Emergency-credentialed teachers have provided a short-term solution to long-term problems. Superintendent Thompson (Clarion-Ledger, May 2002) has advocated for a three-week summer "boot camp" to infuse more people into the classroom. Most educators and administrators realize this is a quantity response to a quality problem. Unfortunately, simply increasing quantity may whiplash the profession by suppressing salary advancement, perpetuating public criticism of instructional effectiveness, and placing a "faculty" (people) that may be difficult to remove once employed. Simultaneously, the traditional, accreditation-driven structure inherent in university teacher preparation programs may have exacerbated the impact of the personnel shortages by delivering a product, which is often considered out of synch with public schools. Mississippi, like many other states, appears to be leaning toward a quick fix and diverting resources away from traditional programs. A good, hard look at the pros and cons as well as the benefits and hazards of staying the course of traditional programs and/or embracing alternate pathways for teacher development must be undertaken. .
Kozleski, Mainzer, & Deschler, 2001 indicated that a sense of isolation, lack of administrative support, and paperwork all contribute to job dissatisfaction among teachers during their initial assignments. According to Mastropieri (2001), some difficulties that are particularly acute for first year teachers arise when a mismatch occurs between the teacher's training and experience and job placement. For example, some teachers are prepared for elementary school and then placed at the middle or secondary level or in special education due to a shortage circumstance. This misassignment may actually increase when less formal structures (like three-week bootcamps) are implemented. Alternate preparation pathways will not overcome abuses in hiring practices; strategic planning for transformation is warranted to achieve a comprehensive understanding of issues among all stakeholders in the enterprise of education.
How does one go about creating meaningful change? ... Ways to create meaningful change are scattered throughout the readings. ... To begin the path of meaningful change, we need to first have autonomy. ... The next chapter of meaningful change is having a positive environment. ... One must remember to have all three things to have true meaningful change....
As an institution, our education system ideally plays a major role in erasing cultural biases. The idea that as educators, we have the power and obligation to change cultural perceptions and misconceptions as an imperative can be agreed upon by almost everyone involved in education. ... The resources that educators have access to and utilize in different events changes their ability to project beyond the local, thus examine the global issues of literacy. ... Retrieved from Education Full Text database The author's belief is that 'instructional leadership alone is not enough if we ...
Education is the holistic development of the individual. ... Why do we have specific aims of education? The aims of education are the very broad, general statement of the purpose of education. ... The final aim of education that should be present in our education system is civic education. ... However, citizenship education is a worthwhile aim of education (Winch & Gingell, 2005). ...
David (1992:41) states that "As education and training have moved up the political agenda, we have witnessed the entry of industry and politics into 'secret garden' of education. Indeed politics does find itself influencing the effectiveness of education in a great deal. ... Such a political influence would affect the education system. ... This education system is aimed at providing two pathways as the name suggests. ... All in all, an meaningful curriculum must take care of the changes in society in areas such as: ideology, culture, institution and religion. ...
These men set the philosophical foundations and curriculums of early childhood education (Morgan, 1999). ... In order to discuss the history of early childhood education, it is important to understand the exact definition of the term. ... He identified what elements a child needed to do in order to open the floodgates of learning by presenting fun, yet meaningful activities. ... It is proven that children who begin their education habits early, have an advantage over their peers academic through their education years. ... When the world begins to flex its burdens onto a person, their perceptio...
This consultation and partnership developed with the community saw changes not only in the school environment but the community as a whole. 1.4 Utilising an Aboriginal Education Officer (AEO) Utilising community partnerships such as Aboriginal Education officers (AEO) is an essential element of best practice in Aboriginal Education. ... Hanlen (2002) asserts that teachers must focus on developing literacy skills in a relevant and meaningful way to provide understanding. ... He credited this improvement to the change in attitudes of the students and community. ... Making Learning Meaningful ...
Inclusive education has entered the shores of the Pacific region. ... To start with, inclusive education was not started until the late 1970's. ... It was not until November, 2011 that inclusive education had been effective for Fiji and five schools being chosen as demonstration schools starting on January 2013 (Fiji Ministry of Education, 2011). ... Secondly, schools as mandated in the inclusive education policy should accommodate all children regardless of their physical, intellectual, social, linguistic or other disabilities (Fiji Ministry of Education, 2011). ... These reasons give ...
Systems thinking means optimizing the entire system rather than just changing one area. Empowerment involves everyone in the organization taking active roles to identify change opportunities and ensure the system changes are permanent and sustainable. Most importantly, TQM is about systemic change. ... They uniformly worked on clear and meaningful improvements. ... But TQM holds significant promise for the substantial changes needed in our education systems to face the challenges of the twenty-first century. ...
Prison shouldn't be priority over education. ... In the article "Education vs. ... Hawkins also states, "Only when we make meaningful investments in schools -- not prisons -- will our nation reap the benefits through increased earnings for families, reduced unemployment, increased tax revenues from more vibrant local economies, reduced reliance on public assistance, increased civic engagement, and improved public -- safety outcomes for neighborhoods at risk of violence and victimization" (4). ... Statistics are showing a downfall in the high school graduation rate, and thes...
