«Kindergarten programs first became popular after World War I. The kindergarten programs during that time were given on a half-day basis in order to serve more children and to save more money. During the depression, the enrollment in kindergarten...» Document abstract
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Language : english
educational studies
case study
date published
26/06/2008
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SummaryKindergarten programs first became popular after World War I. The kindergarten programs during that time were given on a half-day basis in order to serve more children and to save more money. During the depression, the enrollment in kindergarten programs got too low that a majority of school districts decided to cut back on the programs. It was only after the Second World War that the popularity of kindergarten programs began to rise again.
Kindergarten in the United States was previously considered to be a transitional experience for learners which are about to enter first grade. Enrolling children in kindergarten was a voluntary choice that parents would make if they want their child to become socially, mentally and emotionally adjusted before they enter primary schooling which starts at first grade.
Kindergarten in the United States was previously considered to be a transitional experience for learners which are about to enter first grade. Enrolling children in kindergarten was a voluntary choice that parents would make if they want their child to become socially, mentally and emotionally adjusted before they enter primary schooling which starts at first grade.
Table of Contents
- Introduction.
- Half Day Kindergarten Program.
- Advantages of Half-Day Programs.
- Disadvantages of Half-Day Programs.
- All Day Kindergarten Program.
- Advantages of All-Day Kindergarten Program.
- Disadvantages of All-Day Kindergarten Program.
- Comparative Studies.
- Conclusion.
The Application of Metacognitive Reading Strategies by Learning From and Teaching Disabled Students in the Regular Classroom
«As a child, I was an average reader but never enjoyed reading. I especially dreaded reading chapter books because once I had completed the book I had forgotten what had happened at the beginning. Even though I struggled with the comprehension of...» Document abstract
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Language : english
educational studies
presentation
date published
24/06/2008
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SummaryAs a child, I was an average reader but never enjoyed reading. I especially dreaded reading chapter books because once I had completed the book I had forgotten what had happened at the beginning. Even though I struggled with the comprehension of reading for pleasure, I was able to pass comprehension assessments on assigned text with little difficulty. This was due mostly to the fact my teachers had drilled what needed to be known for the assessment into my head. I had never been taught specific comprehension strategies which made it difficult for me to really dive into a book for enjoyment.Once I became a teacher, I was exposed to methods for teaching reading comprehension strategies, but most of these focused on specific skills such as finding the main idea, cause and effect, drawing conclusions, and sequencing. After focusing on and modeling a specific strategy for some time I would say to my students, “As we read today, I want you to think about cause and effect.” However, if I did not direct the students to think about cause and effect, they did not recognize to do this on their own.
Table of Contents
- Literature Review.
- Reading and the Learning Disabled Student .
- Metacognition.
- Transfer of Skills.
- Perkins and Grotzer.
- Quicke and Winter.
- Methodology.
- Population.
- Data Collection.
- Analysis.
- Conclusion.
«Here at Columbia University I am asked to weigh two arguments, which are concerned with the nature of the scales I use to weigh them as well as with the purpose of those scales. By scales I am referring to the university setting in America. The...» Document abstract
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Language : english
educational studies
school essay
date published
19/06/2008
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SummaryHere at Columbia University I am asked to weigh two arguments, which are concerned with the nature of the scales I use to weigh them as well as with the purpose of those scales. By scales I am referring to the university setting in America. The first argument is made by John Newman in The Idea of a University. Newman presents a sober discourse which says that the pursuit of knowledge for its own sake is worthy and capable of standing alone. He also acknowledges the importance of other forms of knowledge and pursuits. Paulo Freire’s more recent arguments in the Pedagogy of the Oppressed outline a means of education called “problem-posing” which provides a useful framework for those wishing to pursue liberal knowledge in the manner of Newman. However, Freire’s extreme rhetoric and theories about the ideal purpose of education are contradictory and take away from his overall argument.
Table of Contents
- Newman's picture of a university is more moderate and representative of modern education.
- Freire however wants everyone to be involved.
- Where Freire goes wrong is in failing to accept the various paths people can take.
- Education today is strengthened by an awareness of its pitfalls
- Education today is certainly more accessible than it was in the past.
School desegregation in the United States and problems with this issue as a pervasive part of social discourse
«Boston’s Mess 1974-1978
Research on the process of school desegregation in the United States reveals that even though notable steps were taken after the Brown v Board of Education (1954) ruling to reduce segregation, problems with this issue...» Document abstract
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Language : english
educational studies
presentation
date published
17/06/2008
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SummaryBoston’s Mess 1974-1978
Research on the process of school desegregation in the United States reveals that even though notable steps were taken after the Brown v Board of Education (1954) ruling to reduce segregation, problems with this issue remained a pervasive part of social discourse. For instance, Cozens (1998) notes that all across the US, the segregation that occurred in schools was reflective of the segregation that occurred in the larger context of society. With respect to Boston, Cozens reports, “As America moved to integrate its schools in the mid-1900s, Boston, like many Northern cities, struggled with segregated housing patterns. Because students were assigned to schools based on where they lived, schools in primarily white areas…had a mostly white student body, while schools in black areas…were overwhelmingly black” (Background). What this effectively suggests is that just because the Supreme Court had ruled in favor of school desegregation, there were no effective means in place to ensure that this outcome would be achieved.
Cozens goes on to note that when the Supreme Court made its ruling in the Brown case, it specifically outlawed the de jure segregation. Under this type of segregation, whites and blacks were forbidden to go to the same school, even if they lived in the same district.
Research on the process of school desegregation in the United States reveals that even though notable steps were taken after the Brown v Board of Education (1954) ruling to reduce segregation, problems with this issue remained a pervasive part of social discourse. For instance, Cozens (1998) notes that all across the US, the segregation that occurred in schools was reflective of the segregation that occurred in the larger context of society. With respect to Boston, Cozens reports, “As America moved to integrate its schools in the mid-1900s, Boston, like many Northern cities, struggled with segregated housing patterns. Because students were assigned to schools based on where they lived, schools in primarily white areas…had a mostly white student body, while schools in black areas…were overwhelmingly black” (Background). What this effectively suggests is that just because the Supreme Court had ruled in favor of school desegregation, there were no effective means in place to ensure that this outcome would be achieved.
Cozens goes on to note that when the Supreme Court made its ruling in the Brown case, it specifically outlawed the de jure segregation. Under this type of segregation, whites and blacks were forbidden to go to the same school, even if they lived in the same district.
Table of Contents
- Cozens goes on to note that when the Supreme Court made its ruling in the Brown case, it specifically outlawed the de jure segregation.
- In order to fully integrate the schools in Boston, students from predominant black neighborhoods were bussed to schools in white neighborhoods.
- In an effort to further resolve the problems created under phase one of desegregation, phase two was developed.
- Overall, this appears to be a critical issue for laymen to truly understand the barriers that face African Americans when it comes to social justice.
- Although the issue of school desegregation is one that has been effectively managed in large urban areas, the reality is that in many rural communities, segregation in public schools still persists.
- What the current situation clearly reflects is that the socioeconomic status of whites versus African Americans remains a persistent issue for the development of public education.
«Introduction
Culture is an interval part of society and all of its institutions. Thus, it is not surprising to find that educators examining the development of public school education have been forced to address the issue of culture in the...» Document abstract
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Language : english
educational studies
presentation
date published
15/06/2008
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SummaryIntroduction
Culture is an interval part of society and all of its institutions. Thus, it is not surprising to find that educators examining the development of public school education have been forced to address the issue of culture in the context of organizational development. If schools are to develop in a cohesive manner the cultures of that are utilized for development must be firmly rooted in the practices and traditions that will facilitate the best educational outcomes for all students involved. Clearly, this is a difficult objective to achieve. However, as Petersen and Deal (1998) note “culture influences everything that goes on schools: how staff dress, what they talk about, their willingness to change, the practice of instruction and the emphasis given student and faculty learning” (p. 28). Thus, culture is an important part of the development of any school.Identification of Culture.The specific culture developed in this suburban Chicago high school was one that was predicated upon a pursuit of excellence for all students. Although the staff in the school had committed to the development of student excellence, few teachers were visible in the hallways between or after classes. Rather, most of the teachers preferred to spend their spare time talking with one another or reading or listening to music and the teachers lounge.
Culture is an interval part of society and all of its institutions. Thus, it is not surprising to find that educators examining the development of public school education have been forced to address the issue of culture in the context of organizational development. If schools are to develop in a cohesive manner the cultures of that are utilized for development must be firmly rooted in the practices and traditions that will facilitate the best educational outcomes for all students involved. Clearly, this is a difficult objective to achieve. However, as Petersen and Deal (1998) note “culture influences everything that goes on schools: how staff dress, what they talk about, their willingness to change, the practice of instruction and the emphasis given student and faculty learning” (p. 28). Thus, culture is an important part of the development of any school.Identification of Culture.The specific culture developed in this suburban Chicago high school was one that was predicated upon a pursuit of excellence for all students. Although the staff in the school had committed to the development of student excellence, few teachers were visible in the hallways between or after classes. Rather, most of the teachers preferred to spend their spare time talking with one another or reading or listening to music and the teachers lounge.
Table of Contents
- The specific culture developed in this suburban Chicago high school was one that was predicated upon a pursuit of excellence for all students.
- Despite the fact that the overall culture perpetuated in the organization appears to be quite negative, the school is noted to be one of the top performers in academics in the region.
- Unfortunately, the inability of educators and administrators to work together cooperatively served as the impetus to leave this issue unaddressed by either the school board or the community.
- Having worked as a school administrator in the school system for four years, the overall impact of culture was clearly elucidated during this time period.
- Having worked as a school administrator in the school system for four years, the overall impact of culture was clearly elucidated during this time period.
- What is perhaps most interesting about this individual culture is that it effectively demonstrates how a negative organizational culture can affect educational outcomes for students.
- For the students that will be attending this educational institution in the near future, the outlook is not bleak.
«Introduction
Recent studies on the development of multimedia services demonstrate that children and young adults are most likely to utilize these services (Kuhlthau, 1997). Because children from Kindergarten to high school typically find...» Document abstract
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Language : english
educational studies
presentation
date published
12/06/2008
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SummaryIntroduction
Recent studies on the development of multimedia services demonstrate that children and young adults are most likely to utilize these services (Kuhlthau, 1997). Because children from Kindergarten to high school typically find themselves in need of information, for both personal and academic growth, schools, parents and communities have an obligation to help students access information in a timely and relevant manner (Kuhlthau, 1988). Given the importance of providing students with the critical resources needed, it is imperative for community libraries to design and develop multimedia resources (Fasick, 1998a). Using this as a basis for inquiry, this report considers the planning of a multimedia room for children and young people in a local community library.
Design Brief. Background on Multimedia Rooms for Children and User Needs
Reviewing what has been written about the information needs of children and young adults, Kuhlthau (1997) reports that this segment of the population is one of the most avid when it comes to information gathering. According to Kuhlthau children require information for both academic projects and personal gratification.
Recent studies on the development of multimedia services demonstrate that children and young adults are most likely to utilize these services (Kuhlthau, 1997). Because children from Kindergarten to high school typically find themselves in need of information, for both personal and academic growth, schools, parents and communities have an obligation to help students access information in a timely and relevant manner (Kuhlthau, 1988). Given the importance of providing students with the critical resources needed, it is imperative for community libraries to design and develop multimedia resources (Fasick, 1998a). Using this as a basis for inquiry, this report considers the planning of a multimedia room for children and young people in a local community library.
Design Brief. Background on Multimedia Rooms for Children and User Needs
Reviewing what has been written about the information needs of children and young adults, Kuhlthau (1997) reports that this segment of the population is one of the most avid when it comes to information gathering. According to Kuhlthau children require information for both academic projects and personal gratification.
Table of Contents
- Introduction
- Design Brief. Background on Multimedia Rooms for Children and User Needs
- Current and Future Trends
- Aims and Objectives of the New Service
- Details of the Proposed Multimedia Room
- Access to the Room
- Guidance for Use of the Multimedia Room
- Functional Brief
- Timelines
- Facility Requirements
- Equipment Requirements
- Decorations
- Budget
- Reporting Procedures
- Tacking System
- Conclusion
«Second Language Acquisition (SLA) is learning development in which people acquire a new or more commonly known as “second language” in addition to their native tongue. The second language is often referred as “target language” or “L2”. Moreover, a...» Document abstract
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educational studies
presentation
date published
10/06/2008
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SummarySecond Language Acquisition (SLA) is learning development in which people acquire a new or more commonly known as “second language” in addition to their native tongue. The second language is often referred as “target language” or “L2”. Moreover, a second language denotes any new language learned after early childhood years. This means subsequently languages learned – i.e. third or fourth language is still referred to as second language (online, Wikipedia, 2006).Stephen Krashen (1981) differentiated "language acquisition" from formal and non-constructive “language learning". At present, most experts more commonly interchange the two terms, i.e. “language acquisition” and “language learning”. Nevertheless, most experts recognize SLA as the more well-known term (online, Wikipedia, 2006).
A number of personal and environmental factors may affect the decision to learn a second language. Examples of such factors include family influences, social groups or peers, teachers, school, age, and self-concept.
An individual may pursue a study on acquiring a second language skill for various reasons and motivation. In a study of UK and European students, Coleman (1996) reports that the several reasons a student pursues a study a foreign language. These reasons are the following: 1) to be able to develop a career advantage for opportunities in the future; 2) a student's personal inclination to learn the language; 3) to be able to learn and appreciate to cultural differences; 4) for an enhanced comprehension of the culture where the language is used; 5) and to be able to reside in nations where the language is used.
A number of personal and environmental factors may affect the decision to learn a second language. Examples of such factors include family influences, social groups or peers, teachers, school, age, and self-concept.
An individual may pursue a study on acquiring a second language skill for various reasons and motivation. In a study of UK and European students, Coleman (1996) reports that the several reasons a student pursues a study a foreign language. These reasons are the following: 1) to be able to develop a career advantage for opportunities in the future; 2) a student's personal inclination to learn the language; 3) to be able to learn and appreciate to cultural differences; 4) for an enhanced comprehension of the culture where the language is used; 5) and to be able to reside in nations where the language is used.
Table of Contents
- An individual may pursue a study on acquiring a second language skill for various reasons and motivation.
- Following a learner's utilitarian purpose, the clear benefit of acquiring English as second language is to have a competitive edge in the labor market
- Brown (1994) made a very useful definition of each term. A method is defined as 'a generalized set of classroom specifications for accomplishing linguistic objectives.
- Affective principle would illustrate a person's self-esteem or self-image effects in overall progress and speed in second language acquisition.
- Most educators who use this method argue that it is the most effective way to prepare students in building communicative competencies by starting with reading and grammar as key skills.
- The community language learning encourages students to take responsibility for their own learning.
- The Method of Teaching Grammar on the Basis of Second language Acquisition
- Drawbacks in the Grammar Translation Method
- Benefits of the Grammar Translation Method
- Grammar translation method in the light of current second language acquisition
«Over the course of the last several decades, researchers have made notable progress in understanding the process of human development and learning. While the principle focus of investigation has, in many cases, been with respect to child development...» Document abstract
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6 word format
Language : english
educational studies
presentation
date published
04/06/2008
review : not yet assessed
level : Advanced
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SummaryOver the course of the last several decades, researchers have made notable progress in understanding the process of human development and learning. While the principle focus of investigation has, in many cases, been with respect to child development and learning, what has been learned in this context has been utilized to better understand adult development. As such, it is not surprising to find that in recent years, theories of adult learning have been developed and used for further research into human development across the life span. With the realization that adult learning theory is notably different from theories which attempt to describe learning in childhood and adolescence, there is a clear impetus to understand how adult learning theory contributes to the larger context of understanding adult development. To this end, this investigation considers a broad review of what has been written about adult learning theory.
Table of Contents
- Introduction.
- Adult Learning Theory.
- Self-Directed Learning'An Overview.
- Underlying Assumptions and Impact on Instruction.
- Effectiveness of the Theory in Practical Application.
- Conclusion
«The ultimate goal of reading is being able to comprehend. There are many components and stages to reading that need to be addressed before comprehension can occur, beginning with the concepts of print on up to phonemic awareness and word...» Document abstract
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7 word format
Language : english
educational studies
case study
date published
03/06/2008
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level : Advanced
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SummaryThe ultimate goal of reading is being able to comprehend. There are many components and stages to reading that need to be addressed before comprehension can occur, beginning with the concepts of print on up to phonemic awareness and word recognition. Many people believe that once a child is able to read words accurately they can move from the “learning to read” stage to the “reading to learn stage.” However, if a child is not a fluent reader this transition will prove difficult. It is crucial for non-fluent readers to participate in a form of repeated reading fluency instruction in order to become proficient readers.
Table of Contents
- Introduction and Thesis Statement.
- Definition.
- Repeated Reading-Supporting Methods.
- Non Repetitive Reading Methods-Opposing Methods.
- Evaluation.
- Action Plan
«Over the course of the last 45 years, the process of multicultural education has emerged as one of the most notable paradigms for student development. Although multicultural education is often seen as antithetical to more traditional educational...» Document abstract
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Language : english
educational studies
presentation
date published
03/06/2008
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level : Advanced
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SummaryOver the course of the last 45 years, the process of multicultural education has emerged as one of the most notable paradigms for student development. Although multicultural education is often seen as antithetical to more traditional educational paradigms, the reality is that this process has a number of notable benefits for the development of both education and student understanding. For this reason there is a clear impetus for educators and schools to consider the specific methods that can be used to develop multicultural education paradigms that can be used to enhance the educational experiences of all students. Without multicultural education, the basic context of education will be lost and many students will become further disenfranchised from both the educational system and society as a whole.
Table of Contents
- Introduction.
- Multicultural Education'Pros and Cons.
- Benefits of Multicultural Education.
- Drawbacks of Multicultural Education.
- Synthesis of the Data.
- Conclusion.
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