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"This philosophy of educating the whole child has led early education theorists to emphasize the importance of addressing children's social and emotional needs as well as their cognitive and physical ones..." (Kowalski, Pretti-Frontczak & Johnson, 2001) the concept of educating the whole child is also aligned to an interdisciplinary approach in education.
Education that makes a difference"
This commonly heard phrase refers to the importance of education in the development of the child and individual. It is also a specific concept which expands on the idea of holistic education and points to the way that education can shape and change life. It also contains within it the idea that education makes a difference to the individual as well as to the society in which he or she lives.
This view expands on the view of education only as a means towards narrow practical ends.
Education that make a difference often refers to the way that education can be a crucial factor in raising standards of living and increases the horizons of the less fortunate and those who live in poverty-stricken areas. This idea of the power of education can also be related to the positive difference that education can have for the disabled. As one educationist states; "I believe that effective schools are those that find ways of educating all their students. This standard of educational effectiveness focuses attention on what schools do for the disadvantaged student -- not just the poor, but also the dyslexic, the rebellious, and the unconventional learner." (Marshall, 1993) While all education should in some way 'make a difference', this term is used explicitly to emphasize the various ways in which education can change and shape lives for the better.
References www.questia.com/PM.qst?a=o&d=5009261632
Cochran-Smith, M. (2005). No Child Left Behind: 3 Years and Counting. Journal of Teacher Education, 56(2), 99+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5009261632 www.questia.com/PM.qst?a=o&d=5007207981
Conley, M.W., & Hinchman, K.A. (2004). No Child Left Behind: What it Means for U.S. Adolescents and What We Can Do about it the No Child Left Behind Act Promises All Students a Better Chance...
Journal of Adolescent & Adult Literacy, 48(1), 42+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5007207981 www.questia.com/PM.qst?a=o&d=5002578145
Dustin, D., Hibbler, D., Mckenney, a., & Blitzer, L. (2004). Thinking outside the Box: Placing Park and Recreation Professionals in K-12 Schools. JOPERD -- the Journal of Physical Education, Recreation & Dance, 75(1), 51+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002578145 www.questia.com/PM.qst?a=o&d=5000924834
Kowalski, K., Pretti-Frontczak, K., & Johnson, L. (2001). Preschool Teachers' Beliefs concerning the Importance of Various Developmental Skills and Abilities. Journal of Research in Childhood Education, 16(1), 5+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000924834 www.questia.com/PM.qst?a=o&d=108100385
Marsh, C.J. (2004). Key Concepts for Understanding Curriculum. New York: RoutledgeFalmer. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=108100387 www.questia.com/PM.qst?a=o&d=5000154234
Marshall, K. (1993). Teachers and Schools - What Makes a Difference: A Principal's Perspective. Daedalus, 122(1), 209+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000154234
No Child Left Behind' Act/ESEA. Retrieved October 2, 2006, at http://www.nea.org/esea/index.html
Operational Definitions of Excellence in Graduate Education. 2003. October 2, 2006. http://provost.tufts.edu/initiatives/gradcouncil/?pid=4 www.questia.com/PM.qst?a=o&d=5002651136
Should Schools Hire Park and Recreation Professionals to Serve as Resource Specialists, as Proposed in "Thinking outside the Box" (Jan. 2004 JOPERD)?. (2004). JOPERD -- the Journal of Physical Education, Recreation & Dance, 75(4), 9+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002651136
Wiggins, G.P. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass Publishers.
References www.questia.com/PM.qst?a=o&d=5009261632
Cochran-Smith, M. (2005). No Child Left Behind: 3 Years and Counting. Journal of Teacher Education, 56(2), 99+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5009261632 www.questia.com/PM.qst?a=o&d=5007207981
Conley, M.W., & Hinchman, K.A. (2004). No Child Left Behind: What it Means for U.S. Adolescents and What We Can Do about it the No Child Left Behind Act Promises All Students a Better Chance to Learn, but Does That Promise Include Adolescents?. Journal of Adolescent & Adult Literacy, 48(1), 42+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5007207981 www.questia.com/PM.qst?a=o&d=5002578145
Dustin, D., Hibbler, D., Mckenney, a., & Blitzer, L. (2004). Thinking outside the Box: Placing Park and Recreation Professionals in K-12 Schools. JOPERD -- the Journal of Physical Education, Recreation & Dance, 75(1), 51+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002578145 www.questia.com/PM.qst?a=o&d=5000924834
Kowalski, K., Pretti-Frontczak, K., & Johnson, L. (2001). Preschool Teachers' Beliefs concerning the Importance of Various Developmental Skills and Abilities. Journal of Research in Childhood Education, 16(1), 5+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000924834 www.questia.com/PM.qst?a=o&d=108100385
Marsh, C.J. (2004). Key Concepts for Understanding Curriculum. New York: RoutledgeFalmer. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=108100387 www.questia.com/PM.qst?a=o&d=5000154234
Marshall, K. (1993). Teachers and Schools - What Makes a Difference: A Principal's Perspective. Daedalus, 122(1), 209+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000154234
No Child Left Behind' Act/ESEA. Retrieved October 2, 2006, at http://www.nea.org/esea/index.html
Operational Definitions of Excellence in Graduate Education. 2003. October 2, 2006. http://provost.tufts.edu/initiatives/gradcouncil/?pid=4 www.questia.com/PM.qst?a=o&d=5002651136
Should Schools Hire Park and Recreation Professionals to Serve as Resource Specialists, as Proposed in "Thinking outside the Box" (Jan. 2004 JOPERD)?. (2004). JOPERD -- the Journal of Physical Education, Recreation & Dance, 75(4), 9+. Retrieved October 2, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002651136
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