Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Essay:
One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do better academically than students who are put in ESL classes" (again this is only true in schools with few ELLs) (Zehr, p. 1). A positive impact vis-a-vis the benefits of SIOP for non-ELL teachers is that the SIOP protocol helps "distinguish teachers" (who work with the program) from other teachers with no experience in SIOP (ARCC).
THREE: How has the gifted educational movement impacted the evolution of curriculum development? Address both negative and positive impacts…provide examples.
For one thing, educators have seen the need to develop curriculum specific to the needs of gifted students. Curriculum for gifted students offers "…content related to broad-based issues and themes" and it "focuses on cross-disciplinary concepts" while exposing students to "multiple perspectives and domains of inquiry" (Hockett, 407). By exposing bright / gifted learners to many perspectives the curriculum in effect is the future for learning while the NCLB "teach to the test" concept reflects the past. Curricula for bright students attempts to "…accommodate the development of advanced understanding, and therefore," students learn that complex issues are simply there to be understood and problems are there to be solved (Hockett, 408).
Can the positives from curriculum developed for gifted students spill over to general education-related curriculum? On page 413 Hockett writes that curriculum experts "endorse meaningful outcomes" for both gifted and general education. General education curriculum leaders view expertise as "…developmental and progressive," and gifted curriculum leaders see expertise as a way to develop talent (Hockett, 413). Both agree that the goal should be for students to acquire "…deep or advanced understanding" and both agree that curriculum should be "flexible" (Hockett, 413).
The fact that curriculum designers for gifted programs have a different slant from those creating curriculum for general educational classes doesn't take away from the fact that gifted curriculum offers "…promise for designing curriculum that conforms to general education" as well (Hockett, 415). That is the answer to the question as to how gifted curricula impact curricula for general students.
As to the negative impacts of the Integrated Curriculum Model, on page 419, Hockett points to disadvantages that teachers and students reported "…a lack of variety in reading materials and teachers noted a lack of flexibility in selecting unit materials." Teachers also indicated they needed more "…content-knowledge background to implement the [gifted] units (Hockett, 419). The Multiple Menu Model (MMM) is believed to have a positive impact on general education curriculum design because the "Knowledge Menu" of the MMM requires the teachers to obtain "…a deep understanding of the discipline" in order that they can then guide general education students to think in a larger context.
In conclusion, the federal laws in America require schools to make English language learning opportunities available for non-English speakers, and this has been a good idea from the time the OCR published a memo until today. Also, this paper shows how curriculum has evolved following federal laws and policies, and how curriculum for gifted students has also had a positive impact on general education students.
Appalachia Regional Comprehensive Center. (2007). SIOP Implementation: NC Success Stories.
Retrieved August 13, 2013, from http://www.arcc.edvantia.org.
Cal Sheltered Instruction Observation Protocol. (2013). What is the SIOP Model? Retrieved
August 14, 2013, from http://www.cal.org/siop/about/.
Hockett, J.A. (2009). Curriculum for Highly Able Learners That Conforms to General
Education and Gifted Education Quality Indicators. Journal for the Education of the Gifted, 32(3), 394-440.
National Clearinghouse for English Language Acquisition. (2007). Q: What legal obligations
Do schools have to English language learners (ELLs)? Retrieved August 14, 2013, from http://www.ncela.gwu.edu.
People Learn. (2003). Social and Historical Foundations of Curriculum. Retrieved August 14,
2013, from http://www.peoplelearn.homestead.com.
Zehr, M.A. (2009). In Schools With Few ELLs, ESL…[continue]
"Curriculum Development What Historical Or" (2013, August 14) Retrieved October 24, 2016, from http://www.paperdue.com/essay/curriculum-development-what-historical-or-94579
"Curriculum Development What Historical Or" 14 August 2013. Web.24 October. 2016. <http://www.paperdue.com/essay/curriculum-development-what-historical-or-94579>
"Curriculum Development What Historical Or", 14 August 2013, Accessed.24 October. 2016, http://www.paperdue.com/essay/curriculum-development-what-historical-or-94579
All foundations are important, but social forces are becoming increasingly influential as planners struggle to design and develop curriculum that meet the diverse multicultural needs of students. 7. What is the difference between curriculum development and design? Curriculum design defines learning objectives, what learning and teaching strategies should be adopted; and what evaluation strategies will ensure that the desired aims and learning outcomes are achieved. Curriculum development uses information from the
Professional Development Seminar Curriculum development as an industry consists of curriculum concept, development, application (that is, direction), and assessment. Conventional, conceptual-empiricist, and reconceptualise are theoretical structures that regulate particular strategies to curriculum problems. Each of these structures can be distinguished by the dominant and subordinate presumptions that regulate the understanding and values which underscore their particular modes of questions. In this paper, we will construct content for professional development seminar where
According to the Education World Web site, the National Standards for Language Arts was created by the National Council of Teachers of English. The Language arts include reading, writing, speaking and listening skills. For the English language, the National Standards include building skills involving communication, critical thinking, and evaluation. The educational system is to provide students with a wider perspective not only of themselves, but also of the world
(a new history of Iraq) Psychologically, it is very difficult for them to believe that Islamic believers, meaning Arabs in this case have lost wars with the infidels. Islam is the religion of victors and one day, God willing Islam will rule the world is their belief. This is what leads Sheikh Abdul Settar Jabber head of the Muslim Awareness Association; a leading Sunni group to feel that the entire
Today, that teacher might be warned to stick to what will be on the test. f. How will these changes impact you personally? These two factors -- the ever-increasing presence of technology and the increased dominance of standardized testing on curriculum -- will affect my teaching in important ways. I expect to feel I will be pulled in two directions. As a teacher I can't imagine just ignoring the fact of
In summary, we recommend that the IESBA reconsiders the proposals in the Exposure Draft and provides more guidance on safeguards applicable to sole practitioners and small accounting firms to ensure that the benefits of the changes outweigh the costs to SMEs. Under a principle-based approach, there should be safeguards and practical relief for all practitioners rather than rules-based outright prohibitions. The rewrite of this Independence component of the Code
If we take the average cost of just one text, say a science text ($40), add 3-4 public domain novels (e.g. Huckleberry Finn at $5 ea.), and then a set of encyclopedias per classroom ($750), we find that even one small classroom of 25 students can save almost $2,000; which is now enough to purchase 4-5 computer stations at educational discount rates. Math and Science teachers are often at the