Teaching at the university level and at the grade school level can be vastly different. Institutional differences account for the largest part of the disparities between these ostensibly similar careers, but methodological differences also exist. Teaching is considered the primary focus of the grade school teacher's career, whereas university professors are often academic scholars rather than educators and teaching for such people is far less important than academic research.
According to the Bureau of Labor Statistics, one in four Americans are enrolled in educational institutions. Education is the largest industry in the country, accounting for nearly 12 million jobs. Most of these people teach at the grade school level. Teaching is considered a trade rather than a profession: teachers are usually unionized. Teaching positions constitute almost half of all educational services jobs and require at least a bachelor's degree. Most school districts give their employees incentives to pursue further education; typically…...

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Howard Gardner; Reflections on multiple intelligences: myths and messages. Phi Delta Kappan, Vol. 77, 1995 help students delve more deeply into subjects introduced in elementary school. Middle and secondary school teachers specialize in a specific academic subject, such as English, mathematics, or history, or a vocational area, such as automobile mechanics, business education, or computer repair. Some supervise extracurricular activities after school and help students deal with academic problems and choose courses, colleges, and careers.

Special education teachers work with students - from toddlers to those in their early 20s - who have a variety of learning and physical disabilities. Most special education teachers are found at the elementary school level. Using the general education curriculum, special education teachers modify instruction to meet a student's special needs. They also help special education students develop emotionally, be comfortable in social situations, and be aware of socially acceptable behavior.

Postsecondary teachers, or faculty as they are usually called, generally are organized into departments or divisions, based on subject or field. They teach and advise college students and perform a significant part of our Nation's research. They also consult with government, business, nonprofit, and community organizations. They prepare lectures, exercises, and laboratory experiments; grade exams and papers; and advise and work with students individually. Postsecondary teachers keep abreast of developments in their field by reading current literature, talking with colleagues and businesses, and participating in professional conferences. They also do their own research to expand knowledge in their field, often publishing their findings in scholarly journals, books, and electronic media..

They simply looked at teaching as a job, and chafed at the requirements for them to continue their education and continually stay on top of their own mastery of their core subjects. I knew one prospective teacher who was considering education as a major simply because of the holiday breaks and "three months off every summer." Unfortunately, there are teachers like this in about every educational system in the country, and they reflect badly on the rest, who are professional, caring, and highly qualified.
Teacher and school district accountability is important, even critical in many areas. However, teachers are not simply evaluated on paper, and in this legislation, there is no room for teacher contribution in the classroom. As I mentioned before, many teachers are dynamic and powerful in the classroom, and these teachers touch children's lives, no matter what the dynamics of their "mastery" of a subject is. They…...

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References

Schleicher, a. (2006). States struggle to reach teacher qualification goals. Retrieved from the Online Newshour Web site:   Jan. 2007.http://www.pbs.org/newshour/bb/education/nclb/accountability.html22 

Mark Horton: A Nevada Middle School Teacher Who Compromised His Duty to Teach
ecently, a Las Vegas, a Nevada middle school teacher, Mark Horton, has been accused, by several students and their parents, of compromising his duty to teach, by engaging in lewd and lascivious behavior with young adolescent girls from his classes. According to Curreri and Planas:

Students in Marc Horton's physical education classes at Garside Middle

School called him "Mr. Horton." Other students, however, knew the 27-year-old teacher as "Softball Stud" or by one of his online computer identities,

"sleepiweasel77." Horton's apparent popularity with a handful of 13- and 14-

year-old girls, however, has resulted in his gaining another title: accused sex offender. (Las Vegas eview Journal, June 7, 2005, 1B)

Allegations of improper professional conduct by Horton include improper comments to and touching of these students, both inside and outside the classroom, as well as inappropriate e-mails sent to students, and inappropriate internet…...

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References

Currieri, A, & Planas, J. Middle school teacher suspended for sexual misconduct. Las Vegas review journal. 7 Jun 2005. 1B.

Stein, N.D. (Summer 1995). Sexual harassment in school: The public performance of gendered violence. Harvard educational review,65(2). 145-

"What is sexual harassment?" The guidelines of the preventing from [sic] sexual harassment.Kokugakuin University. Retrieved July 15, 2005, from: http://www

. 2.kokugakuin.ac.jp/shboushi/en/02_whatsh.html.

Teaching
A special education assistant is classified as a teaching assistant in the British Columbia educational system. The definition of a teaching assistant, according to the Make a Future: Careers in BC Education Web site, is someone who provides general assistance to support teachers, students, and/or school programs (Make a Future: Careers in BC Education, 2012). In addition to the desired post of special education assistant, other teaching assistant positions include general teacher assistants, Supervision Aides, Food Program Aides, Library Aides, Science Aides, Multicultural Support Worker, Youth Care Worker, Aboriginal Support Worker, and Community School Assistants. For each of these teaching assistant positions, including special education teaching, a high school graduation is required.

The specific qualifications necessary for a special education assistant includes include certificates or diplomas from recognized college programs such as Classroom and Community Support Worker Program, Special Education Assistant Certificate, and Special Needs Worker Program (Make a Future: Careers…...

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References

Abbotsford School District. Website retrieved:  http://hr.sd34.bc.ca/careers 

"Abbotsford: School District 34." Retrieved online:  http://www.makeafuture.ca/bc-school-districts/regions/fraser-valley/34-abbotsford/ 

Make a Future: Careers in BC Education (2012). Retrieved online:  http://www.makeafuture.ca/career-resources/overview/support-staff/special-education-and-teacher-assistants/

Teaching in America
Grant and Murray's Teaching in America: The Slow Revolution is a book with two faces. On one hand it is a book of history, covering the developments in education in general over the past century; here it is at times fascinating, at times tedious, but always informative. On the other hand, the book points to one overruling "Slow Revolution" which the authors describe as the solution to our nation's (and the world's) educational problems. While the former topic is simply a recounting of established history, the latter requires evidence and argument in support of the authors' claim; this evidence comes primarily from interviews with teachers. Hence, this book spans two realms of academia: as the researchers themselves state, "Our research is both sociological and historical" (8). This paper will investigate the credibility of the authors' latter claim, which is based on a rather isolated set of evidence, yet…...

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Bibliography

Grant, G., and Murray, C.E. Teaching in America: The Slow Revolution. Cambridge: Harvard

UP, 1999.

Customer Reviews. 2003. Booksunderreview.com. 16 December 2003.  http://authors.booksunderreview.com/G/Grant,_Gerald/ 

Harvard University Press/Teaching in America/Reviews. 2000. Harvard UP. 16 December 2003.  http://www.hup.harvard.edu/reviews/GRATES_R.html

Additionally, teachers provide information on upcoming math topics so tutors can come more fully prepared" (Baker, Riet & Clendaniel, 2006: 1).
The program demonstrates how an elementary school's mathematics education can be enhanced by a good tutoring program. The program helped inject fun into the discipline of mathematics, provided personalized attention to struggling students, featured 'previewing' critical material to be covered the next day in class, had less structured break/snack time so students had time to 'digest' new material (no pun intended), and the tutors worked closely with the student's regular teachers. The tutors also said that they learned a great deal that would serve them well in their own classrooms while working with the teachers, and also from their students. Supervising university observers of the tutors noted they had fewer absences in their classes than non-participants. Finally, the program made effective use of community outreach, as it merged the…...

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I never used to like math but now it is my favorite subject since I have been going to math tutoring. Now I understand it" (Baker, Riet & Clendaniel, 2006: 1). Few words could more delightful to the ears of an elementary math school teacher. But what prompted this student's enthusiasm? The student became excited about math because of a program created by a rural school district that was seeking to raise its students' standardized test scores. The district took proactive action and created a partnership with the local university to formulate an after-school tutoring program, staffed by university volunteers from the elementary education program at the university.

Elementary children in grades 3-6 were chosen to participate who had math scores below the 30th percentile on the standardized test used by the state of Pennsylvania, the results of their Stanford 9 Achievement Tests, and classroom teachers' recommendations. The ratio of elementary students to university tutors was two students to each tutor. Sessions included individual meetings with tutors, snack time during which tutors 'previewed' upcoming math lessons, homework assistance, and games. "Each child has a folder that contains an information sheet for classroom teachers to guide tutoring with assigned homework and skill areas to be practiced. Additionally, teachers provide information on upcoming math topics so tutors can come more fully prepared" (Baker, Riet & Clendaniel, 2006: 1).

The program demonstrates how an elementary school's mathematics education can be enhanced by a good tutoring program. The program helped inject fun into the discipline of mathematics, provided personalized attention to struggling students, featured 'previewing' critical material to be covered the next day in class, had less structured break/snack time so students had time to 'digest' new material (no pun intended), and the tutors worked closely with the student's regular teachers. The tutors also said that they learned a great deal that would serve them well in their own classrooms while working with the teachers, and also from their students. Supervising university observers of the tutors noted they had fewer absences in their classes than non-participants. Finally, the program made effective use of community outreach, as it merged the resources of the local university and solicited the input of school and district administrators to create an effective program. Despite the occasional logistical and emotional problems created by the difficulties of using the same tutor for individual students from grade to grade, the program was deemed a success.

There are some papers that are to be released and referred to by her in the above article. In the first of those papers, the belief is that the present result of the aptitude tests of the teachers today is the same as was the case a generation earlier, but the best among them are not likely to become teachers. In the second paper, the result shows that the women from the best colleges are not continuing to be teachers as the pay received by them as teachers is low, and not due to the attraction of higher pay in other occupations. On the level it can be assumed that if the salary of teachers were better, a lot of the best students would still be going into teaching.
According to the columnist, "Teachers aren't exactly getting worse. They're getting more consistently mediocre." She ends her own article by saying…...

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References

Ave, Melanie. Educators want more Mr.'s in their classrooms. St. Petersburg Times. 14 November, 2004. Retrieved at   Accessed on 27 May, 2005http://www.sptimes.com/2004/11/14/Tampabay/Educators_want_more_M.shtml .

Bhat, Sanjay. Schools struggle to reduce high teacher turnover. 3 January, 2005. The Seattle Times. Retrieved at   Accessed on 28 May, 2005http://seattletimes.nwsource.com/html/localnews/2002138717_turnover03m.html .

Direct Instruction: Is it the Most Effective Science Teaching Strategy? 15 December, 2004. NSTA Web News Digest. Retrieved at   on 28 May, 2005http://www.nsta.org/main/news/stories/education_story.php?news_story_ID=50045Accessed 

Errickson, Tiffany. Mentoring teachers. September 21, 2004. Retrieved at   Accessed on 27 May, 2005http://deseretnews.com/dn/view/0,1249,595092712,00.html .

Students in grades 3-8 tested annually in reading and math. Students tested in science at least once in elementary, middle and high school. NAE Progress test taken by sample of 4th and 8th graders to compare results.
Academic progress. States must bring all students up to the "proficient" level on state tests by the 2013-14 school year.

Teacher Qualifications. Every public school teacher must attain the "highly qualified" level in each core subject he or she teaches. "Highly qualified" means teacher is certified and demonstrably proficient.

Controversy has swirled around the NCL law since its inception. Arguments over funding, standards, fairness, and legality of NCL continue even today. (EPE Research Center, 2004)

ibliography

EPE Research Center. (2004, September 21). No Child Left ehind. Retrieved February 7, 2009, from Education Week: http://www.edweek.org/rc/issues/no-child-left-behind/

Lips, D. (2007, April 23). Saving 'No Child Left ehind' From Itself. Retrieved February 7, 2009, from the Heritage Foundation: http://www.heritage.org/Press/Commentary/ed042307a.cfm...

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Bibliography

EPE Research Center. (2004, September 21). No Child Left Behind. Retrieved February 7, 2009, from Education Week:  http://www.edweek.org/rc/issues/no-child-left-behind/ 

Lips, D. (2007, April 23). Saving 'No Child Left Behind' From Itself. Retrieved February 7, 2009, from the Heritage Foundation:  http://www.heritage.org/Press/Commentary/ed042307a.cfm

Since smaller class size has been shown to positively affect student learning, at least in the early grades, one might also infer that this affects teachers' work positively. Further, researchers have found a positive relationship between collective bargaining and increased preparation time for teachers, which many educators believe is essential for good teaching and collaborative work among colleagues within a school.
Collective Bargaining, Unions and Teacher/Educational Quality

In a March 1999 study of Texas Schools, teacher salaries were shown to have a modest impact on teacher mobility and upon student performance. The authors of the study found that teacher mobility was more affected by the characteristics of the students, including income, achievement and race.

Salaries are also more weakly related to performance on teacher certification tests. This appears to be relevant only in districts where there are high levels of hiring (ibid., 30). The study found that certification tests were not significantly…...

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Works Cited

Driscoll, D., Halcoussis, D., & Svorny, S. (2003). School district size and student performance. Economics of Education Review, 22, 193 -- 201.

Farber, H.S. (2006). "Union membership in the United States: the divergence between the public and private sectors." In J. Hannaway & A.J. Rotherham (Eds.), Collective Bargaining in Education: Negotiating Change in Today's Schools (pp. 27-51). Cambridge, MA: Harvard Educational Pub Group.

Hanushek, E.A., Kain, J.F., & Rivkin, S.G. (1999). Do higher salaries buy better teachers?. In American Economic Association (pp. 1-51). New York, NY: American Economic Association.

Hess, F.M. And Kelly, A.P. (2006). "Scapegoats, albatross or what? The status quo in teacher collective bargaining." In J. Hannaway & A.J. Rotherham (Eds.), Collective Bargaining in Education: Negotiating Change in Today's Schools (pp. 53-61 ). Cambridge, MA: Harvard Educational Pub Group.

And when the parent comes to an event held in the classroom, it makes good sense to have interpreters available, and "invite the extended family," which of course is a very welcoming act of kindness and good judgment. The other parent in this list of "types" is the "Busy Parent," who is a person with a work schedule that is hard to get a hold of, or plan meetings for. Get the cell phone number of parents like this, and the email addresses, and "continue to send home their children's work on a regular basis, including writing samples, artwork, and test copies" - and even consider taking digital photos of class activities and attaching those pictures to emails that go to parents.
On a more serious note, the literature on school administration duties as far as training staff to be parent-active and family-friendly offers an article called "here's the Ministry…...

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Works Cited

Beaudoin, Nelson. (2006). Giving Stakeholders a Voice. Educational Leadership, 63(8), 74-75.

Flannery, Mary Ellen. (2005). A field guide to parents: famed for its vast appetite for information

And ability to protect its offspring, the parent genus has nonetheless eluded scientific study.

Until now. NEA Today, 24(2), 36-38.

School Legal Entanglement Plan
This Legal Entanglement Plan seeks to examine the policies, programs, strategies, and practices of a particular school with respect to its moral, legal, and ethical implications. The plan is developed based on a three-step process that will help in addressing the issue that could potentially become a liability or legal entanglement if left unaddressed. The plan will help in addressing the issue since it will be communicated to appropriate stakeholders.

Step 1 – Analysis

Moral and Legal Issues in School Strategies

One of the moral, ethical or legal issue facing Carson Elementary School in West Price and could escalate into a legal entanglement is school bullying, which poses significant threats on the welfare and well-being of students. Bullying is a broad concept that involves intentional aggression, power imbalance between the perpetrator and victim, and repetitive aggressive behavior (Cornell & Limber, 2015). Carson Elementary School recognizes that preventing bullying is critical…...

That incidence shocked my family and especially my father lost his emotional control. During those tumultuous times, my parents decided to part away and got divorced. It was double loss for me and suffering from depression, I decided to drop out of the college but my mother stood like a wall to support me and not to abort my studies. She encouraged me to continue my education with proper determination.
I completed my graduation in 1992. I was the first one in my family to graduate from a college. Yet, with all my hardship, the influence of the accidental death of my brother and subsequent divorce of my parents was deep, my GP was low and I had to overcome and improve. During all those times, my mother continually supported me as a great mentor in learning how to deal with difficult situations in one's life. I realize how important…...

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Along with my educational background, my personal situations have taught me a lot. Twenty years ago, while I was attending UC Berkeley, during my sophomore year, my youngest brother became a victim of gang-related crime and was murdered brutally. That incidence shocked my family and especially my father lost his emotional control. During those tumultuous times, my parents decided to part away and got divorced. It was double loss for me and suffering from depression, I decided to drop out of the college but my mother stood like a wall to support me and not to abort my studies. She encouraged me to continue my education with proper determination.

I completed my graduation in 1992. I was the first one in my family to graduate from a college. Yet, with all my hardship, the influence of the accidental death of my brother and subsequent divorce of my parents was deep, my GPA was low and I had to overcome and improve. During all those times, my mother continually supported me as a great mentor in learning how to deal with difficult situations in one's life. I realize how important it is for one to obtain a good guide and a mentor who will help him to learn how to make proper decisions. Without my mother's guidance, I might have wasted my educational career long ago. I noticed that her skills to handle the situation and encourage me towards pursuing my education was largely influenced and improved by her teaching experience and since then, I decided to be an educator myself too. She also had a desire for me to be a high school teacher and continue her legacy as a teacher. She herself was a vocational teacher's aide and taught ESL. She inspired me to continue my education and do my best to succeed in what I was doing. By observing the way my mother tried to keep my life on the right path, I realize that I also have some practical knowledge about how to manage students and to encourage them to pursue their career in progressive ways.

I lost my mother one year ago. After recuperating from the loss, I applied for Masters Degree in Education but I was not admitted. Perhaps I was not ready till then. I lost my sister during the Christmas of 2009 and I think even if I had been admitted for the Masters program in Education, I might not have been able to continue the program. Now when I have bounced back and recuperated from all losses I suffered in the recent past, I am willing to pursue this Masters program with utmost interest and dedication. I want to become a teacher which is my aim and this Masters program would be a great step to fulfilling my goal.

The author of the article, "Achieving the Challenge: Meeting Standards in the Continuation High School" (Stits, 2001) related that "prior to 1983, many continuation high schools existed in districts where expectations were limited to keeping the students in school as much as possible," and also the ideas was to keep those continuation students "away from the traditional high school campus." The implication was clear: there was a stigma that students in continuation school were bad seeds, and the idea was to keep them away from the mainstream lest they have a negative effect on the "good students" in the regular high school.
But eventually, the image of continuations schools in California changed, as communities more and more were trying to prevent school dropouts, and the need for a high school diploma became more important, as well, Stits writes.

HO DO CONTINUATION SCHOOLS OPERATE?

In an article in the journal Thrust for Educational…...

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Works Cited

Arlington Public Schools. (2005). Alternative Education: Purpose, Mission, Beliefs. Retrieved Nov. 10, 2007, at  http://www.apsva.us/hsc .

Community College Week. (2004). R.I. Plan Would Help at-risk Students.

Hardy, Lawrence. (2007). Children at Risk: Graduation Day. American School Board Journal,

No. 37907. Retrieved Nov. 11, 2007, at  http://www.asbj.com .

One best example of this is when her parents taught her how to become productive and save money on her own. She has had various part time jobs since she was 15 years old. Her parents have taught her the real value of money and she had experienced herself how it is to work hard for money. Whenever she had free time, she would find ways to earn some amount and save it fir the future. This is the very reason why she is able to save good sum of money which she can use in her own schooling.
Jane Doe may have not excelled tremendously back in her secondary years. Her grades were just the average, but what is special about her is that she was able to balance her academic activities with her extra-curricular ones. She has maintained positive relationship with her friends and team mats in her…...

Authority from outside the schools increasingly became that which structured the school systems and there was an increase in the "competitive examination of pupils and teachers alike. Prentice and Theobald states that an analysis conducted by Martin Law of a ritish school teacher's diary during that was kept during World War II demonstrates how the workload of a woman teacher increased during such as crisis and how the "..extra responsibilities also brought a measure of additional power to the teacher in question, as she and her community responded to national priorities and demands. ut local authorities were quick to reduce that power when it was no longer backed up by a national agenda at the war's end." (Prentice and Theobald, 1991)
Prentice and Theobald relate that there was general confusion concerning the social position and identity of the occupation of teacher. Elementary school teachers were largely women and this was…...

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BIBLIOGRAPHY

Bird, Amanda (2007) the Under Representation of Women in a "Feminized Profession": gender stereotyping, management politics, and the dissemination of information Dalhousie Journal of Information and Management, volume 3, number 1 (Winter 2007)

Giguere, Denys (1999) Gender Gap Widening Among Ontario Teachers. Professionally Speaking. June 1999. Online available at:  http://www.oct.ca/publications/professionally_speaking/june_1999/gap.htm 

Kinnear, Mary (1995) "In subordination: Professional Women 1870-1970" McGill-Queen's Press -- MQUP, 1995.

Prentice, Allison and Theobald, Marjorie R. (1991) Women who Taught, Perspectives on the History of Women and Teaching"

Title: Teachers' Perception on Work-Life Balance
Introduction
Work-life balance has become an increasingly important topic in the modern workforce, as individuals strive to maintain a healthy equilibrium between their professional responsibilities and personal life. This balance is particularly crucial for teachers, who often face high levels of stress and burnout due to the demanding nature of their profession. Understanding teachers' perceptions on work-life balance can provide valuable insights into the challenges they face, as well as potential solutions to support their well-being and job satisfaction.
Literature Review
A study by Adamson and Darling (2017) examined the perceptions of teachers on work-life balance and found....

Literature Review:
1. Gil-Flores, Javier., Rodríguez-Santero, Javier., & Gordillo, J. (2017)
The purpose of this study was to investigate the factors that contribute to the use of ICT in secondary-education classrooms, focusing on teacher characteristics and school infrastructure. The sample consisted of 624 secondary school teachers in Spain, and the sampling technique used was convenience sampling. Data was collected through questionnaires and interviews. The method of data analysis involved descriptive statistics and regression analysis. The major findings of the study revealed that teacher characteristics, such as age and experience, and school infrastructure, such as availability of devices and internet access, significantly influenced....