Otherwise put, the professor can impact the institutional equilibrium by no longer subjecting to the rules that govern an institution.
Directly linked to modifying the rules of equilibrium, the teaching practices can impact the equilibrium by manifesting diverse human interactions. This basically translates into a breaking of the patterns of social interactions, which will perturb the institutional balance.
Then, an impact can also be achieved even if the players behave in accordance with the rules, but they do this at varying degrees or in different manners. To better understand, take the example of a professor implementing coronation games and another promoting iterated prisoner's dilemma games. Both teachers respect the rules of the educational institution, but implement different methodologies and will likely retrieve different results. Hence, even if they both respect the same rules, the fact that they retrieve different outcomes could materialize in a disturbance of the educational equilibrium.
To impact the equilibrium of the educational institutions, the teaching practice must be efficient. This does not necessarily imply the communication of large amounts of information, but rather the assurance that the most vital pieces of the information transmitted are well understood and applied by the students.
The personal skills and characteristics of the professors are extremely relevant to achieving and maintaining educational success. And their features are in turn determined by a mixture of
For instance, a Muslim teacher might have a different approach of the war on terrorism than an American professor. Also, the equilibrium could be influenced based on the society where the teaching practices are implemented. The outcomes are expected to be different in societies divided by certain criteria, such as collectivism or individualism.
Ultimately, the final outcome of the teaching process has the largest capability to influence the equilibrium of the educational institutions. And the outcome is most directly influenced by the social forces, the personal characteristics of the teacher and the commitment and understanding capabilities of the students. All these forces are vital in achieving an educational balance, but since the discussion looks at the teaching standpoint, the professor has to be a righteous individual, able to communicate ideas and emotions and must show motivation and fairness at all times. He himself must show equilibrium in his way of being and he must be able to pass it on to the students. The characteristics of the professor are important despite the existence of rules and regulations, because any institution is primary composed from individuals who follow the rules and share the goals.
The rules of this paradigm are that government usually perform formal inquiries because they hope to establish trends for funding or new educational models, while social research does not have to follow these rules, instead, they study social problems and divides that affect adult and distance learners, and seek to solve those problems through social change and reorganization. Finally, the paradigm that exists between the institution and the adult learner
Sometimes "book" knowledge is not the only applicable solution to a problem, and real, direct experience is a much better solution in situations such as these. As Foley concludes, "The aim will be to mine the implicit knowledge of practitioners rather than the explicit knowledge of the textbook, through a process of storytelling and the building of communities of practice" (Foley). This seems to take distance education in a
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Education As the educational system continues to come under increasing amounts of scrutiny, the teacher is ultimately at the fulcrum of pressure. They are required to digest new educational theory and sort out the wheat from the chaff. They are asked to manage increasing levels of diversity in the classroom, and students who come to class across a widening spectrum of preparedness. At the same time, they are expected to be
State regulations prohibit discrimination on the basis of explicit protected categories, including age, in any program or activity that is funded directly by the state, or receives any financial assistance from the state (Black, 2002). The Age Discrimination Act of 1975 and the federal implementing regulations at 34 Code of Federal Regulations part 110, prohibit discrimination based on age in programs or activities that receive federal financial assistance. All California
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