Finally, Erickson promotes the idea of educational curricula and teaching methods that are structured while being simultaneously much more flexible than traditional information-based education.
3. Identify at least two areas of weakness in the Erickson Provide a rationale for selecting each area of weakness identified.

If there are any weaknesses of the text, they might include the relative lack of inclusion of: 1. specific types of cognitive intelligences; and 2. specific substantive interests of students. First, modern educational theorists have embraced the concept of Multiple Intelligences pioneered by Howard Gardner of the Harvard School of Education. Gardner has demonstrated that even the best traditional curricula neglect the needs of many students. Second, there are reasons to believe that students should be allowed more autonomy in the choice of subjects long before the middle or late high school years.

4. Identify suggested methods for improving the two areas of weakness identified in question…...

Maximizing the brain-based learning methods identified as being optimally efficient for students likely to benefit more from those changes could be implemented with less comparative increase in the need for more teachers and supplemental instruction for educational professionals. However, other costs (such as the need for more classrooms and other learning areas) may be equally cost-prohibitive, especially on a system-wide basis. Similarly, the educational materials necessary to implement inquiry-based, active learning methods are also beyond the capacity of most public education systems (Adams & Hamm, 1994). Therefore, the most appropriate approach to improving the American education system through incorporation of inquiry-based, active learning, brain-based learning, and Gardner's multiple intelligences would be to design in as many features as possible of each within the constraints of budgetary realities.

Theoretical Approach:

In principle, it would be possible to dramatically improve the American public education system by identifying the specific methods and materials conducive to…...

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References

Adams, D. And Hamm, M. (1994). New Designs for Teaching and Learning: Promoting

Active Learning in Tomorrow's Schools. San Francisco: Jossey-Bass.

Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests: The K-

12 Education That Every Child Deserves. New York: Penguin Putnam.

" (Jarvis, nd) Jarvis states that it is precisely "this movement along a maturity gradient that Mezirow regards as a form of emancipatory learning..." (Jarvis, nd) Jarvis states that according to Mezirow "emancipation is from libidinal, institutional or environmental forces which limit our options and rational control over our lives but have been taken for granted as beyond human control." (Jarvis, nd) Mezirow suggests that there are various levels of reflection which exist over the course of the individual's life and states that seven of these which occur during adult learning are those as follows:
reflectivity;

Affective reflectivity;

Discriminant reflectivity;

Judgmental reflectivity;

Conceptual reflectivity;

Psychic reflectivity; and Theoretical reflectivity. (Jarvis, nd)

II. MARGARET NEWMAN

Newman writes in the work entitled: "Health as Expanding Consciousness" that intuition plays a key role in her life and for example, in the books that she chooses to read, the people she meets, and the jobs she has taken and even the places…...

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Bibliography

Benner is Back! (2008) FOUCHE December 2008, Vol. 24, No. 2. Online available at http://www.Fouche.org.za/index.php/FOUCHE/article/viewFile/63/63

Benner P. From Novice to Expert, Excellence and Power in Clinical Nursing Practice. Menlo Park: Addison-Wesley, 1984.

Boverie, Patricia Eileen, and Kroth, Michael (2001) Transforming Work: The Five Keys to Achieving Trust, Commitment and Passion in the Workplace. 2001 Basic Books.

Dreyfus HL, Dreyfus S. A five-stage model of the mental activities involved in directed skill acquisition. Unpublished study, University of California, Berkeley, 1980.

intervention (RTI) like targeted individualized interventions and regular progress monitoring are occasionally missed due to the lack of fidelity to best practices and recommended guidelines based on evidence-based instructional strategies. As a future director of special education, I would ensure that RTI is responsive and responsible, first by developing standard procedures for progress monitoring. Research on specific learning disability shows that the tiered structure of RTI can be especially helpful but only when RTI is defined specifically because vagueness leads to inconsistent and unreliable results with children (Hauerwas, Brown & Scott, 2013). There is no "clear national definition of what specific RTI data a local multidisciplinary team must have in hand to make a determination of" specific learning disabilities (Hauerwas, Brown & Scott, 2013, p. 102). Stahl (2016) also found that schools "were implementing RTI on their own without the support of a research team or external funding," leading to…...

Dr. Frank Pajares, writing in Reading and riting Quarterly (Pajares 2003), points out that in his view of Bandura's social learning theory, individuals are believed to possess "self-beliefs that enable them to exercise a measure of control over their thoughts, feelings, and actions."

As has been mentioned earlier in this paper, but put a slightly different way by Pajares ("Self-Efficacy Beliefs, Motivation, and Achievement in riting: A Review of the Literature") based on Bandura, behaviorists can better predict what individuals are capable of based on "their beliefs about their capabilities" than by what they are actually capable of accomplishing.

This aspect of self-efficacy carries over into a student's writing abilities; and a writer with a "strong sense of confidence" may excel while writing an essay because there will be less apprehension over the quality of what the writer is trying to express. The writer may have some doubts about whether the essay…...

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Works Cited

Brandon, Thomas H.; Herzog, Thaddeus a.; Irvin, Jennifer E.; & Gwaltney, Chad J. (2004).

Cognitive and social learning models of drug dependence; implications for the assessment of Tobacco dependence in adolescents. Addiction, 99(1), 51-77.

Center on English Learning and Achievement. (2002). Scaffolding Student Performance of New and Difficult Tasks. Retrieved March 10, 2007, at http://cela.albany.edu/newslet/fall02/scaffolding.htm.

Demant, Meagan S, & Yates, Gregory C.R. (2003). Primary Teachers' Attitudes Toward the Direct Instruction Construct. Educational Psychology, 23(5), 483-489.

This task can be performed with the support of animated movies. The teacher can introduce a certain character within the documentary, and seek the participation of the students for understanding of the traits and behavior of the particular character, and at the end of the day; the teacher can relate those traits with the essence of moral and ethical values. (Aristotle: (http://www.infed.org/thinkers/et-arist.htm)
It is also important that the rights of the teachers are protected, and this can be achieved only if the teachers under their limited capacity are able to make and understand the students their importance and significance, not only within the premises of the school, but also in the society. This is an important aspect that has to be handled and treated with due diligence, because unless the teacher is successful in making their students respect them, it will be difficult to communicate and teach the students, otherwise.…...

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References

Margot Kaplan-Sanoff, Renee Yablans. Exploring Early Childhood: readings in theory and practice. 1963. Collier Macmillan. pp.63

Robert James Havighurst, Hilda Taba, University of Chicago Committee on Human Development. Adolescent Character and Personality. 1986. University Publications. pp.54

California Committee for the Study of Education Subcommittee on the Development of Moral and Spiritual Values in the Schools. Developing Moral-spiritual Values in the Schools. 1957. University Publications. pp.254

John R. Meyer, Brian Burnham, John Cholvat. Values education: theory, practice, problems, prospects. 1979. Longman. pp.54

Group Develoment
Theory of Group Development

Cognitive Behavior Therapy

Cognitive Behavior Therapy is one of the group development theories or models that are used in today's societies and institutions. The validity of making and developing groups is geared towards equitable management of the available group and behavior of people within an institution or place of work. According to Cognitive Behavior Therapy, group development is a lucrative endeavor that has to be worked on in every institution. Group behavior development refers to the concept of relaying equitable avenues of growth and development within a unified sector of human and material togetherness. There is no doubt that all human beings exist in a form or the form of groups in society. The existence and services of these groups is detrimental to the general performance and productivity of the people.

Group working and development surpasses individual performances in many regards. This is the reason why the…...

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References

Agazarian, Y. (2004). Cognitive Behavior Therapy. London: Karnac.

Agazarian, Y., & Peters, R. (1995). Cognitive Behavior Therapy: Two perspectives on group psychotherapy and group process. London: Karnac Books.

Arrow, H., Berdahl, J.L., & McGrath, J.E. (2000). Small groups as complex systems:

Formation, coordination, development and adaptation. Thousand Oaks, CA: Sage.

Educational Inequity
Culture and education are inherently linked (Adams, 1992; Gay, 2000, Jones 2004; Wlodkcowski & Ginsberg, 1995 in: Guo and Jamal, 2007) In order to understand impact of diversity in the educational setting, Guo and Jamal write that it appears necessary to "first define some key terms, including culture and cultural diversity. Culture can be defined as a dynamic system of values, beliefs and behaviors that influence how people experience and respond to the world around them. For many, cultural diversity can be referred to as 'distinctions in the lived experiences, and the related perception of and reactions to those experiences that serve to differentiate collective populations from one another." (Marshall, 2002, p. 7)

Culture plays a key role in forming the manner in which students learn and communicate,"…how they relate to other students and instructors, their motivation levels, and their sense of what is worth learning." The extent to which…...

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References

Adams, M. (1992). Cultural inclusion in the American college classroom. In L.L.B. Border & N.V. Chism (Eds.), Teaching for diversity. New Dire

Banks (Eds.), Multicultural education: Issues and perspectives (pp. 229-250). Boston: Allyn and Bacon.

Banks, C.A.M. (2005). Improving multicultural education: Lessons from the intergroup education movement. New York: Teachers College Press.

Banks, J.A. (1997b). Approaches to multicultural curricular reform. In J.A. Banks & C.A.M.

There are others though that believes that learners are born with certain innate capabilities that are then shaped and formed from the outside (Montessori theory, 2011)
No matter which theory one looks at though the bottom line is that each philosophy is based on the idea that everything possible should be done to encourage as much learning as possible. All philosophies are based on the fact that education should be about learning and that no matter how the learning takes place, what environment is takes place in or under what circumstances the edn result should be something was learned. Educational philosophy in general believes that in order for people to be successful and productive they must learn as much as possible and that this should be done by way of formal education.

eferences

Chinn, C. (2012). Epistemological Beliefs. etrieved from http://www.education.com/reference/article/epistemological-beliefs/

Evers, W.M. (2012). How Progressive Education Gets it Wrong. etrieved from http://www.hoover.org/publications/hoover-digest/article/6408

Gray,…...

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References

Chinn, C. (2012). Epistemological Beliefs. Retrieved from  http://www.education.com/reference/article/epistemological-beliefs/ 

Evers, W.M. (2012). How Progressive Education Gets it Wrong. Retrieved from  http://www.hoover.org/publications/hoover-digest/article/6408 

Gray, P. (2009). Rousseau's Errors: They Persist Today in Educational Theory. Retrieved from  http://www.psychologytoday.com/blog/freedom-learn/200902/rousseau-s-errors-they-persist-today-in-educational-theory?page=2 

Jean-Jacques Rousseau on nature, wholeness and education. (2012). Retrieved from  http://www.infed.org/thinkers/et-rous.htm

Students who have low self-efficacy will be likely to give up easily, avoid challenging tasks, focus on their failings, and quickly lose confidence at the first sign of criticism (Cherry, 2013). Bandura's social cognitive theory and the concept of self-efficacy can be applied to this classroom with regard to the differences between genders. Clearly, boys had a high sense of self-efficacy vs. The girls, and the teacher did not recognize this fact. Again, refraining from offering feedback immediately after a verbal presentation might help the students with low self-efficacy address challenges in a safe way. As they build self-efficacy, learn to enjoy the art of failing gracefully, and see difficult tasks through to the end, the girls may increase their self-efficacy. The teacher can achieve this through gentle encouragement.
Self-regulated learning is related to social learning, motivation, and self-efficacy. In this classroom, the teacher already incorporates activities that will encourage…...

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References

Cherry, K. (2013). What is self-efficacy? Retrieved online:  http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm

The United Kingdom (and Northern Ireland) used to provide free higher education to all native Brits, but contemporary economic realities have forced UK and Northern Ireland colleges and universities to charge up to the approximate equivalent of $6,000 annually to offset the enormous cost of education. Unlike Canada, Britain provides higher education at the same price for students from Continental European nations but charges students from other nations more than the maximum allowed to be charged to UK students (Ciccone & Peri, 2006). Unlike in the U.S., there are few opportunities to earn scholarships to UK colleges and universities. Similarly, higher education in Southern Ireland costs only the approximate equivalent of $2,000 in the form of registration and related fees for students from Ireland and the European Union.
France provides (essentially) free education that is paid for by public funds and only imposes a nominal annual enrollment fee that is…...

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References

Ciccone, A. And Peri, G. "Identifying human-capital externalities: Theory with applications."

Review of Economic Studies, Vol. 73, No. 2; (2006): 381-412.

Dur, R. And Glazer, A. "Subsidizing enjoyable education" Labour Economics, Vol 15, No.

5; (2008): 1023-1039.

While both gender and race are positionalities that are difficult to hide (not that one should need or want to, anyway), sexual orientation is not necessarily something that is known about a person, and its affects on the learning process can be very different. The very fact that sexual orientation can be hidden can create a situation where the learner closes off, hiding not only their sexuality but demurring away from other opportunities of expression and engagement as well. Conversely, if an individual with an alternative sexuality was open about this fact, it could very well cause discomfort in other adult learners who have a marked generational bias against many alternative sexualities and lifestyles (Cain). Both situations could provide useful grounds for personal growth in self-acceptance and self-security, for the learner of a minority sexual orientation and for the other learners in the class, respectively (Cain).

Situated Cognition v. Experiential Learning

One…...

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References

Cain, M. "Theorizing the effects of class, gender, and race on adult learning in nonformal and informal settings."

Cranton, P. (2002). "Teaching for transformation." New directions for adult and continuing education 93, pp. 63-71.

Hansman, C. (2001). "Context-based adult learning." New directions for adult and continuing education 89, pp. 63-71.

Isopahkala-Bouret, U. 92008). "Transformative learning in managerial role transitions." Studies in continuing education 30(1), pp. 69-84.

It is now recognized that individuals learn in different ways -- they perceive and process information in various ways. The learning styles theory suggests that the way that children acquire information has more to do with whether the educational experience is slanted toward their specific style of learning than their intelligence.
The foundation of the learning styles methodology is based in the classification of psychological types. The research demonstrates that, due to heredity factors, upbringing, and present circumstantial demands, different students have an inclination to both perceive and process information differently. These different ways of learning consist of: 1) concrete or abstract perceivers, where concrete perceivers acquire information through direct experience of doing, sensing, and feeling, and abstract perceivers, instead accept new ideas through analyzing, observing and thinking; 2) active or reflective processors -- active processors understand a new experience by immediately utilizing new information, and reflective processors analyze an…...

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References

Bruner, J. (1973). Going Beyond the Information Given. New York: Norton.

Dewey, J. (1910) How We Think. Boston: Heath.

Dryden, G. And Vos, (1999) Jeannette. The Learning Revolution. Austin, TX: Jalmar

Gardner, Howard (1983) Frames of Mind: The theory of multiple intelligences, New York: Basic Books.

Children who possess this curiosity will become adults that are more fully engaged in their world, and that examine their environment for better alternatives; this is the kind of adult that I would like to see eventually emerging form my continued educational practice.
Teacher-Learner elationships

While I see educators more as guides than as authoritarian figures, there does need to be a clear hierarchy established between the teacher and the learner. This does not have to be strictly and explicitly defined, but rather should come more easily from the tone with which the classroom is run and how conflicts are handled when they arise (Gordon & Burch 2003). Simply guiding rather than directly instructing works until it doesn't, in other words, and once that point is reached instructions need to be followed. Even such instances are part of the educational process when it comes to building critical thinkers and careful decision…...

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References

Applebaum, P. (2002). Multicultural and diversity education Santa Barbara, CA: ABC-CLIO.

Davis-Seaver, J. & Davis, E. (2000). Critical thinking in young children. Lewiston, NY: Edwin Mellen Press.

Gordon, T. & Nurch, N. (2003). Teacher effectiveness training. New York: Random House.

Winch, C. (2006). Education, autonomy and critical thinking. New York: Routledge.

With Kim's help, I saw that I had a knack for helping people. I was able not just to be supportive of others, but I could really connect with people and help them. I also had a great knowledge of course planning for almost every major at UConn, because I liked to read through the course booklet and see what kinds of classes were out there and see the different majors and what the requisites were for each. Also, I realized that I often helped my friends with their course selections and major planning before they went to their own advisors. Therefore, I decided to major in Human Services, where my concentration was in academic advising.
Thus, in my own way, I was able to travel through each of the seven vectors identified by Chickering and elucidated by eisser, ultimately arriving at the final point: the development of purpose in…...

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References

Chickering, a.W. Education and Identity. San Francisco: Jossey-Bass, 1969.

Straub, C. And Roberts, R.F. "An Exploration of Chickering's Theory and Women's

Development." Journal of College Student Personnel, 1986, 27, pp. 216-224.

Reisser, L. "Revisiting the Seven Vectors." Journal of College Student Personnel, 1995, 36, pp.

1. The role of ethics in education: examining the ethical considerations in teaching practices and decision-making processes.
2. The concept of critical pedagogy and its application in promoting social justice within educational settings.
3. The impact of globalization on education: analyzing how global trends and developments influence educational policies and practices.
4. The integration of technology in education: exploring the implications of digital advancements on teaching and learning experiences.
5. The significance of inclusive education: assessing the challenges and benefits of creating diverse and equitable learning environments.
6. The debate on standardized testing: evaluating the effectiveness and drawbacks of using standardized assessments to measure student....

Topic 1: The Role of Cognitive Science in Educational Theory and Practice

Philosophical Concepts: Epistemology, Philosophy of Mind, and Cognitive Ontology
Education Theory: Constructivism, Cognitive Load Theory, and Metacognition
Key Debate: The tension between traditional pedagogy and cognitive science-based approaches in education
Impact of Research and Inquiry: Examines the empirical evidence supporting cognitive science interventions and the implications for curriculum design, instructional strategies, and assessment practices.

Topic 2: Ethical Considerations in Data Analytics for Educational Research

Philosophical Concepts: Ethics, Data Privacy, and Trust
Education Theory: Qualitative and Quantitative Research Methods, Data Analytics Techniques
Key Debate: The ethical implications of using student....