¶ … obtained were numerous: first, I was made aware of the various factors that play a part in developing and implementing a curriculum and a set of standards for schools to follow. These factors include the perspectives and opinions of professional, teachers, administrators, legislators, lobbyists, communities, parents, students and business leaders. In short, there are many stakeholders in education -- many more than what one might think when picturing a normal school of just students and teachers. The reality is that virtually everyone in society is impacted by how state schools are set up. Students and families in communities are impacted; teachers are impacted; businesses are impacted (after all, they will be the ones hiring students once they grow up). So the standards that are set are very important. How to consider and develop and implement those standards is a second consideration that I was made aware of: no two students are alike and there are many ways they can be grouped. This type of assessment is difficult to make and requires several inputs as well, otherwise students might be short-changed and not be allowed to maximize their potential; or, conversely, they may not receive the special attention they need in order to execute properly. So this is a second consideration that has to be...
I feel that this is the best position for three reasons:
That responsibility is of the school -- to ensure that the adult citizens so needed by contemporary society are produced by the school system -- those individuals being responsible for their views and able to analyze and synergize information so they may "vote intelligently." For Dewey, the central tendency of individuals was to act appropriately to perpetuate the "good and just" society (Tozer, 2008). This of course set the stage
Board of Education for African-American: "gains in educational attainment." (Guiffrida, 2006) it is pointed out in this work that the school counselor is in a particularly special or 'unique' position to offer assistance to both students and the families of students during the transition into college as well as in the provision of referrals to programs and counseling needs. African-American programs also exist that provide support for students. Guiffrida
Learning Styles and Academic Achievement: Are Parent's Expectations Too High? High school education perhaps is the turning point of adolescence academic life. Within few years, students usually work hard and get involved in emotional conflicts and endeavors to prepare themselves for higher study. High school students and their parents often understand that students have limited time to find out what they want to do later in their life, how they figure
Serving students with a full range of abilities and disabilities in the general education class room with appropriate in-class support is how Roach (1995) defines inclusion using this practice. Friend & Bursuck (1996) noted that children with disabilities are considered as full members of the classroom learning community in such setting with their special needs met there. Students with disabilities are helped to establish and maintain social networks and opportunities
Race, Ethnicity, and Academic Achievement - Proposal of Research Design This research will study the relationship between race and ethnicity and academic achievement. This study will look at whether students from five racial classifications - White, Asian, Black, Hispanic and Native American - show statistically significant differences in their scores in reading and math. Using disaggregated data, this study will also examine whether significant differences occur within these racial classifications. In addition,
The School and Demographic Data Alonzo & Tracy Mourning Senior High, Biscayne Bay Campus is part of the Miami-Dade County Public School system and has a total of over 1500 students enrolled in grades 9 through 12. According to the National Center for Education Statistics (2018), the demographic breakdown of the Alonzo & Tracy Mourning Senior High School student body is 831 Hispanic, 415 White, 292 Black, 20 Asian, and 7
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