More qualitative goals are needed to reflect a student's progress.
English (2000) makes mention that reformers must be aware of the hidden functions of schools if they are to make meaningul changes. Meighan (1983) explains:
The hidden curriculum is taught by the school, not by any teacher...something is coming across to the pupuls which may never be spoken in the English lessor or prayed about in assembly. They are picking-up an approach to living and an attitude to learning." concrete example of the hidden curriculum manifests in girls that early on have lower scores on math and science tests than boys. Some believe that cultural differences between boys and girls have a negative impact on girls' acquisition of skills or values for achievement in math and sciences (Holladay, 2007). Girls are believed to become sensitive to the roles of men and women in the real-world at an early age and lose interest in math and science where men predominate. Others think that the psychology of stigma, how humans responds to negative stereotypes about their gender group, threaten female students in profound ways (Holladay, 2007). An example of a frequent stereotype threat is "girls can't do math." While our school has embraced diversity and contextualization, hidden curriculum problems illustrate the need for greater consideration of the
Education Over the last several years, the field of education has been continually changing. This is because the public is demanding greater amounts of accountability. For the Library and Media program, this means that there must be a focus on providing additional resources in an era of declining budgets. The key for dealing with these challenges requires that everyone have a sense of leadership and vision. To fully understand how these
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