Alignment, in the curriculum sense, is the relationship between the test and the written curriculum. The goal of curriculum alignment is to find a happy-medium between back loading and front loading, or a system where the curriculum and the test are lined up and compliment each other because they are developed together. Currently, my school is in the process of alignment. Currently, according to the school board, alignment has been successfully accomplished in the fields of social studies and science from throughout the K. To 12 system. However, prior to this alignment, and currently in all other subject fields, the school is back loading. The primary reason for this is that my school caters to a low-income population and, due to the new No Child Left Behind provisions, must perform well on the exams in order to stay licensed. Thus, in reaction to this, the curriculum was changed in order to meet the demands of the pre-designed test. Now, for example, English classes are devoted to such areas as vocabulary and reading comprehension opposed to creative writing or literary interpretation....
This fact to shows that my school, out of necessity, tends to teach to the test. Further, this shows the need for the alignment process to continue, so that there is a better balance between the classroom work and the testing.
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
Although in the long run, this approach will bring all the curriculums together, at the present moment the school is caught between the expeditionary learning curriculum and the curriculum mandates given by the local district and federal government. Thus, a curriculum audit will only reveal the obvious: that there are competing and contradictory curriculums occurring at the school. Unfortunately, at least at this point, a curriculum audit will not
(Farah and Ridge, 2009) The successful shift from textbook, memory-based curriculum to a standards-based curriculum is therefore dependent on three things: the development of national standards and goals for curriculum; the development of corresponding assessment tools; and the re-education of teachers towards the objective of altering teachers' attitudes and views of their role in the education system. Rather than simply drilling memorized facts, words or phrases into a student's consciousness-as
Self-Efficacy: A Definition Social Cognitive Theory Triangulation Data analysis Teacher Self-Efficacy Problems for the researcher Data Analysis and Related Literature review. Baseline Group Gender Deviation Age Deviation Comparison of data with other literature in the field. Everyday Integration Efficacy, Self-esteem, Confidence and Experience Barriers to use Integration paradigm. Co-oping and Project design. Organizational Climate Teacher Integration Education. Meta-evaluation of data and related literature. Data Analysis and Comparison Recommendation for Further Research Data Review Report Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However,
2. How does this particular author support his/her claims? The author uses several means to argue and support her claims. First of all, she bases most of her assertions of learning theories as the starting base of her descriptions and assumptions. For example, the learner-driven curriculum is drawn from the constructivist theory, a theory of learning. Building upon the basic premises of constructivism, she is able to create the claims on
Not only is a challenge present for Muslim teachers in attempting to standardize this curriculum but as well "this is compounded by the fact that curriculum materials related to teaching about Islam produced overseas - even for Arabic language studies - are viewed as irrelevant or unsuited to young students' lives and culture in the U.S. And Europe." (Douglass and Shaikh, 2004) Guidelines have been provided in recent years concerning
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