started working on my National Board Certification.
2. What steps are necessary to get you to your goals? What obstacles might you foresee and how will you overcome them? First of all, I know that becoming a teacher does more than just entail a piece of paper. Once I have completed my bachelors degree and, hopefully, have obtained a job, I pray that there will be a good mentor (or several of them) available to help me to become the best. I know that I will always need to keep learning and taking every professional development opportunity seriously.
I know that there will be many obstacles, primarily making sure that I write lesson plans that cater to all of the students I teach. I also know that it will be difficult at times trying to break down the material or come up with creative lesson plans that keep my students interest. Of course, the way for me to overcome these obstacles is to always reflect on what worked and what didnt, and again, it will be crucial that I get help from other teachers who know what they are doing and do it well.
3. What is one principle from the INTASC Principles Web site (http://cte.jhu.edu/pds/resources/intasc_principles.htm ) that you feel you must improve the most to be effective in the education profession? I know that I really need to work at developing lessons for different learning styles and diversities. What existing professional development programs might you pursue to address the need to improve in this area? From what I have researched on the internet, I need to find programs that will show me how to differentiate instruction and plan lessons for different learning styles. While I wasnt able to find any specific professional development opportunities, I believe that I will be able to recommend what I need, not only for me but for other teachers, to my principal and school district in hopes that they will be able to help me find the guidance that I need.
4. What professional development programs might you enroll in to help you prepare to meet the diverse needs of today's learners? I have learned that the Ruby Payne program will help me to understand and reach children living in poverty and those who come from diverse and rather unstable environments. I also discovered that the ASCD web site has a lot of books and professional resources, like vocabulary development and assessment. Also, I know that if I join different professional organizations, they will also have a variety of opportunities for me as well.
5. How will you evaluate your progress? I want to keep a teaching journal of my first few years just so I can reflect on what I have done and what progress I have made as a teacher. I want to be sure to identify where I am making the same mistakes and what I am doing well. I also want to be part of a teaching community that is open enough to tell me where I can improve and what steps I can take toward improving. What will help keep you motivated toward achieving those goals? I know that if I surround myself with teachers who are as enthusiastic as I am about being in the profession, then I believe without a doubt that I will be able to achieve my goals. The key is to stay positive, even when things are difficult.
6. What professional organizations will you join? I want to join the National Council of Teachers of English because language is the foundation of any subject. I would also like to join my states teachers association because of the benefits and support that they offer teachers. What do you expect to gain from membership in these organizations? I expect to gain access to different resources, teaching ideas, and sound advice from teachers who know what they are doing.
7. What techniques will you use to help you develop leadership skills? I think the first thing I need to understand is when I should be a leader and when I should be a follower. If I want to lead, then I know that I need to observe a lot of teachers, both effective and ineffective, do my research and make sound decisions based on my observations and research. From there, I should still work with a team, but always try to contribute something to the team.
++++++++++++++++++++++++++++++++++++++++++++++++++

I really want to become a teacher and so far from want I am learning, it is some big challenges ahead for me to take on and also the expectations of the teaching profession are very high. I am very passionate for this profession!
You do have some big challenges up ahead of you. That is for certain. One thing you should always remember is that faith in yourself and your students will go a long, long way. Hopefully, I will be fortunate enough to work with really good principals and teachers. I wanted everything I do to be better--not just to show off--but because it is the right thing to do for my students. And back to the students--even when you dont think they are the best, tell them that they are the best and that you think that they are the most wonderful students in the world. In reality, if you do that, they will be the best students in the world. We always live up to others expectations, so if others have negative ones of us, well live up to that.
I will like to thank you Gwyn for your support through my journey of college to become a teacher. You have been very supportive.
Whatever you do, dont be afraid to mess up. Teaching is like a computer. You can always reboot. If you do mess up, then dont be afraid to admit it. Everyone is human.

If you need anything else please feel free to contact me via email.

Write a description of how you personally view mathematics and mathematics education. The Ontario, Canada Mathematics education has changing ideas about mathematics teaching. Include your current philosophy of mathematics education, supporting statements with reference to readings which are attached, and any additional reading materials.

Summary of mathematics education:

I strongly believe it is important for teachers and students to be engaged in mathematics for understanding and not for back to the basics. What does it mean to understanding mathematics is define in Elementary and Middle School Mathematics by John Van Walle as the measure of the quality and quantity of connections that a new ideas has with existing ideas. The greater the number of connections to a network of ideas, the better the understanding.

Teaching for meaning and understanding is the primary goal for elementary mathematics teaching.

Using problem solving and reasoning strategies within the classroom instead of 1 single right answer that may come from a textbook. This helps students visualize and communicate abstract ideas. Providing opportunities to talk about mathematics creates a rich environment of reflective thinking. This can be fostered by increasing group work creating mathematical communities and the use of manipulatives. Starting with the students prior knowledge and making connections within their real world/lives.

We as educators want to be facilitators/guides who listens and observes instead of the expert who has all the correct answers. We want to guide our students to become independent critical thinkers within mathematics. We want students to communicate and reason mathematically. Students should value the learning of mathematics in order to have greater insight. We want teachers and students engaged in mathematics for understanding!

Responding to parents who advocates for a back to basics approach to learning takes time and support. I would inform the parent of the main driving force of the current mathematics reform movement conducted by the National Council of Teachers of Mathematics (www.nctm.org). I would also invite the parents into the classroom and celebrate the students learning and discussions during a math lesson. I would also ask parents if they would prefer to learn and understand mathematics through a three-part lesson model by exploring a problem in a group using a student strategy, instruction from a teacher to reflect on the strategies used within the problem, observe other students work and reflect with the class to enhance understanding. OR.....independently complete math problems from a textbook within a notebook; have the teacher mark the number of questions you completed correctly or incorrectly? (Not very engaging to me). During my elementary education, I valued my peers as mentors in my learning journey and felt they were huge positive influences! Lets foster this learning within the classroom with the teacher as a facilitator. This is empowering for your child and creates lifelong learners!

There are faxes for this order.

Use APA in-text citations for all refernced material
Double spaced, 12 point Ariel font
Explain your current thinking about the future of education in the United States. Construct a thesis/problem statement that give the paper focus and direction and identifies an open ended problem which will be addressed in the body of the paper. The paper must addrss the following aspects, High Stakes Assessments, Curriculum/Instruction, Technology, Special education, diversity and inclusion and methodology. Based mainly on Elementary education. Present a balanced and objective view.

Create an APA reference list

Read at least 6 articles, which must be taken from the following refereed journals only: Education Digest, Educational Leadership, English Journal, Exceptional Children, Harvard Educational Research, Journal of Adolescent and Adult Literacy, Learning Disability Quarterly, Language Arts, Phi Delta Kappan, Reading Teacher, Reading Research Quarterly and Young Children.

Write a 5 page paper, summarizing the information you learned, and comparing the positions of the authors on the topic. The paper should include an introduction explaining the reasons you are interested in the topic, a review of the articles in which you discuss the content of each article in a format which integrates the information and uses citations, a summary of the information, and a conclusion that explains your own opinion on the subject.

Use journal form APA, fourth edition, BF76.7 P28, 1994, to cite the articles in the text and in the reference list.

Bibliography must be in APA format

She will deduct points if the paper is not in Standard English and if the sources are not cited in the text.

Some background information on me so you can answer the personal point of view questions. I am going into elementary education and want to teach first graders. I''m interested in the topic of invented spelling because it is what I will be dealing with when I teach, since first graders don''t know how to spell yet. I think invented spelling is a healthy and good way for students to express themselves and learn how to write. You can expand on this and format it to what I have stated. The bottom line is that I will be working with very young children who are just being exposed to reading and writing.

Submit Admission Essay for online UMass BA program "Early Care & Education Concentrations"

A 2-3 page personal statement discussing how your experiences led to your decision to apply for a UMass Amherst degree program. We encourage you to describe your educational goals, including the focus of your academic interests (Early Childhood Education or Elementary Education), as well as how you think UMass Amherst can help you meet those goals (this is an online program to complete my BA, very convenient). I've completed an Associates in Science Early Childhood Education from a Community College in MA and will be transferring that degree to this online degree program with your help with this two page admission essay!

Please do the best possible job you can or I will need a re-write, which has happened once before.

Thank you!

I need to develop an individual research project that develops a research proposal that has applicability to elementary education. The paper must contain the following items: 1. Statement of the problem, explain the purpose of the study. 2. Significance of the problem: a statement that explains why the problem merits investigation, including why it is worth the time, effort, and expense involved in carrying it out. 3. Research question and/or hypothesis posed to guide the study and lead to resolution of the central concern. As subsequentions are answered one hopes to become able to answer the main research question. 4. Definition of Terms: This section of the report in which definitions are given for words, acronyms, abbreviations, names, labels,and the like that are central to study. 5. Limitations and Delimitations: This section decribes the limits that naturally affect study and limits that you have imposed on you study. 6. Conclusions or Discussions

The five parts of the research project should be 1. Introducation, 2. Statement of the problem/hypothesis 3. Review of Related Literature 4. Procedures/Method 5. Finding or results. I like the paper to deal with Academic Achievement in Whole Day Kindergarten versus Half-day Kindergarten, if you are unable to find enough resources, please do the research project on reading in elementary students. I also need 10 abstract cards on the resources used they must included: author, date, source, publisher, title of article, then a brief abstract on the article. The report should have a title page, table of contents, abstract one page on the paper, and Biblography

This is a Masters level research paper that needs to be a minimum of 10 written pages. There also needs to be graphs and diagrams. There needs to be 10 resources. No interviews or surveys. The literary review and conclusion are key. My specific topic is: The Impact of No Child Left Behind on California's English Language Learners. It should be written in reference to elementary education. If there isn't enough information please contact me.

Evidence-based strategies and materials related to classroom management, engagement, and motivation form a foundation from which teachers can create an emotionally safe classroom where all students can learn. This foundation includes designing classroom management plans, including procedures and policies (e.g., policy for late work, process for taking attendance, use of technology, managing misbehaviors) which promote self-awareness, self-management, self-efficacy, and self-esteem; and encourage interaction, motivation, and engagement.

You will use the following scenario to demonstrate your knowledge of evidence-based strategies and materials related to classroom management, engagement, and motivation and how to apply this knowledge to your licensure area. You may adapt or highlight specific aspects of the scenario to relate it more specifically to your licensure area (e.g., elementary school age students).

Scenario:

Ms. Zalogwe is a teacher with a class of 20 students who vary greatly in their academic and social skill levels. Some of the students are very good in all subjects, some are good in mathematics but do not read well, others are good readers but not do as well in mathematics, and a few are struggling with everything. Because Ms. Zalogwe has had problems in the past with students not completing homework on time or thoroughly, she has developed the following procedures to which she strictly adheres. She has a zero-tolerance policy.

At the beginning of the year, she verbally explains her homework policy. She also gives her students a handout for themselves and for their parents with all the information explained. Throughout the year, when students are not following the policies, she refers them back to the handout.

She has a section of the blackboard devoted to homework information. On this section, she details exactly what needs to be done, when it needs to be done, how many points it is worth, and any other pertinent information. She expects students to read and understand this without devoting class time to it.

All homework assignments must be put into the inbox on the right-hand side of her desk at the beginning of class. All late assignments without acceptable excuses have 5% deducted for each day late. The only excuses accepted are notes from parents or doctors with legitimate reasons for why the student could not have done the homework. Then, the new due date is up to the discretion of the teacher. Typically, a one- or two-day extension is granted.

All graded homework assignments must be picked up from the outbox on the left-hand side of her desk at the beginning of class. This is the responsibility of every student. If graded assignments are not picked up within two days, Ms. Zalogwe takes them out of the outbox, and students must ask her for them after class.

If students believe a mistake has been made in the grading of any assignment or exam, they may make a formal appeal. They have two class sessions after they get their work back to submit an appeal. The appeal should consist of a sentence or two explaining why they believe their answer is correct, and they must support this with the textbook, notes, or other reasoning. The original answer must be stapled to the back of the grade appeal.

ESSAY:

A. Evaluate whether the homework policy from the scenario would promote best practices for each of the following within your licensure area:

Rubric: The candidate provides a logical evaluation, with sufficient support, of whether the homework policy from the chosen scenario would promote best practices for positive social interaction within the candidates licensure area.

1. Positive social interaction (use 1 source)

Rubric: The candidate provides a logical evaluation, with sufficient support, of whether the homework policy from the chosen scenario would promote best practices for self-motivation within the candidates licensure area.

2. Self-motivation (use 1 source)

Rubric: The candidate provides a logical evaluation, with sufficient support, of whether the homework policy from the chosen scenario would promote best practices for active engagement within the candidates licensure area.

3. Active engagement (use 1 source)

Rubric: The candidate provides a homework policy, with sufficient detail, for the candidates licensure area using evidence-based strategies and materials.

B. Develop a homework policy for elementary education using evidence-based strategies and materials.

Rubric: The candidate provides a logical explanation, with sufficient support, of how the candidates homework policy promotes principles of intrinsic and extrinsic motivation.

1. Explain how your homework policy promotes principles of intrinsic and extrinsic motivation.


Note: You must cite the sources that contain the evidence-based strategies and materials that you use to develop your homework policy, as well as any other sources you use.

*When you use sources, include all in-text citations and references in APA format.

I am a senior in high school appyling to several state colleges. My grades are average and I'm hoping this essay will give me a little leverage. My major is Elementary Education. I am currently taking a teacher's prep course which allows me to go to the local elementary school 3 days a week for 2 hrs a day. I am working with first grade students and enjoy it emensly. My mother is an elementary academic intervention math teacher. She has been teaching for 21 years. I've visited her school on many occasions and have helped her with projects, school work, and evewn gone on 2 field trips with her. For the past 4 years I volunteered at 2 Bible Camps. The first year I started out as an asst. couselor and the last three years I was the head counselor. Each program was for two weeks over the summer. I've been on the school tennis team for four years and was the captain for two years. I was chosen by my classmates. I am more on the reserved side however, if I'm comfortable in what I'm doing I can be a strong leader. I've worked hard in high school but am well aware that more effort could have been put forward. I understand the challenges of college and am ready to work extra hard. I feel I will do better academically in college because I've matured. I realize The competion is great and if you really want something you must work hard for it. My parents thought it was very important to work on the weekends and learn the value of a dollar. I've been working since I'm 15. My parents are paying for my tuition and only require me to work during the summer now that I'm in college. I've saved an enormous amount of money over the course of three years. I know whole heartedly the direction I'm headed in and that is to be an elementary ed. teacher and look forward to the day when I will have my very own classroom.

Now that you have had an opportunity to read several research reports in different journals, what are some of the most interesting and informative journals in the field? Why? In particular, what are the most important journals relevant to your own proposed research interest (administration, science teaching, elementary education, etc.)? What did you find least useful or least impressive from the articles/journals you read? Why? This module/week, you will also be submitting your Publication Manuscript: Journal Selection for approval. To which journal or periodical do you plan to submit your manuscript? What are their writing guidelines?

This is a discussion board of 400 words or more.
Customer is requesting that (cathii) completes this order.

As an elementary education major:

1. Write a 4 page essay describing "Essentialism" and why this philosophy was chosen.

2. Include personal references and experiences, as well as quotations from a variety of sources that enhance understanding of the chosen philosophy. You may refer to other philosophies (such as progressivism)and include how the pros and cons might balance out by calling on more than one worldview. However, remain true to "essentialism" throughout the essay.

3. A discussion of responsibilities of the Principles of Professional Conduct and the Code of Ethics must be included with specific applications of "Essentialism" and related classroom strategies/responses they would apply.

4. Include a discussion of moral or character education and strategies to classroom situations and apply this position to "essentialism."

5. Essay should be well organized with opening and concluding paragraphs and a clear sequence that flows.

I am an elementary education major and the criteria for the paper is as follows:

Genral Criteria:
1. Demonstrate ability to analyze and problem solve with appropriate senstivity.
2. Paper is well organized with opening and closing paragraphs, connecting phrases, with topic sentences to focus each paragraph.
3. Written communication is clear with correct grammar, usage, syntax, spelling.

Paper-Specific Criteria:
1. Demonstrates knowledge of Code of Ethics and principles of Professional Conduct in Florida.
2. Applies examples from the Code of Ethics and principles of Professional conduct to current and /or past experiences.

Classroom management theories form a foundation from which teachers can create an emotionally safe classroom where all students can learn. This foundation includes knowing how to promote self-awareness, self-management, self-efficacy, and self-esteem; manage routine misbehaviors; and encourage student interaction, motivation, and engagement.

PAGE 1:

A. Create a personal philosophy of classroom management related to elementary education by doing the following:

1. Explain how key elements of classroom management theories support your personal philosophy to promote the following in students:

Rubric: The candidate provides a logical explanation, with sufficient support, of how key elements of classroom management theories inform the candidates personal philosophy to promote student self-management.

a. Self-management (include 1 source)

Rubric: The candidate provides a logical explanation, with sufficient support, of how key elements of classroom management theories inform the candidates personal philosophy to promote student self-efficacy.

b. Self-efficacy (include 1 source)

PAGE 2:

2. Explain how key elements of classroom management theories support your personal philosophy to encourage the following:

Rubric: The candidate provides a logical explanation, with sufficient support, of how key elements of classroom management theories inform the candidates personal philosophy to encourage student motivation.

a. Student motivation (include 1 source)

Rubric: The candidate provides a logical explanation, with sufficient support, of how key elements of classroom management theories inform the candidates personal philosophy to encourage student engagement.

b. Student engagement (include 1 source)

Rubric: The candidate provides a logical explanation, with sufficient support, of how to integrate strategies for managing routine misbehaviors into the candidates classroom management.

3. Explain how you could integrate strategies for managing routine misbehaviors into your classroom management.


*When you use sources, include all in-text citations and references in APA format.

I am a rising college Senior, seeking a degree in Elementary Education. Therefore, this essay needs to focus primarily on the SOCIOLOGICAL aspects of physical activity for kindergarten, first and second grade students. REFERENCES need to come from PROFESSIONAL education, sociology, pediatric type journals/books/online databases. In other words, "Reader's Digest" or "Prevention" magazines (and others) are not considered PROFESSIONAL journals by my professor. Page numbers need to be included for journal articles and sections of any books used in essay (professor's requirement). Only references between 2008-present may be used in essay.
Thank you for your help!

(For elementary education - 4th grade).

Students will write a reflective paper on their personal and professional development as classroom managers. They will examine their experiences in their practicum class and reflect on their specific strenghts and weaknesses. Using feedback from cooperating teacher and personal reflection and analysis, students will discuss what they`ve learned about themselves as classroom managers. They will include at least two postitive experiences in which they have acted/responded effectively. They will also discuss at least two experiences in which they are not satisfied wit the way they responded and how they would do things differently now. Finally, students must discuss their goals to become even better classroom managers. These goals should be considered as part of a professional development plan. This assignment will not be assessed on the quality of an indivicual`s management skill as much as on the quality of an individual`s honest reflection on those skills by drawing on knowledge and practical experiences so that the individual can improve and plan for future action. Whenever appropriate, students should draw on theories, from "Building Classroom Discipline" ninth edition, C.M. Charles and "Classroom Management" seventh edition Evertson, Emmer, and Worsham.

My strength is classroom discipline.
My weakness is individual praise for the students. This might help in writing the paper. Thanks.

The term paper must include use of the text "Adult Learning and Development, Perspectives From Educational Psychology" Edited by M. Cecil Smith and Thomas Pourchot. In addition any other references that are appropriate to the topic of Educational Psychology. Though the text is "Adult Learning", the paper must refer to Elementary Education as well. It must include a Table of Contents, Body and Conclusion. The description of the course is as follows: EDUC 110 Educational Psychology and Evaluation: Provides an overview of contemporary cognitive psychology. Presents traditional and modern views on intelligence, reading and writing, and creativity and problem-solving. Addresses how to motivate effective learning and manage classroom behavior. There is no stipulation on format or citation style.

This paper is on Plato's Republic. The list of topics for the paper will be provided in the next paragraph for you. This paper should display comprehensive understanding on the arguments in the books and reasonable interpretation on the topics. The paper has to have several criterias
such as understanding of the book, argumentative skills, originality in ideas and personal interpretation and organization of the paper.

Topics that can be used for this paper.
1. The nature of education
2. The role of teachers
3. The relationship between teachers and students
4. Knowledge and experience
5. The nature of educated person
6. The method of teaching
7. Freedom and Education

Things to consider:
1. You can choose more than one topic from the list
2. Try to make a coherent argument and explanation between topics.
3. Make sure to identify your thesis statement at the beginning of the paper.
4. You can discuss and support your arguments by examining your own experience and current educational practice.
5. Explain theories with both strengths and weaknesses
6. Plagiarism is unacceptable. Please make sure everything is work cited correctly. This is extremely important!!!!!

Main Concepts and topics in the book Plato's Republic
1. Socratic Dialogue, 2.Sophists, 3.Universal definition, 4."Justice is the advantage of the stronger", 5.the ring of Gyges, 6. natural/inborn qualities of the guardians, 7.elementary education of the guardian, 8.censorship, 9. qualifications of the rulers, 10.a noble fiction, 11.the producers, the guardians, and the rulers, 12. the goal of the Republic, 13.Four virtues in the Republic,14. Definition of Justice,15. Three parts of the soul,16. The life style of the guardians and rulers,17. Philosophers as king,18. Theory of the form,19. Knowledge vs. opinion,20. The form of the good,21. The intelligible world and the visible world,22. The allegory of the cave,23. Educational process of the philosopher king.

The paper MUST be set up as follow:

Chapter II( Intoroduction)
The intoroduction Should have the included :

1 Review of related literature pertaining to the topic
2 Historical perspective of emotiponal intelligence in young children
3 Characteristics of emotional intelligence
4 Elements in emotional intelligence

Chapter III ( Summary, Conclusion, Recommendation)
This should have all this included in this part:

1.Research Finding
2.Summary
3.Conclusion
4.Recommendation
5.Reference ( 15 ) Must be 15 included on this page

I am e-mailing you the Project proposal I have already wrote, and two papers I brought from you all on this topic.
This is a form of a thesis type paper (Project)But it is call a project.

I am working on my Speclialist In Elementary Education
The two paper that I am e-mailing you I need theses to be incorporated in the paper.
There are faxes for this order.

your paper must
have an argument??"that is, you should take a position taken, posit an argument against it, and then adjudicate between the two.
seriously engage at least two of the books/articles we have read in this class
use a good number of quotes from at least of the works we have read in this course (I will upload a book list, instructor's ppt and my notes?, and
you can write it as a dialogue, play, screenplay, or some other artistic format. If you do, you still have to follow the same principals. In other words, your paper must
have a debate in it, with an argument pro and con, and then rebuttals
make it very clear that you understand those two (or more) authors ideas
use a good number of quotes from at least of the works we have read in this course

choose one of the following topics (5a and 5b consider as two topics)
1. Expanding the boundaries of the political, globally
The United Nations has been trying to get nations to sign onto a Convention of the Rights of the Child in the past two decades.
If you were one of the leaders of a rather large NGO, would you work towards the rights of the child, as described in the link below, or not? Give at least two pros and cons for using your organizations time and money for these purposes.
Describe a specific activity that your organization would consider doing, as an illustration of your pros and cons of promoting the rights of the child, to show how your overall pros and cons would play out, in relation to a real activity that your NGO would consider conducting.
In other words, the first part of the question asks for generalization; the second asks for you to illustrate your generalizations with a concrete example; you can do the two parts of the question in any order, or blend the concrete and the general together, as long as you do both).
To answer this question, refer to this document:
The United Nations Convention on the Rights of the Child
http://www2.ohchr.org/english/law/crc.htm --this is a document for nations to ratify or not??"so far, all have except the US and Somalia??"but our questions are about what you would do about it as a leader of an NGO, not a nation.
http://www.unicef.org/crc/ for explanations of this legal document in plainer English

Caution: if you say that this document is just words, verbiage, palaver, then you have to ask yourself if some other declarations are more than just words??"our Constitution and Bill of Rights (http://www.usconstitution.net/const.html), for example. Thus, you will have to keep in mind the question of whether anything is a right (freedom from child abuse, as in question #2, e.g.? elementary education?)


2. Expanding the boundaries of the political, within the US
In a four year period beginning in 1962, the legislatures of all fifty states passed statutes against the caretaker's abuse of children.
(the quote is from Stephen Pfohl, The Discovery of Child Abuse; http://www.jstor.org/pss/800083; also Making an Issue of Child Abuse, by Barbara Nelson, as discussed in lecture)
Pose yourself the same questions sketched in Question 1, using only the issue of child abuse (as opposed to the Convention on the Rights of the Child, which aims to summon the whole world to action).

3. Puzzles of civic action in NGOs
Describe TWO TENSIONS that would you expect to find in a big NGO that has to aim for transparency (open books, clear explanations of expenditures) and also has to be a civic organization that uses grassroots community volunteers? Illustrate your argument with an hypothetical example, such as an NGO that cares for the elderly, disabled, young, or abused, or one that tries to improve the environment, educate people, provide clean water for a village, end a war, or open up a debate (feel free to talk about other examples, if they fit; the example does not have to be a real organization).
How, if at all, might you predict that the government funding could destroy what might be good about grassroots associations? How, on the other hand, might it improve on what might be bad about grassroots associations?
Some tensions include:
helping the neediest versus promoting civic engagement;
efficiency (getting the biggest bang for your buck) versus helping those who are hardest to help
professionalism versus free use of volunteers
professionalism versus political activism
Caution: you cannot say, just leave it up to the local people to decide how we can help them.
Suggestion that you can take if you want: Invoking modes of justification might help focus your argument.
_____________________

4. Volunteer-style solutions versus activist solutions to a problem
Compare a volunteer-style groups ideas for addressing a problem with a political activist groups ways of addressing a problem. You can use the example of the children with psychological problems who grew up in a violence filled neighborhood, or you can pick your own example. Feel free to use data, but it is not necessary.
_____________________

5. a)Empowerment projects??"what can they do?
In Making Volunteers Nina Eliasoph explores a new (and now ubiquitous) type of civic group: empowerment projects. Using specific examples from Eliasoph's book, address the following questions:
What are empowerment projects? Compare and contrast them to other approaches to social service, such as NGOs, and the welfare state.
In what ways do empowerment projects attempt to resolve the tensions of civic associations discussed in both lecture and section?
What tensions do they face/produce and why, according to Eliasoph?
Finally, make an argument either in favor of empowerment projects (with or without government funding) or in favor of centralized, bureaucratic (welfare state) organizations. Which approach seems most promising for addressing social needs and why? Be sure your argument fully appreciates the complexities of either approach.
_____________________

5.b) Astroturf civic associations vs. cultivating the grassroots from the top down in an NGO
Toxic Sludge is Good for You shows how big money can create civic associations. Is this production process as democratic as the ones that Sampson describes in Albania or Eliasoph describes in Making Volunteers? Describe and analyze three ways that the following three types of civic associations democratic potential differ:
money-powered civic associations such as those portrayed in Toxic Sludge
partly government-funded NGOs differ
NGOs that do not get any government funding
To answer this, you will find that you have to decide what democracy is??"one person, one vote? Something more character-building than that, as Tocqueville argued? One dollar??"one vote, as portrayed critically in Toxic Sludge? Something else?
Caution: if you use the concept of free will, you have to remember that Tocqueville says that peoples desires are strongly shaped by the society in which they live??"feelings are not produced in a vacuum.
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6. Equality and local, decentralized participation: if one goes up, does the other go down and vice versa?
(this is the same question that was on Essay/test #1, but with the added element of addressing the possibility that outsourcing might help fix the problem)
Tocqueville says that equality is necessary for democracy. He also says that local, decentralized grassroots decision-making is necessary for democracy.
How, if at all, can both be possible? Can a society have BOTH the goods that come from participation AND the goods that come from central govts promise of being impartial, stable, professional and expert-driven, and not letting anyone fall out the bottom? How can it be the case that more government funding of nonprofits can generate more civic engagement, rather than squash it?
Explain how the rise of outsourcing govt to local nonprofits is partly a response to these dual missions. How, if at all, does our current solution??"outsourcing the centralized government to nonprofits??"allow us to have our cake (have equalit) and eat it, too (also have grassroots local participation)?

_____________________

7. The difference between a NGOs distributing aid versus a governments doing it
Using the Hometown Associations example, or another one that you find, consider the differences and similarities between small Tocquevillean associations, large NGOs and governments. Discuss the following potential differences and similarities:
A small association, such as a Hometown Association, requires transparency for local donors who all know each other.
A big NGOs promises transparency for donors who dont all know each other.
A government promises transparency for all voters, universally.
All promise to give participants decision-making power, but the participants are very different sets of people.
All promise to help the needy.
None totally live up to their promises, but perhaps they could be made to live up to their promises more than they do.
Considering all this, where would you expect to find the most potential for the most transparency, participatory distribution of aid, and help for the needy??"from small, Tocquevillean associations that are based on face-to-face, personal relationships, large NGOs, governments, or some combination, or something else?

_____________________
8. A theorist goes to Occupy Wall Street
Impersonate any of the authors whose work we have discussed in this class and offer advice to the Occupy Wall Street movement about either its decision-making process, its ideas, or both. What do you suppose activists would say in return? What would you say back?

There are faxes for this order.

APA Critical Thinking Paper Rubric Grading Guidelines

You have the opportunity to earn 125 points on your formal APA Critical Thinking paper. I am going to be looking at each of the following areas of your paper to grade. Questions you should ask yourself should be as follows: Did I create a cover sheet, abstract, and subtitles like the examples in the APA Handbook? Are my pages numbered? Did I put on my running head per APA guidelines? Did I thoroughly discuss and answer each of the 8 sections of the paper asked about regarding my learning, motivation and ability to think critically? Did I use concrete and specific affective, cognitive, and behavioral examples related to the topics? Did I cross-reference Banduras theory and concepts throughout each section of my paper? Did I cite him correctly? Did I edit my paper before submitting it? Did I use proper English? Did I delete any text language used on accident? Did I write my paper in essay format with paragraphs indented and double-spaced? Did I use Times New Roman 12 point font? Did I call Ms. Lanzon on her cell phone when I had questions regarding this assignment? Did I attend the writing lab and get help?

Cover Sheet 10 8 6 4 0

Abstract 10 8 6 4 0

Subtitles 10 8 6 4 0

Discussed 8 Sections 35 25 15 10 0

Direct affective examples 10 8 6 4 0

Direct cognitive examples 10 8 6 4 0

Direct affective examples 10 8 6 4 0

Cross-referenced Bandura 10 8 6 4 0

Used Proper English 10 8 6 4 0

Paper Written in Essay Format 10 8 6 4 0



10/35=Excellent; expectations exceeded; cross-referencing in every section; no APA or technical errors

8/25=Very good; met expectations; many good examples, much cross-referencing; few APA or technical errors

6/15=Basic understanding; needed to elaborate or fix APA or technical errors

4/10=Minimal effort; did not meet basic expectations; could not understand answer; many APA and technical errors

0=No effort; did not address rubric area; did not follow APA guidelines or proper English

Critical Thinking: Self-Analysis Assignment - FEBRUARY 24TH 2014

What is critical thinking? According to Encarta World English Dictionary (2009), critical thinking refers to ones disciplined intellectual criticism that combines research, knowledge of historical context, and balanced judgment. According to Elder (2007), Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. People who think critically consistently attempt to live rationally, reasonably, empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers ??" concepts and principles that enable them to analyze, assess, and improve thinking. They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason. They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest. They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society. At the same time, they recognize the complexities often inherent in doing so. They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others. They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement. They embody the Socratic principle: The unexamined life is not worth living, because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world.

In an important study on critical thinking and education conducted in 1941, Edward Glaser defined critical thinking as, The ability to think critically, as conceived in this volume, involves three things: (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods. Glaser continued the definition, Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. It also generally requires ability to recognize problems, to find workable means for meeting those problems, to gather and marshal pertinent information, to recognize unstated assumptions and values, to comprehend and use language with accuracy, clarity, and discrimination, to interpret data, to appraise evidence and evaluate arguments, to recognize the existence (or non-existence) of logical relationships between propositions, to draw warranted conclusions and generalizations, to put to test the conclusions and generalizations at which one arrives, to reconstruct one's patterns of beliefs on the basis of wider experience, and to render accurate judgments about specific things and qualities in everyday life.


Based on the above discussion of critical thinking, you are required to read, Self-Efficacy written by Bandura (1994). The following questions will lead you to your paper outline. Read the article thoroughly, high-lighting important concepts that relate to your own life as a learner. Think about yourself from the cognitive, affective and behavioral states. Cognition refers to how we think about a topic or situation. Affective state refers to the emotions we feel toward a topic or situation. Behavior refers to the way in which we behave in a particular situation. We are going to be incorporating Paul and Elders (2001) eight elements of critical thinking into this writing assignment. Please read each of the guidelines thoroughly and answer each of the questions from an affective, cognitive and behavioral perspective.

Step 1: Read the article. Think about how this article applies to your own life.


Step 2: Assumption is an element of critical thinking. Assumptions refer to presuppositions, axioms and what we take for granted. Discuss assumptions you have made about psychology in general before taking the course. Discuss assumptions you have made about yourself as a learner prior to coming to college. How have these assumptions changed? Identify some assumptions you made about the article, the assignment and how what you have read and what you have to write about applies to you. Discuss these assumptions cognitively, affectively and behaviorally.


Step 3: Purpose is another element of critical thinking. Purpose refers to establishing goals and objectives. Identify the purpose of Banduras article on self-efficacy. What was his purpose for writing the article? How does his purpose for writing the article tie into your purpose for reading the article as well as your ability to apply it to your own life? Having read the article, what is the purpose for this assignment? How do you feel about this writing assignment? What are your cognitions toward this assignment? hat behaviors (covert or overt) have been demonstrated in relationship to this assignment? What questions about this assignment have been answered?


Step 4: What academic, personal and professional problems are we trying to help you solve by having you read Banduras article and write this self-analysis paper? Write about these problems from a cognitive, affective and behavioral perspective.


Step 5: What is your point-of-view regarding this assignment? Regarding college? Regarding your ability to achieve your goals? Answer each of these questions cognitively, affectively and behaviorally.


Step 6: What data supports your belief in yourself successfully attaining your goals? Does data support the likelihood that you will not attain your goals? Identify specific life examples addressing the way you think, feel and behave towards the likelihood toward achieving these personal, professional and academic goals. Use information read in Banduras article to support the likelihood of this success.


Step 7: Which key reappearing concepts do you think help or impede the likelihood of your success? What would Bandura say about these concepts affecting your success? Which concepts from the Bandura article are most relevant to the following areas? Discuss each of these concepts from a cognitive, behavioral and affective perspective.

a) Studying
b) Completion of College
c) Selection of a Major
d) Family Support
e) Faculty and Counselor Support


Step 8: Reasoning consists of inferences or interpretations which help us to draw conclusions and give meaning to data. What are some inferences you can make regarding the five concepts listed in Step 7?


Step 9: What implications for success your own success can you deduce having read Banduras article as well as having answered the above-mentioned questions? What life experiences have led you to these conclusions? Discuss each of these implications from a cognitive, behavioral and affective perspective.


Step 10: Having made the decision to come to college and attempt academic and professional success, what are your recommendations for future HFCC students? What have you learned about yourself from writing this paper? What personal, professional and academic areas are you going to attempt to improve? Why have you chosen these areas? Finally, if someone were to ask you to define critical thinking, what would your own PERSONAL definition be?

Step 11: Edit your paper for errors. Make sure you have followed APA guidelines for this paper. Each section of this paper is worth ten points.


References
Elder, L. (2007) Thinkers guide to analytic thinking: How to take thinking apart and what to look
for when you do. Foundation for Critical Thinking: Dillon Beach, CA.
Glaser, E.M. (1941) An experiment in the development of critical thinking. Teachers College,
Columbia University, 1941).
Paul, R. & Elder, L. (2001) How to study and learn a discipline. Foundation for Critical
Thinking: Dillon Beach, CA.
Paul, R. & Elder, L. (2009) The miniature guide to critical thinking concepts and tools.
Foundation for Critical Thinking: Dillon Beach, CA.


My name is Catherine Torrence im 35 years old married with 4 children 3 boys 1 girl I'm going to school for Pre Elementary Education. I enjoy shopping and spending time with my family. Prior to coming to college this semester I didn't think it would be possible due to work but it worked itself out. The questions I have for this assignment is will I do well. What is the instructors perception of me doing well on this assignment. My point of view is that I can graduate from college if I'm willing to take the effort. The Data I have that is I made the first step which is attending school this semester and I've created a course analysis that will help me achieve this goal.

Education in third world countries
how kid don't have the opportunity to get education, i want a really good paper,please do your best

Elementary Students with Learning Disabilities
The Effect on behavior, Self Esteem, Frustration, Anxiety and Ultimately Depression

1.Introduction, facts, questions, misdiagnoses and definitions. What are learning disabilities, and how can they effect a students emotional self.
2.Parent perspective and research on how they may help. What parents go through.
3.Teacher perspective and research on how they may help.
4.Child perspective and research on how they may help themselves and self advocate. What they are going through.
5. Reflective conclusion (not first person) and summary. How this research may help a new teacher when working with a child with a learning disability. Conclusion should be the "heart" of this paper.

Please use most current APA style. Only one space after all punctuation, including periods and colons. Please use person first wording. For example: Write- "child with a learning disability" rather than "learning disabled child".

Please use most current journal articles, scholarly literature and books. Richard Lavoie, "The F.A.T. City" has has good information. Also, www.ablongman.com/hallahan Daniel Hallahan and James Kauffman