Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Indeed, the structure of this particularly program will allow me to explore and refine some of my own ideas concerning educational equality through both theoretical and research-based modes of investigation. This is an exciting prospect as I have yet to truly test in a scholarly or empirical way many of the assumptions and concerns which have inclined me to take this path. Even as I seek admission into the program, I am inclined to consider the spectrum of possible avenues through which to validate, disprove or expand my existing knowledge of the subject.
This would, of course, be supplemented by the urban development, community and organization discussions which are a key component of the program. I consider these aspects essential to developing the tools necessary to actually apply to a resolution of the concerns cited at the outset of this essay. Particularly, much of my own experience and personal research suggests that educational reform is beset by all manner of practical and bureaucratic obstacle. Accordingly, I anticipate no small amount of difficulty in weathering the political entrenchment of school orientation, the racial discord in which inequality is often rooted, the recursive nature of certain academic and institutional practices, and the resistance of different sectors from teachers and administrators to parents and students. The education that Brown's program offers in the area of organizational management and its specific contextualization of this subject in the distinctly urban environment promises a framework through which I might better be able to navigate what will most assuredly be the trials of achieving my for the idea of promoting social justice through education, and though I do consider myself already to have a small wealth of personal experience as an energetic and innovative educator, my admission to Brown would place me midstream in a current of evolving knowledge.
As researchers, educators and sociologists weigh ideas concerning human development in the urban setting and ways to improve the conditions surrounding it, communities such as those which thrive at Brown become an open forum for discussion on the merits of said ideas as well as for scientific examination of questions related to these findings. It is thus that I can simultaneously gain access to crucial and emergent insights in the field of urban educational reform while actually contributing my own growing body of knowledge to the discourse.
Ultimately, I believe that as an educator, it is my duty to promote the goals of social justice through my chosen medium. And in the lives of the individuals with whom I will interact as an educator or as an educational reformer, I expect to experience first-hand that reciprocal relationship aforementioned in the present account. Namely, with the knowledge and access provided by my experiences at Brown, I anticipate directly illuminating the social opportunities before my students by giving them the educational tools to overcome their surroundings. Though we may not necessarily be able to change the world for this generation of urban students, we may be able to give them the means to change their own world for succeeding generations.
Issues Facing K-12 Leadership in Urban School Settings What are the issues facing urban education in the K-12 environment and beyond? And to what extent is crime a hot topic among urban educators? Some have attributed the complicated issues facing urban education including crime and poverty to school boards and administrations, but the larger issue seems to be funding and support from diverse institutions (Wilson, 1994). The need for high quality and
High School Dual Programs Current social, political, and cultural concerns have hastened the call for high school reform and have intensified an interest in producing high school graduates that are college ready (Kuo, 2010). Competition from up-and-coming economies such as China and India have challenged traditional American economic world dominance and are forcing policy makers to be concerned about making substantive changes in the educational system (Kuo, 2010). However, when positive
Educational Leadership in Latino Students Flow of Information: Introduction/Preliminary Lit Analysis Status of Performance of Latino Students Why Study Latinos? Why the Latino Performance is Low? How to change the situation? Los Angeles Specific Data/Information Increase & Improve Teacher/School Parent Communication Train the teachers - Development Improve Substitute Teaching Set High Expectations Latino Experience in Princeton Tracking of Students' Performance - Is it Right? Latino Para-Educator Vs Latino Student How do teacher expectations affect student outcomes? This study was intended to investigate whether teacher expectation of
According to a British Study conducted on all students born in the first week of March 1958, and following them through adolescence and on until the age of twenty-three: There were no average differences between grouped and ungrouped schools because within the grouped schools, high-group students performed better than similar students in ungrouped schools, but low-group students did worse. Students in remedial classes performed especially poorly compared to ungrouped students
Nearly all failing schools fit this description (Six Secrets of School Success 2000)." If a country is to overcome educational problems, they must take into account the mentality that poverty creates and how that mentality deteriorates the wherewithal to do well in school. Although poverty is the issue that affects most underachieving schools, the idea of the super head was conceived as the answer to poorly performing schools. According to
Although further education courses can be at traditional universities, they are generally taught through colleges that are exclusively venues for further education courses. These institutions are sometimes called "community colleges" after the American institutions that are similar. (Although American community colleges offer both post-secondary education as well as further or continuing education classes.) Other institutions that offer further education courses may offer a variety of work-based learning classes while campuses