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¶ … nature of school reform. There is more of an emphasis, however, on political reform then there is on the reform of the teachers. The article discusses this by showing that the teaching community can work with those in the political area so that policies that they set can be adapted and used correctly. In the beginning of the article, the author discusses many of the different reform movements. These began with the Platoon School back in the 1970s. The article then moves on to some of the political standards that have been tried and utilized throughout the history of education. Often, many of these are used by both politicians and researchers when they are attempting to decide whether a particular school program is going to be a success or failure.
After a re-examination of these various standards, social issues that usually relate to school reform are also discussed. Many of these relied almost entirely on standardized testing procedures to get information about how well a school program was doing. Unfortunately, standardized testing is only one method of measuring a child's progress, and this quite often did not give educators or politicians a clear picture of whether a program was actually succeeding. Many of the political reforms that are tried become part of the educators' tools and therefore they will be integrated into much of what the educational community considers important.
The biggest question that this article raises is how tests determine whether students are actually doing well and if a program is succeeding or failing. What makes an effective school depends on who is asked the question, and since there are so many different methods of reforming schools and assessing educators and students it becomes very difficult to make any kind of determination as to whether something is actually working as intended or whether it is simply based on too specific an assessment.
Further, rather than "inviting" students to seek help, the systematic plan "requires" them to receive additional assistance until mastering the concepts. For example, at an Illinois school, the collaborative team determined that every three weeks, each student receives a progress report. Within the first month of school, new students learn that if they are not doing well, they will receive a wide array of immediate interventions. First, the teacher, counselor,
school reform. There is one reference used for this paper. There are currently efforts being made to improve school quality. It is important to examine an article on this subject to gain a better understanding of this important social issue. Studies are finding that many parents who are financially able to, will move to areas which they believe provide the best education for their children. The majority of these parents have
Teachers Attitudes on School Reform School reform has become a hot-button political issue in recent years, particularly given the enactment of the 'No Child Left Behind' legislation of the current Bush Administration. But what do teachers, the professionals 'in the field' think of such legislation? To qualitatively determine current teacher attitudes towards recent educational reforms, that is, to deploying narrative, open-ended and one might say subjective determinates of teacher attitude
Standards and School Reform While standardized testing has been in use in U.S. education for decades, until recently, it was most often used for special purposes, such as college entrance: the SATs, and the GREs for graduate school and so on. IQ testing had been part of the educational landscape, also. However, it was only after 1983's government-backed report that found American children at educational risk that standards became the main
Research Methodology As mentioned above, a mixed-methods research approach is used to conduct the study. Qualitative data will be collected from research report that concern topics such as official policy documents, institutional policy documents, research reports, as well as by means of approaching individuals and representatives of institutions by means of questionnaires and/or interviews. Schools and tertiary institutions will for example be approached to determine their approach to mitigating the transition
Although using standardized assessment to measure performance may be more difficult with this approach to learning, using these techniques teach students to learn and think independently, which many believe is a more important goal for students of this age, rather than meeting standardized proficiencies. This approach may better reflect the unique needs of middle school students who are facing particular intellectual, social, emotional, moral, and developmental challenges (Clark & Clark,