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Anti-Racist Education in Ontario School Cultures, 2007.
A review of the policy of anti-racist education that has been introduced in Ontario, Canada.
3,473 words (approx. 13.9 pages), 14 sources, MLA, AU$ 156.95
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Abstract
This paper discusses the concept of anti-racist education that has been introduced in Ontario, Canada. It describes the historical context of the policy and discusses the possible positive and negative outcomes of adhering to it. The paper argues that school leaders need to do more than adhere to policy guidelines or the adages of public interest groups working to end racism's sway in society. Instead, the paper contends that school leaders must be able to approach anti-racist education creatively and in a manner that respects and encourages student and staff interest in difference while also stressing the reality of racism or discrimination.
Table of Contents:
Introduction
Understanding the Historical Context
Racial 'Identity'
Proactive and Constructive School Cultures
Canadian Variations
Who is Responsible for Racism?
Generating a School Culture
Anti-racism and Multiculturalism
Concluding Remarks
From the Paper
"Anti-racism and anti-racist education should be operative ideals promoting a dynamic or spirit, within school settings, beyond a mere ideology of anti-racism. The term of 'inter-racism' mentioned earlier may be helpful towards a vision of desired diversity that is respectful and appreciative in its philosophy and idea of civil society. Educators, as ever, need to lead by example, and should engage in outreach to the surrounding community in ways providing information and activities to explain what a school promotes in its particular culture. Attention to specific histories is conducive to recognition, expanding anti-racism well beyond sloppy notions of 'white' or 'mainstream' versus the non-white or 'marginal', all the while cultivating a sensitivity to difference that may shape opportunity and life experience."
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Bilingual Education in Ontario, 2008.
This paper looks at bilingual education and special education in Ontario.
3,145 words (approx. 12.6 pages), 18 sources, MLA, AU$ 146.95
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Abstract
In this article, the writer notes that Canada's two official languages and growing demand for bilingual or French immersion education beyond Francophone areas challenges special education teachers, as they must explore different teaching methods and novel approaches to second language studies. The writer points out that other special education teachers face students from new Canadian backgrounds who must acquire French quickly in areas where French is the usual language and medium of instruction. The writer also notes that others speak French in the home but in dialects that demand instruction towards French as it is spoken in Canada. Moreover, in Anglophone areas of Canada, the special education student is entitled to study French, like all students, just as he or she is entitled to studies as much as possible resembling those of mainstream students. The writer reflects on what is understood by the term of bilingual education as it appears to have several implications depending upon the situation, languages or kinds of students involved.
Outline:
Introduction
Background
Special Abilities & Problems
Acquiring an Approach
Assessment Pitfalls
Withdrawing Children
Concluding Remarks
From the Paper
"Special Education has been an important issue in the Province of Ontario's francophone boards that sometimes receive students who do not speak French in the home or otherwise encounter the French-medium school as a place of language acquisition. Only in 2004 did the Ontario government resolve to step up funding for Special Education classes, assessment and support services so that all francophone schools do cater to the roughly 10% of students, as in Anglophone boards, to require Special Education for some or all of their education. In areas where bilingualism is usual or valued, Francophone Special Education students have sometimes been assigned to local English-medium schools that do offer Special Education.
Where bilingual schools exist, similarly, the expectation in some boards has been that Special Education will be taken in English. French immersion schools in Ontario are charged with providing French-medium Special Education for students in need. In Anglophone areas, bilingual schools and classes have expanded greatly, along with French immersion facilities that a generation ago were seen as suiting advanced or 'gifted' students but now serve generic students, French immersion schools offer their French-medium Special Education classes, too."
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Higher Education in Ontario, 2006.
A review of the history and the goals of higher education in Ontario, as well as federal policy.
1,575 words (approx. 6.3 pages), 3 sources, AU$ 99.95
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Abstract
This paper explores how historiography helps us to identify biases, or over-emphasized points in phenomena. For instance, the 2006 election featured party commentary on how to make higher education more accessible in Canada, though education is properly a provincial undertaking. The paper refers to history of higher education in 19th century and its purposes, as compared to social engineering/cost-benefit analysis of today and draws several examples.
From the Paper
"The goals of higher education in Ontario, over time, and federal policy. Introduction education remains a provincial responsibility in Canada, yet political parties are expected to produce approaches to matters of education. Prior to the federal election of 2006, statements revealed several strong themes pertaining to education of different kinds, as proved interesting to explore. The reader becomes aware of contrasting notions of education's purposes, and ideals, and later, sees that these contrasts have been present for rather a long time. The study of educational history and its historiography come into view as not very streamlined pursuits. "
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Racial Discrimination in Ontario Schools, 2006.
A discussion of the lasting effects that the marginalization of black students in Ontario schools will have on that student population.
2,925 words (approx. 11.7 pages), 20 sources, AU$ 186.95
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Abstract
This paper discusses the marginalization of black students on Ontario schools, noting that this will have an effect far beyond the classroom, leaving many students unprepared to cope with the working world they will be part of in a few years. Such separation affects the child's ability to learn, damages his or her self-esteem, and creates a self-fulfilling prophecy of failure. Efforts have been made to reduce the degree of marginalization for precisely these reasons, and the more minority children can be included and made to feel part of the class, the better they will do.
From the Paper
"Race and racial discrimination can be problems in society, affecting social services, employment, and the legal system. Race is a special sort of problem in education, for it is through education that racial and ethnic groups escape the cycle of poverty that affects so many and so can reduce the effects of discrimination and in time eliminate the discrimination altogether."
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Anti-racist Children's Literature, 2002.
This paper compares and contrasts the anti-racist children's literature by Laurence Yep and Katherine Paterson.
4,400 words (approx. 17.6 pages), 8 sources, AU$ 257.95
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Abstract
This paper discusses the ways in which their works have contributed to the multicultural and anti-racist literature for children.
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School Privatization and Education Tax Credits, 2002.
A look at school privatization and education tax credits.
1,150 words (approx. 4.6 pages), 4 sources, AU$ 71.95
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Abstract
This paper examines school privatization and education tax credits, two proposals to introduce choice and marketplace economics into education. Initially it outlines Gintis attributes and advantages of an ideal voucher-based system of choice. Then it compares this system to actual reforms in Ontario and Philadelphia, PA.
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Public Schooling in Ontario, 2005.
A reflection on colonial parochial education In Ontario, Canada.
675 words (approx. 2.7 pages), 3 sources, AU$ 42.95
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Abstract
This paper addresses the archaic institution of Roman Catholic education in Canada, as carried over from the mid-19th century, and the coincidence of this separate school administration, publicly funded, proving most helpful in the present. According to this paper, it's an archaic institution dating from a different day, of assumed Protestant/Roman Catholic disunity, and the French/English question in central Canada, now adapts well to high Roman Catholic immigration from diverse parts of the world. This paper shows that old institutions can have unexpected benefits in the present.
From the Paper
"Public learning in the Province of Ontario continues to reflect some patterns that are rather old, but have proven adaptable, into the present. Of particular interest is the continuation of a separate Roman Catholic educational system, left over from the first half of the 19th century. It was then considered impossible for a secular system to accommodate both Protestants and Roman Catholics, just as the gap between Franco-Canadians and others was seen as a fact of life, as something that a system of universal education would have to address. "
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School Culture and School Safety, 2004.
Examines the existing and significant relationship between school culture and school safety.
32,586 words (approx. 130.3 pages), 101 sources, MLA, AU$ 400.95
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Abstract
This is a quantitative research study that is designed to assess the impact of school culture on school safety and school violence. The paper looks at what schools can do to create proper environments that are conducive to safety and whether there are identifiable behaviors within school culture that contribute to safety. The paper also analyzes the perceptions of teachers and administrators about school culture and order.
From the Paper
"Another important point that is stressed when looking at school culture and safety is the fact that strong leaders generally make an effort to express sincere feelings toward students and their lives, and have a real belief that the students have the potential to become successful and productive adults (Kenworthy & O'Driscoll, 2000). Effective leaders create effective schools that are resilient to violence and other risks and promote resiliency in students."
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Public Schools vs. Private Schools, 2005.
A look at the accusation that public schools do not produce graduates capable of living and working successfully in their own culture.
3,100 words (approx. 12.4 pages), 9 sources, APA, AU$ 145.95
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Abstract
This paper attempts to demonstrate that private schools succeed at preparing graduates to succeed after graduation, whereas public schools do not. The paper puts forth the hypothesis that private schools teach their students to succeed, not because of a great deal of money poured into education, but because the schools are free to teach the curricula they choose and because they prepare students to return to their own cultures and succeed. The paper further hypothesizes that public schools, on the other hand, are not free to teach curricula not aimed at improving standardized test scores, and the successful public school student is not prepared to return to his or her culture in a trade, but to transition out of it into an anachronistic academic culture.
Introduction
Hypothesis
Review of the Literature
Education and Culture
Teaching Dispositions
Outmoded Educational Model
Would Vo-tech be a Better Public School Goal?
Developing the Person Instead of the Mind
Opposition to Change in Public Schools
Alternatives to Public and Private School
Methodology
From the Paper
"There are two, or possibly even three, co-existent educational systems in the United States. The largest of these is the public education system, followed by the private schools and increasingly popular home-schooling. The third system will be mentioned only tangentially, as the real problems with U.S. education are considered to reside in the public schools. In recent decades, there have been various schemes put forth regarding vouchers for families who want to send their children to private schools but cannot afford the fees; none of these has borne fruit. In any case, it is doubtful that the private schools could absorb the numbers of students who would want to attend if vouchers were a reality. The problem with the public schools has been identified by most of the public and by many researchers as one of curriculum."
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Home School vs. Public School, 2004.
An opinion paper that states reasons why home-schooling is a better option for one's children.
1,325 words (approx. 5.3 pages), 7 sources, MLA, AU$ 71.95
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Abstract
This paper presents arguments on both sides for and against home-schooling. It explains the benefits of parents being the main educators for their children, but also cites reasons, such as social development of the children, being affected. The paper concludes, however, that home-schooling could be the best option for specific people and that the system produces well-balanced children. Includes a thorough annotated bibliography and many sources attached at the end of the paper.
From the Paper
"Each year more and more home schoolers are rising to the top of their fields and are being regarded as choice recruits for major colleges and universities across the country. Studies have proven that overall home educated children are more mature, well-balanced, and more confident than children educated in the public school system. What appears to be crucial to their success is the one-on-one relationship with the parent-teacher and the opportunity to learn as they are ready."
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A Comparative Analysis of Public Schools and Private Schools, 2006.
An analysis of public and private schools in Canada.
1,350 words (approx. 5.4 pages), 0 sources, AU$ 85.95
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Abstract
This paper discusses how education is one of the most important goods in our society. A person's educational achievements to a large extent determine how their life will be, while the educational system a country fosters determines its economic outcomes to a large extent. The paper further discusses how that in Canada, most education is provided by the government and many people would argue that this is the way it should be, as it is only government that has the resources and expertise to take on this important role
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Rich School, Poor School, 2002.
A look at the ?Robin Hood? revenue-sharing law used to fund education in Texas.
1,382 words (approx. 5.5 pages), 6 sources, MLA, AU$ 74.95
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Abstract
This paper examines the history of school funding in the state of Texas and the attempts to fund equitable educational opportunities for all Texas children. In particular, it discusses the the ?Robin Hood? revenue-sharing law, which was signed into effect in 1993 and literally siphons funds from wealthy school districts and diverts them to poorer schools. It analyzes how the plan has been anathema to many, since it was signed into law by Ann Richards, the state's last Democratic governor, and evaluates its advantages and disadvantages.
From the Paper
"The Texas Supreme Court agreed with the plaintiffs and stated that an efficient system must provide "substantially equal access to similar revenues per pupil at similar levels of tax effort." (Hughes, 2002) Basically, this means that a poor district should be able to operate on the same revenue per pupil from a one-cent tax increase as any other district would from the same one-cent increase. So the Robin Hood plan was implemented in 1993 as a temporary measure to provide funds until a more permanent solution could be devised. The plan was never intended to be permanent, none the less, poorer schools have become accustom to the higher funding levels, and they are hesitant to consider a new plan which would mean a possible decline in income."
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Roman Catholic Education and Values, 2008.
This paper discussing teaching in Roman Catholic Schools in Ontario.
982 words (approx. 3.9 pages), 2 sources, MLA, AU$ 55.95
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Abstract
In this article, the writer notes that if one has experience of both secular and parochial schools and universities, one comes to appreciate the extra dimension that parochial schools do offer to children. Also, the Roman Catholic vision of the family of whatever description, as the basic unit of society, is tremendously helpful to young people as a way in which to examine their own lives and those of people they encounter, and what might prove helpful to the communities they will know over their life course. The writer maintains that serving in a Roman Catholic school board, in this light, offers the opportunity to encourage thoughtfulness on social issues that are now most important to the greater family that is the society, as in exploring the roots of addiction, homelessness, and extreme materialism and individualism. Further, the writer points out that students are undoubtedly given a rounder education that does not exclude secular views but insists that moral questions are explored and debated.
From the Paper
"As a second strong source of interest in a Roman Catholic teaching career is awareness of central Canada as a diverse and immigrant-receiving region. As may not be realized by many Roman Catholics, for many new arrivals there is the expectation of the school as helping considerably to acculturate their children, if members of the Roman Catholic Communion. For arrivals from other religious addresses there is also an expectation of some access to parochial education that may be sadly lacking in the schools there children eventually join. It is not unusual to find new Canadians of diverse origins, many of them non-Christians, preferring to expose their children to what may be offered by a local parish, community centre or other Roman Catholic facility. For arriving Roman Catholics, there can be relief to know they live near the Catholic school as a kind of lifeline for their children given the strong risks of raising children in urban areas on low financial resources. For such families whether from Sri Lanka, India, Congo or Eritrea, Guatemala or Peru, there can be confidence in Roman Catholic teachers and schools as those who will care about the development of their children in years when some immigrant parents cannot perform ideally due to circumstances."
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Home Schooling versus Public Schooling, 2006.
A comparison of home schools and public schools in the United States, the pros and cons.
1,861 words (approx. 7.4 pages), 7 sources, MLA, AU$ 95.95
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Abstract
This paper shows the balance between the negative and positive aspects of public schools. Similarly, it reflects that home schooling provides an ideal atmosphere for a child under close supervision but has certain limitations too.The biggest advantage the home schools offer is the protection from the violence, sex, drugs and other social ills that is now a common phenomenon in the public schools. The public schools may be infested with serious problems, but they are still indispensable to the intellectual, emotional and psychological growth of young minds. The intellectual growth at homes and social grooming at public schools are shown to be equally important. Both these options provided are shown to provide endless opportunities to learn and grow.
From the Paper
"Education is most important facet of any society. Educated youth is an asset which contributes to progress, development and evolution of civilization. Human beings are naturally blessed with enormous potentials. Education is the knowledge of putting one's potentials to maximum use. When we think of education, the first thing which comes to our minds is the educational institution or the school. Since centuries, the most common form of getting formal education is through Public Schools. However, it has been observed that in last two to three decades, the Public School education is going down the slope. There are numerous questions raised as to the quality of education being imparted and the illicit extra-curricular activities the students are indulging while attending Public Schools. Parents are now getting apprehensive of sending their children to Public Schools and are forced to think of safe alternatives."
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Anti-Racism in Children's Literature, 2002.
Examines anti-racist education in three novels for children, "Pippi Longstocking", "The Slave Dancer" and "The Cay".
1,650 words (approx. 6.6 pages), 5 sources, AU$ 99.95
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Abstract
This paper will discuss three books: Lindgren's "Pippi Longstocking", Paula Fox's "The Slave Dancer" and Theodore Taylor's "The Cay". It will be shown how true racism can be hidden in an apparently "innocent" text, while another work for children - that appears racist in many respects - may be reinterpreted as an exceptional work of anti-racist literature. .
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Language Arts Education, 2007.
This paper discusses the development of a philosophy of language arts education for grades 7-12.
2,800 words (approx. 11.2 pages), 12 sources, APA, AU$ 134.95
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Abstract
This paper owes to different formal and individual explorations of language arts approaches and methods including work towards a language arts portfolio, an exercise helping to recognize the vast range of materials available to Canadian teachers, at large, in relation to their adopted philosophies of teaching. The writer maintains that a guiding study that has promoted much thought on the overall goals of language arts instruction has been Think Literacy Success, a Government of Ontario report on approaches to promoting literacy at the Grades 7 to 12 levels which emphasizes gaps in abilities and opportunities, student groups especially at risk, and the overall role of language arts in seeing that students are prepared to communicate well in society. The writer notes that it seems important to think through the environment in which one will teach with central Canada offering unique challenges of diversity less pronounced in regions beyond the main cities. In the same spirit, The writer discusses that teachers serving isolated impoverished or otherwise limited communities of less heterogeneity need to find approaches to an overall ideal of instilling interest and skill.
Outline:
Introduction
Portfolio Tasks
Reflection on Professional Development
Mechanics of Portfolio and Teaching Development
Bottom Up Model of Reading
Professional Development Goals
Future Activities
Concluding Remarks
From the Paper
"Various course and seminar offerings now exist that are geared to language arts teachers. In addition, there is an ever-growing literature of research on the subjects of literacy, factors impeding literacy and language development, curriculum design and teaching pedagogy. However, one needs to aim to for practical experience which should be diverse. For example, attending classes for second language learners in a Board of Education setting is different from tutoring adult learners in basic literacy having been involved in the criminal justice system. When watching very experienced language arts teachers at work one sees the results of perhaps many years given to students of different kinds, in perhaps several school systems, and more than one country. Teachers can appreciate to varying degrees what colleagues educated elsewhere can impart, especially those having served abroad and perhaps in educational systems requiring English-medium instruction for students of diverse first languages. Education does seem a profession in which the teacher is forever meeting individuals from whom learning is possible. The same can be said of students, and what is suddenly discovered in some in terms of a hidden ability, another language spoken, or the ability to illustrate written work."
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