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Legal and Policy Issues in Education, 2008.
An examination of education policies and legal issues related to intelligent design and religion with schools in the United States.
1,395 words (approx. 5.6 pages), 7 sources, APA, AU$ 68.95
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Abstract
This paper discusses education policies and legal issues surrounding education in the United States. It begins by providing a functional definition of education policy and the importance of education policies. The paper then looks at examples of how the educational policy can go too far. The paper specifically looks at how intelligent design and religion can cause legal issues in education.
Table of Contents:
Educational Policy: A Functional Definition
Legal Issues in Education: Intelligent Design and Religion
From the Paper
"Intelligent design will continue to be a significant legal challenge for educators in the coming years in the United States, but also in other Western nations. Intelligent design is the latest attempt by religious institutions to blur the line between church and state in public institutions by wrapping religion in the cloak of science. Educators who are tempted by the possibility of bridging this divide would do well to remember that their primary responsibility is to the students in their care. It will only do them harm to teach them that religion has the explanatory power to supplant science--it is the historical equivalent of erasing the last five hundred years of scientific progress in favor of medieval religious dogma. Educators should collectively take a stand against intelligent design and commit themselves to providing the most accurate education possible to their students."
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Censorship of Children's Books, 2008.
This paper discusses the issue of the censorship of books for children, focusing on Susan Patron's book, "The Higher Power of Lucy".
1,938 words (approx. 7.8 pages), 9 sources, MLA, AU$ 89.95
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Abstract
The focus of this paper is to discuss the censorship of a Newberry Medal children's book, "The Highest Power of Lucky," by Susan Patron. More specifically, the writer questions whether the word "scrotum" should cause a Newberry Medal children's book to be banned from libraries. The writer also discusses whether librarians have the right to ban a book because it has a word or phrase that relates to sex. The writer maintains that the censorship of books is wrong, especially when the book is being banned due to one word or phrase.
Outline:
Looking at the Book, "The Highest Power of Lucy"
Why the Author Used the Word
Censoring Children's Books
Censorship Creating Problems with Educational Staff
The Problems with Censorship
From the Paper
"Only at the end of the book does Lucky trust her guardian to ask the meaning of the word. Lucky is similar to many students today who have single parents in their lives. Lucky can also be compared to many latchkey children who fend for themselves while their parents are at work. Many of these children learn words and actions that are not appropriate, but it is a part of their every day life. Reading about Lucky will not reveal words that these children know anyway."
"When deciding to ban a book, the librarian should consider the purpose of the book. Why has the author created this book? What is the main purpose of the book? These questions should be considered before deciding whether the book is inappropriate. The themes of the book center on Lucky becoming a grown-up who needs to learn about language and body parts. If Lucky does not learn the meaning of words from her guardian, then more than likely she will learn about different words from her peers. Children will learn the definitions to different words whether they do it through parents, friends, or peers. Would it be better to learn different words from parents or peers?"
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McTighe/Wiggins and Marzano on Public Education, 2008.
A comparative analysis between two books regarding the improvement of public education: "Understanding by Design" by Jay McTighe and Grant Wiggins and "What Works: Translating Research into Action" by Robert Marzano.
970 words (approx. 3.9 pages), 2 sources, APA, AU$ 50.95
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Abstract
This paper compares and contrasts McTigheand Wiggins' "Understanding by Design" and Marzano's "What Works in Schools", which both address the problems facing public school education. The paper points out that McTighe and Wiggins propose what they call a "backward planning design process." That is, before one designs a learning experience one needs to identify the desired results, the evidence that will illustrate these results and finally the method best suited for reaching these results. The paper contrasts this with Marzano's approach, noting that it differs mainly because Marzano views a master teacher as analogous to a chess master, with strategies to recognize and exploit thousands of situations. The paper further explains that Marzano's book seeks to provide teachers with a vast repertoire of tools for evaluating and then meeting the needs of students. The paper concludes that although the two articles have very different styles and starting points, they both offer a great deal of advice for instruction and complement each other by providing different approaches for taking what research says about learning and using it to improve instruction.
From the Paper
"In dealing with student level factors, Marzano presents research investigating the assumption of many educational reports, which claim that factors involving the student's background and home life are the greatest determinants of academic success. Since the home is outside of the school or teacher's direct control, Marzano presents more of an explanation of how students learn. Under "Student Motivation", he outlines how teachers can enhance and use student motivation including ways to give feedback, provide engaging tasks and opportunities for students to construct long-term work of their own design. These sections parallel Wiggins and McTighe as they are authentic examples of "instruction by design.""
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The "No Child Left Behind Act", 2008.
An analysis of testing in relation to the "No Child Left Behind Act".
820 words (approx. 3.3 pages), 4 sources, APA, AU$ 43.95
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Abstract
This paper attempts to determine if testing under the "No Child Left Behind Act" (NCLB), signed into law in 2001 by President George Bush, is capable of accomplishing what it is intended to accomplish. The paper points out that NCLB was intended to address the needs of students to achieve proficiency in basic reading and mathematical skills. Prior to the implementation of NCLB, many youths throughout the country were exiting the educational system without possessing these skills and this hindered their ability to achieve personal and professional goals. As a solution, NCLB required each state to develop standardized testing that would produce test scores indicating each student's level and allowing officials to determine whether or not the schools were accomplishing their goals. The paper finds that one of the most significant issues is that each state's tests are not universal and in some states the tests are consistently changed, providing no clear evidence of progress that can be compared over time. The paper concludes that, for students struggling in school, state testing measures do not support the intention of NCLB and reduce the validity of the accountability of the educational system.
From the Paper
"The text of the NCLB indicates that "each state may select and design assessments of their choosing" ("No Child", 2001, sec. 3). Wenning, Herdman, Smith, McMahon and Washington (2003) discuss the fact that in states such as Louisiana and Maryland the tests that have been developed to meet the mandates of NCLB are both norm-referenced and criterion based (sec. 2). According to Wenning, Herdman, Smith, McMahon and Washington (2003) this means that some students are tested on their "board knowledge" of a subject, while other students are tested on their specific knowledge of objectives associated with the curriculum in each state (sec. 2). As this consistently occurs the tests results that are gathered by the state and federal governments cannot be compared to one another because there is not a universal system of testing that occurs. Additionally, because the testing of students is determined by each state, some states alter the testing patterns given, further complicating the accountability and assessment process."
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School Programs in Bibb County, 2008.
This paper discusses the implementation of the No Child Left Behind (NCLB) and the Individuals with Disabilities Improvement (IDEIA) programs in Bibb County schools.
800 words (approx. 3.2 pages), 4 sources, APA, AU$ 41.95
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Abstract
In this article, the writer notes that in an effort to address failures in the educational system across the country, Congress passed the No Child Left Behind (NCLB) and the Individuals with Disabilities Improvement Act of 2004 (IDEIA 2004). The writer points out that the effectiveness of these laws has been challenged in many states and in local jurisdictions. The writer then discusses that Bibb County is one of the areas that has put these laws into force and that has monitored their progress to see how effective they may be, with mixed results. The writer looks at this issue on the basis of the three criteria of efficiency, adequacy, and equity and notes that the system was found to be wanting in all three areas. The writer concludes that efforts have been made to streamline the system and to assure equity, and this process is ongoing throughout the system.
From the Paper
"In Bibb County, Georgia the School Board works with the Georgia Department of Education to implement provisions of the law, and the board reports that since the law has been in place, system test scores have been rising. According to the Board, using Georgia's Criterion Referenced Competency Tests, third graders able to meet or exceed the standards on the Reading portion have increased by eight percent, while fifth graders meeting or exceeding standards on the Mathematics portion have increased 20 percent. If a school achieves Adequate Yearly Progress under the NCLB, based on several factors including test scores, for three or more years in a row, that school earns the distinction of being cited as a Distinguished School."
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Bilingual Education, 2008.
An analysis of the positive effects of bilingualism and why Canadian immersion programs have been so successful compared to their American counterparts.
2,177 words (approx. 8.7 pages), 12 sources, APA, AU$ 98.95
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Abstract
This paper discusses the research on bilingualism. It argues that the research clearly shows that bilingualism is desirable and therefore that it should be promoted, preferably by making its benefits more widely known. The paper discusses possible reasons why Canadian immersion programs have been so successful while similar attempts at immersion in the USA (with minority children) have often been quite unsuccessful.
From the Paper
"Moreover, as we have seen above, the evidence from Canada shows that bilingualism can often be very useful for children, promoting their competence and achievement in the classroom, as well as their intelligence on all measures. However, it must be conceded that the playing fields in the USA and Canada are different, in that in the Canadian situation, children are electing to immerse themselves in a second language, rather than attempting to hold on to their mother tongues while simultaneously learning English - as is often the case in the USA. It may well be that the relative lack of success in the US context is a direct result of the fact that immigrant children often face other barriers, such as poverty. This is not the case in immersion programs in Canada, where the children are usually neither immigrants nor living with other impeding factors such as poverty. It is argued that the evidence regarding bilingualism that stems from the Canadian context does not have these extraneous variables, and thus can be regarded as more reliable."
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Work-Based Learning Programs (WBL), 2008.
This paper describes and reflects upon work-based learning programs (WBL), especially in the high school curriculum.
1,530 words (approx. 6.1 pages), 9 sources, MLA, AU$ 73.95
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Abstract
This paper explains that work-based learning (WBL) involves schools and employers working together to create a structured learning program connected to the academic and technical content learned in the classroom. The author points out that WBL provides a smooth transition from the educational world of theory to a work opportunity, which essentially is an apprenticeship. The paper relates that WBL can be considered as a method for retaining students that might otherwise drop out of school. The author compares his or her high school work experience with WBL and states that, today, WBL is a valuable tool for many students, particularly those who lack the kind of direction or discipline that makes college or the military viable choices. The paper notes that many colleges use work-study, independent study and directed study programs to enable students to get practical experience while continuing their education.
From the Paper
"Keeping student workers engaged is a task that relies on more than the students' dedication. It also relies on the employers' willingness to become involved in the process. Cunningham, Dawes, and Bennett indicate that in order to facilitate work-based learning, student workers must be empowered to take control of their own learning process through self-managed learning. However, there is also a need to involve management and other upper-level workers sufficiently with the student workers so that they support the experimental learning process and undermine its value."
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Integration of Non-English Speaking Students, 2008.
A case study presentation of the language and cultural issues that exist in terms of integration of new non-English speaking students into a school.
3,082 words (approx. 12.3 pages), 10 sources, APA, AU$ 132.95
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Abstract
This paper presents a case study of a girl who emmigrated from Cambodia to Canada. It describes the issues that are related to her integration into a new school in Canada. The paper begins by presenting the case study. It discusses the background of Cambodia and why the girl's family chose to leave. The paper then looks at the traditions and the behavior of the girl and describes the language issues that she has on arrival in Canada. Finally, the paper discusses goals for language development and adjustment into the school.
Table of Contents:
Introduction - Chantrea's Background
Behaviors, Attitudes & Traditions
Language
Goals for Language Development
Activities / Strategies Regarding the "Four Strands of Language Arts"
Adjustment in the Classroom
From the Paper
"It is important that Chantrea should maintain a sense of pride in her culture whilst she assimilates to Canadian life. Many Cambodian immigrants escape the oppressive governmental regime to flock to North America, though this does not mean the Cambodian culture and traditional values should be forgotten. Chantrea may be able to join up with an after-school group, such as the equivalent of the Khmer Emerging Education Program (KEEP) in the United States (World, 2003). Such groups boast teachers which aim to "breathe life into literary figures and historical accounts, using movies, photographs, personal stories, and textbooks" from Cambodian sources. Learning about the Cambodian cultural background on a continuing basis will help the child also form a strong bond with her family and their origins."
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Article Review: Why Toddlers Bite, 2008.
This paper reviews an article titled 'A New Bit on Toddler Biting- The Influence of Food, Oral Motor Development, and Sensory Activities' by Ramming, Kyger and Thompson published in "Young Children".
760 words (approx. 3.0 pages), 1 source, APA, AU$ 40.95
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Abstract
This paper explains that one of the most upsetting events for parents and children is when a child is bitten by another child. The author points out that the article addresses this problem from the standpoint of developmental problems including oral motor development, sensory integration and behavioral organization. The paper relates that Ramming, Kyger and Thompson believe that the best way to stop children from biting is to meet their developmental needs. The author surmises that, basically, children bite in reaction to different senses that they do not understand. The paper cites that the article suggests that the ways to prevent biting includes feeding the children foods that they can chew on and giving them oral stimulation brushes and other chewing objects.
From the Paper
"The authors believe biting is linked to oral development or the suck, swallow, and breathe synchrony. Children bite in order to change the environment. When a child feels stressed, the child bites to ease the stress. Sensory integration is related to the normal vision, hearing, taste, smell, and touch, but also proprioceptive sense, vestibular sense, and tactile sense. When any of these are threatened, a child may bite (Running, Kyger, and Thompson, 2006, 18). Children cannot understand many of the senses that they are feeling so they bite to reduce the stress. The hypothesis by the authors states centers on the belief that a child bites when he is trying to respond to a situation but lacks the ability to handle the situation."
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Family Size and Educational Attainment, 2008.
This paper explores the relationship between family size and educational attainment.
1,092 words (approx. 4.4 pages), 8 sources, MLA, AU$ 56.95
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Abstract
The paper looks at studies that demonstrate how family size has an adverse effect upon the educational attainment of children. The paper then discusses a study that showed that Muslim nuclear families blessed with strong extended family ties can be large ones without their size negatively impacting the educational attainment of young people. The paper concludes that while there does seem to be a correlation between family size and educational attainment, other factors clearly come into play.
From the Paper
"To begin with, it must be noted that the correlation between family size and educational attainment is a phenomenon that can be explained by some (but not all) sociological theories. Structuralism, for one, is a sociological theory (as most students of sociology well know) that holds that people are shaped by the larger society of which they are part. In short, the values, the institutions, and the culture of a society shape the roles and actions individuals will play in life (incidentally, for an interesting comparison of structuralism to individualism within sociological theory, please see Gannon & Freidheim, 877-882)."
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Educational Leadership and School Environments, 2008.
This paper researches how a focus on developing educational leadership can provide teachers with new motivation in creating the best possible classroom and learning experiences.
2,762 words (approx. 11.0 pages), 14 sources, APA, AU$ 120.95
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Abstract
The paper examines educational leadership as it is now pursued in the English-speaking world in relation to often trying school environments and difficult student bodies. The paper shows how teaching leadership does seem to promise support for challenging work environments, nonexistent public support, budgetary and policy constraints and rising delinquency and youth criminality. The paper reviews the literature of leadership in education that highlights the tremendous things principals and teachers can achieve that will help change their societies and the course of disadvantaged students' lives.
Outline:
Introduction
Leadership
Teachers and Principals
Learning from Tough Schools
Student Benefits
Discussion
Last Remarks
From the Paper
"Comparable attention to leadership appeared in late 20th century business administration texts to point to leaders as the answer to then uncertain organizations and industries undergoing rapid change. Rather than a staff-line or hierarchical structure, business organizations had to be flexible as management tiers disappeared with down-sizing and restructuring, stopgaps found in individual able to motivate workers and see projects through to completion. This literature borrowed from ideals of military leadership that can be poorly understood by the public, failing to see how best officers are those intensely concerned for those under them. (See Fullan:2001) Like conscientious teachers, they ensure that their decisions are sound, take responsibility for the results of their decisions, do not waver from a well-grounded plan but are also flexible and stable in the face of unexpected reversals."
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Five Principles of Quality Classroom Assessment, 2008.
This paper describes five Ontario guidelines aiding teachers in quality classroom assessment of creative writing in Grades 1-6.
1,587 words (approx. 6.3 pages), 3 sources, APA, AU$ 75.95
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Abstract
The paper addresses (1) quality assessment of what and how students learn; (2) assessments serving students who are learning the language of instruction; (3) assessment towards clear instructions; (4) the ability of students to assess their own learning and (5) samples of students' work as evidence of achievement. These five sections are examined in relation to messages for the classroom teacher, steps towards implementation, signs of being on the right track and finally, how technology might assist in a task or project.
Outline:
Quality Assessment of What Students Learn and How They Learn.
Assessment Serving Students Learning the Language of Instruction
Quality Classroom Assessment Ensuring Clear Instructions
Quality Classroom Assessment and Student Self-Assessment
Samples of Student Work as Evidence of Achievement
Conclusion
From the Paper
"A: The key message for the classroom teacher is to develop an ability to observe students' different ways of expressing themselves, remembering that some students are able to learn from watching others, or listening to the teacher's views, whereas other students must perform an exercise practically, and from which such students often tend to learn quickly and concretely.
"B: The teacher should give instructions in different ways as in description, a demonstration of how she might perform the task, and when a task is underway, encouraging students. Work is not simply assigned and monitored for the class enters into a dynamic with the teacher involved."
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Popularization of Scientific Data Regarding Forms of Praise, 2007.
A review of various articles on learning theories and forms of praise by Carol Dweck.
791 words (approx. 3.2 pages), 8 sources, MLA, AU$ 41.95
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Abstract
This paper examines Carol Dweck's research on learning theories and forms of praise. The paper explains that Carol Dweck's research presents one of the earliest statements of a theory of "learned helplessness" as an impediment to learning in children. The paper looks at how Dr. Dweck asserts that praise along the lines of "Gee, you're really smart!" could actually teach a child learned helplessness, while praise phrased in terms of "Gee, you must have worked really hard to do that!" could encourage the children to develop creative thinking and problem-solving skills. The paper points out that Dr. Dweck adopts a tone that is clearly intended for a general audience, and especially for parents seeking to enhance their children's educational success.
From the Paper
"In current American culture, with its tremendous emphasis on success in education, Dr. Dweck's research has been widely popularized. Recently, a prominent article in New York relied heavily on her theories in presenting an account of a young boy whose IQ ranks him in the top 100th of the top 1% of all students. Yet this child, who had the trappings of a genius, did poorly in school. Reviewing Dweck's research and tracking her reasoning very closely, author Po Bronson explained how this research has shown that children are very sensitive to this sort of categorization, and very responsive to the "Gee, you must have worked very hard!" sort of praise, and very vulnerable to the "you're smart" mis-praise."
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Hong Kong Students in Toronto, 2008.
A discussion of the challenges facing Hong Kong students studying in Toronto.
1,695 words (approx. 6.8 pages), 13 sources, MLA, AU$ 79.95
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Abstract
This paper examines the challenges facing Hong Kong students studying in Toronto. The paper explains that these students face social and cultural problems because Chinese people have experienced a great deal of discrimination in Canada and this has resulted in a high degree of isolation from mainstream Canadian culture for many of these students.
The paper further points out that in order to examine the experiences of international students from Hong Kong in Toronto it is necessary to look at these experiences from a social and cultural perspective, as well as an educational perspective. The paper shows that differences between Hong Kong and Canada cause challenges for Hong Kong students studying in Toronto because they come from a very mixed system and then have to learn a totally new way of doing things that is very different from either of the systems with which they are familiar.
Outline:
Introduction
Hong Kong: A Special Case In China
Hong Kong Students In Toronto Universities
Social and Cultural Challenges
Educational Difficulties
Conclusions
From the Paper
"The number of students from Hong Kong in Toronto Universities is extremely difficult to determine. This is mainly due to the fact that statistics are largely deal with the national level. There are very few statistics available for individual cities. However, universities obtain data on how many students they obtain for given countries. York University had approximately 115 students from Hong Kong in 2002. The University of Toronto had approximately 280 students from Hong Kong is 2007. There are also approximately 80 students from Hong Kong at Ryerson. These figures indicate that there are approximately 475 students from Hong Kong studying in Toronto.
"Chinese people in Canada seem to experience a wide range of social and cultural challenges. Probably one of the largest challenges faced by most Chinese students in Toronto is the difficulty that many English speaking Canadians have with certain aspects of Chinese culture. Many Chinese students use English names so that English speaking Canadians will not struggle with their Chinese names. "
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School Computer Costs, 2008.
This paper looks at the issue of computer-based technology and discusses the hidden costs of school computers.
1,885 words (approx. 7.5 pages), 10 sources, MLA, AU$ 88.95
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Abstract
In this article, the writer notes that computer literacy is a necessity in the world today, especially in the business world and one of the roles of the school is to prepare students for entering that world. Many students are familiar with computers from their use at home, but one of the divides developing is between those who have a computer and access to the Internet and those who do not. The classroom is one place where this divide can be alleviated. The writer points out that school districts recognize the need and have been purchasing computers and the needed software and have been making the computer part of the classroom experience. The writer notes that the cost of this can be high and discusses that there are also hidden costs to implementing such a system that districts may not recognize. The writer maintains that there may be costs to the students as well in terms of developing a different relationship with the classroom and adapting to the instructional methods. The writer concludes that the added costs for the school district are the major concern and that the district has to recognize some of these costs and be prepared to pay them. The bibliography includes a brief description of each source.
From the Paper
"Technology assists in these methods by providing projects to be developed, aiding in the process of inquiry, and developing and solving problems. Computer-based technology is particularly well-suited to the needs of students in these types of learning environment, answering many of the questions raised and shaping the way the student approaches material. For the most part, however, K-12 schools in the United States have not felt the expected positive impact of technology as they should, as Norris and Soloway note as they cite reports from different parts of the country showing that while American schools have more technology than any other country's schools, student achievement does not show that this has increased learning to the degree predicted. The authors find that one reason for this is because the six conditions cited above have not been fulfilled, with problems with access being one of the major failures .."
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Article Critique: The Community Nurse and Learning Disabilities, 2008.
A critique of the research reported by O. Barr in the article "The Evolving Role of Community Nurses for People with Learning Disabilities; Change over an 11-Year-Period".
1,965 words (approx. 7.9 pages), 2 sources, APA, AU$ 91.95
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Abstract
This paper reviews and critiques O. Barr's article "'The Evolving Role of Community Nurses for People with Learning Disabilities; Change over an 11-Year-Period", found in the "Journal of Clinical Nursing". The paper describes the intention of the study, the study's literature review, and the data collection process for the study. The paper further notes that the sample for Barr's study was based on a community of nurses involved directly with people with disabilities and that this sample was very appropriate to address the research problem and the stated objectives of the study. In addition, the paper explains that the research design was quantitative and then examines the results, findings, strengths and weaknesses of the study.
Table of Contents
Introduction
Article Critique
Problem, Purpose, Research Question
Literature Review
Ethical and Legal Issues
Sample- Sampling Design
Research Design
Data Collection: Methods and Strategies
Results and Findings
Strengths and Weaknesses
From the Paper
"The literature review includes a definition of the concept of learning disabilities as being made up of three aspects. These are a reduce ability to understand new or complex information; a reduced ability for independent coping; and these problems have to be present before the age of 18 years and produce a lasting effect on development. The way that learning abilities are defined will later become one of the variables because the definition determines the nurses' approach and role for these clients. The aspect of coping, for example, means that the nurses do not look upon learning disabilities as simply a matter of cognitive impairments."
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