Essay on National Education Standards
1286 Words6 Pages
Current reforms and initiatives based on the national education standards focus on student’s achievement and teacher’s preparation. Educational researchers and curriculum designers continuously find problems with standards and requirements on a state level and how the state and local boards of education focus highly on advanced placement and cultural literacy. A key focus is also accountability for students, schools, and school-districts in regards to academic performance. A new factor that has surfaced is school choice (charter schools and home schooling) and character development. Progressive teachers are able to guide learners to new experiences in every lesson. However; they are sensitive to unique and different learning styles which…show more content…
Society can be defined as an organized group of people within a community who have come together for the purpose of culture, religion, political, or other personal reasons. In today’s society many influences affect the patterns of education regarding curriculum development. What was deemed the norm ten or twenty years ago has been noted as outdated due to technological advancements and many other components within our societies. Culture is deemed as the belief values to a specific society or social group. Education is known to be rich in all aspects as culture is held in the same regards.
Reform has been known to mean a “change”. Now this change can be viewed at in terms of policy, practice, procedure, or organization. However; the term reform is usually misunderstood as being a strategic method to correct or identify a problem. John Dewey was one of the matriarchs in educational reform with his advocacy for public education and social reform. The Encyclopedia of the Social & Cultural Foundations of Education, (2008) states that Educational Reform has three competing concepts: Essentialism, Progressivism, and Holism.
Essentialists (educational researchers) have a basic understanding of core knowledge, skills, and values stemming from cross cultures. Learning is acquired on an individual basis and held with pride. Therefore, public schools are responsible for
...teacher education students . . . had little or no experience in schools with non White populations" (¶ 2). This would offer a plausible explanation for schools struggling to retain non-prepared teachers, and reasons why ethnically different teachers opt to teach in environments where they are most comfortable. Other researchers of urban education offer greater, more in depth hypotheses for the problems in urban schools, relating to teacher retention and preparedness of teachers. Zeichner (as cited in Proctor et al., 2001) emphatically purports, "Of particular concern . . . 'poor children of color' . . . have not traditionally not done well with teachers who differ in ethnicity and social class" (¶ 1). These issues of differences in social class and stratification may present challenging struggles for teachers to overcome; however, greater attempts to develop greater sensitivity and cultural competence to other ethnicities, would initiate the process of creating effective teachers and teaching practices in the classroom. Sullivan (as stated in Harmon, 2002) relates that, "culturally competent necessitates that teachers demonstrate knowledge of the history of minority populations, societal racism, language, affirmation of minority students, multicultural education, and the role of community and family" (¶ 7). Possession of these attributes for teachers, provide students with a greater, richer educational and cultural experience, and...