Restructuring Models. In Education There

Restructuring Models.

In education there are several models developed in response to the failure of other models, or in response to changes taking place on a historical or social level. Each model is developed with the aim of improving the education system. As such, the Effective Schools, and the Accelerated Schools models are discussed.

Effective schools focus on the student in his or her capacity as part of a larger community of students. The school is based upon the assumption that all children, regardless of any distinguishing differences, are allowed to participate in learning the curriculum. It is also assumed that each student, regardless of individual differences, is capable of learning the existing curriculum, and will do so.

This is achieved by a system of team work by all parties involved in the life of the child. The school faculty, administrator, parents and community are involved in a planning and implementation process that is aimed at helping the child to perform. Such team work allows long-range planning for the improvement of the education system via reform or restructuring. The effective school system is also aimed at providing every student with access to the best quality of education.

The teaching system at Effective Schools is learner centered, via the seven Correlates for effective learning. Being learner centered, school improvement has several areas of focus: Applied research focuses on restructuring and educational change in relation to what the student needs. The focus is student achievement as a measure of success. The effective school constantly renovates itself not only in terms of what is taught, but also of how it is taught. As such, these schools act as leaders in the areas of teaching and learning. Via collaboration, stakeholders other than the school, children and parents are involved in taking an interest in the learning and teaching process, funding it and making it ultimately profitable for all concerned. It is also important to ensure accountability via various reporting systems for subordinates, and to transfer the sense of accountability to the children, as they are the leaders of the future. Finally, implementation is important in the practical sense in ensuring that students are enjoying an optimal use of resources and help at school.

Accelerated Schools problem that is overlooked by Effective Schools is the problem of the various intelligence levels in class. Not all students learn at the same pace; some need extra help and attention in achieving their goals. Traditionally, children at risk of failure have been taken from class to receive remedial education. This has proved to be ineffective, because students find it all the harder to rejoin the educational mainstream. To remedy this, accelerated schools offer a different approach.

According to the accelerated school system, learning is accelerated for all students. Students are presented with a learning environment that is rich with relevant educational experiences, triggering the students' motivation to learn and grow. This model is particularly popular in improving the achievements of poor and minority students.

Accelerated Schools have the following goals: to continually estimate the effect of the system on student achievement, and to work at continually improving the existing methods of teaching and learning at these schools. Assessment is also improved on a continuous basis.

The ultimate aim of Accelerated Schools is not only to help students be effective, but also to excel in their chosen subjects and later in their careers. Students are assumed not only to have the right to education, but to have the right to excel in this education.

Each child is therefore treated as gifted. In terms of remedial students, this focus is based upon the philosophy that a child tends to perform according to a person's expectations. If a child is expected to perform poorly, he or she will. By expecting excellence, Accelerated Schools report receiving much better results.

By collaborating with all community members, the school becomes a support system for the child, rather than only a learning establishment that is separate from the rest of the child's life. The school and the community in which it functions are treated as an organic organization, where all parts are to ensure that all other parts are in harmony. This harmony then results in academic excellence. All decision-making is then an inclusive process that primarily takes to hear the interest of the child.

In accelerated schools, no assumptions are made about the child. Instead, children are empowered to make their own learning decisions. They are stimulated to perform at their best level, and to accelerate their own learning as they see fit.