Category: Curriculum

Abstract

This paper presents a personal design of the essential learning strategies in the prevailing curriculum. It discusses how the curriculum can be modified to develop in various factors such as environment, social state, current education, and psychological state. All these are associated with the learning outcomes of education theories such as Vygotysky and Piaget. Eventually, there is synthesis of literature and its reflection to the curriculum.

Introduction

The essential learning styles must dictate the outcomes and become relevant to the prevailing working conditions. The establishment of such a system that overlooks outcomes and stresses on result based teaching practices is fundamental and ultimately paramount in the education system. This paper describes various points where the curriculum can be modified to basing on the various learning theories

Psychological Foundation

Traits

Behaviorism is also a crucial concept in the psychological area when discussing curriculum. This entails the stimulus responses to issues or conditions. It is about how one carries out oneself as shown in the image study style on the board (Todd, 2010). When followed separately, this concept entails conditioning and shaping the characters of the learners. This is done through giving rewards to the learners and reinforcements. In the Behaviorist Reinforcement Theory, Clark Hull says that drive and reward determine the conditioning of behavior (Ornstein & Hunkins, 2013). The drive possessed by a person to get something, and the reward associated with attaining it allows the conditioning of the behavior.

This concept is a priority because it caters for those students with difficulty in learning. In behaviorism, the curriculum can be divided into smaller partitions for those students with problems (Jacobs, 2010). With the small units and desired behaviors reinforced to them, the curriculum can accommodate such students (Ornstein & Hunkins, 2013). This idea is also important because all students are not quick learners. Therefore, there will be a need to reinforce the slow learners so that they keep on track. Rewards are also important since they may give the students the drive required. This concept has influenced curriculum in a way. For instance, there are set behaviors that are acceptable in the classrooms. These are to ensure order and safety of the students. Therefore, these imply that the behaviorism is also a vital concept in the curriculum.

Historical Influence

Nationality

With the new evolutionary period in The National Period (1770s and 1880s), the mission for education changed. In this era, education had a new mission of life, equality and liberty as depicted in the image of different races attending similar classes. Dr. Benjamin Rush came up with the idea that a curriculum should emphasize democracy (Ornstein & Hunkins, 2013). He also believed that exploration and development of natural resources were to be enacted through the curriculum. In his concept, some unnecessary subjects in the curriculum were to be eliminated while crucial areas were introduced. Science became a major area of study in the curriculum.

This idea of nationality is essential in the curriculum for making it relevant and accessible to all like the introduction of free elementary schools. This idea has influenced the curriculum by introducing new missions for education and the curriculum.

Reading

One of the concepts and ideas introduced in the colonial period (1642  1776) was the reading culture. The picture with learners holding books in the action board shows that much of reading is required in the curriculum. During this colonial period, the curriculum majorly focused on reading (Ornstein & Hunkins, 2013). The educationists in America at the time had to concentrate on subjects that promoted reading and also those that supported reading.

This concept is a priority when enacting the curriculum because most of the studies taken in the curriculum are done through reading (Samaras, 2011). For example, even when having scientific studies, a person accesses the libraries for research purposes. Therefore, a positive attitude towards reading and following this attitude is vital. Furthermore, reading has influenced the curriculum in a big way as it is a main subject.

Social Foundation

Modernity

The image of the postmodern computer laboratory illustrates modernity. The concept of postmodern society is a priority when discussing the curriculum. In the present world, it is difficult to predict issue and outcomes of most incidents. New ideas and methods are being introduced and utilized currently. The postmodern theory states that the schools are involved in the introduction and distribution of new knowledge and technologies (Ornstein & Hunkins, 2013)

This concept is integral in the curriculum since it ensures that relevance of the curriculum is maintained. For instance, there seems to be no universal/common language for students in this postmodern society. The theory believes that a language remains a political tool, but the contemporary theories of education and social sciences shall be rewritten. In this theory, it is said that gender, class, and race are brought by language but liberty joins them together (Ornstein & Hunkins, 2013). Therefore, the concept in this theory is important when campaigning for liberty through the curriculum.

Age-mates

The effect of the peers to a learner is another important concept in the social foundation that should be considered in the curriculum. With many studies showing that the social conditions of the students affect their academics, it was important to check into it. In populations where the young people view education as less important, the peers will end up carrying a negative attitude towards education. This perception was experienced in the Latinos.

As children go through their adolescence, the peer groups are crucial since studies show that they affect their academics and social behavior (Ornstein & Hunkins, 2013). This idea of monitoring the peers is important when looking into the curriculum since the peers affect the academics of learners to the extent of manipulating their attitudes towards education. This concept has influenced the curriculum by making sure some specific studies are done at particular ages to manage the peer pressure.

Education Philosophy

Change

The philosophy of reconstructing is one integral concept to have when enacting the curriculum. This philosophy looks into changing and improving the society through the schools. Its main objective is to reconstruct the society and to improve it (Ornstein & Hunkins, 2013). Reconstruction will be a priority since it is in these educational institutions that people gain knowledge and experience. This concept allows serious consideration in the field of curriculum since it is seen that the curriculum will be charged with improving and maintaining the societies conducts and values.

Values

The philosophy of Perennialism aims at preserving the good values and knowledge learnt in the curriculum. It also advocates the passing of these values and knowledge to the next generations. As a school leader in the curriculum, the concept is the best in this philosophy because the students get to carry the values they gained to the next classes and even pass them to the next generation (Aveyard, 2010). This implies that the morals and knowledge gained would not be wasted which is a credible attribute. The concept in this philosophy has seen the curriculum change to make learning an innovative field. It also prepares students to be ready in handling situations without resisting. This philosophy preserves the world since some of the past ideas and educations are conserved (Ornstein & Hunkins, 2013).

References

Aveyard, H. (2010). Doing a literature review in health and social care a practical guide (2nd ed.). Maidenhead, Berkshire, England: McGraw-Hill/Open University Press.

Jacobs, H. (2010). Curriculum 21 essential education for a changing world. Alexandria, Va.: Association for Supervision and Curriculum Development.

Ornstein, A., & Hunkins, F. (2013). Curriculum: Foundations, Principles and Issues. Boston, MA: Pearson.

Samaras, A. (2011). Self-study teacher research improving your practice through collaborative inquiry. Los Angeles: SAGE.

Todd, R. (2010). Curriculum integration. Camberwell, Vic.: ACER Press.

Summary of the main points discussed in the article

The author of this article looks at the debate surrounding the US common core curriculum about the common core curriculum standards. The author narrates the concerns raised about the pace at which the new common core curriculum is being implemented. The US intends to introduce a revised set of educational standards designed to promote skills in young learners. The article looks at issues affecting the implementation of the common core curriculum within the last ten years. It also addresses issues associated with the relationships between education and cognitive psychology, as well as the challenges faced by teachers in redesigning the curriculum.

Reasons for agreeing or disagreeing with the views stated in the article

I agree with the authors views. The newly introduced common core curriculum is ruining childhood education in many ways (Stewart, 2013). I agree with the examinations and assessments in schools, but the performance pressure in the new curriculum is very high in the meantime. Some people may argue that constant examinations help students to memorize the content taught; however, the pace is too high for both children and teachers.

The pace of implementation needs to be slowed down or done away with because it is a source of stress for teachers and students. We cannot expect teachers to teach while under pressure and obtain good results. The pressure of continuous examinations and assessments will also be stressful for the children and hence reduce their performance. The constant pressure can escalate the levels of anxiety in the students.

The common core curriculum does not favor creativity. Initially, the opportunity to harness a students creativity was incorporated into the learning curriculum. For instance, teachers engaged elementary school children in creative activities after reading textbooks. They also participated in spelling examinations. Busy-work is the rule of the game in the common core curriculum. This curriculum requires children to write and re-write words, as well as sentences. It is monotonous, especially for these kids because they love engagements and exposure to different activities as they learn. The common core curriculum does not allow them to come up with their creativity.

For instance, teachers overload them with assignments of correcting sentences, which they did not construct. They do not have enough time to invent up with their innovations. The common core curriculum loads students with work packets as homework and, at the same time, requires them to study for examinations. The curriculum is more about memorizing rather than creativity and thinking.

The common core curriculum does not provide children with enough time to socialize. The busy-work rule in the common core curriculum does not provide room for recess. Recess involves practicing social skills by taking turns, negotiating, and initiating friendships. It also involves working together and learning to cope with disappointments, among others. The initial curriculum provided students with an opportunity to learn social skills. However, the common core curriculum does not have time for recess. It does not provide students with an opportunity to develop their social skills, and hence should be slowed down or stopped.

The other reason that makes me agree with the authors views about slowing down or doing away with the common core system is, It does not have enough allowance for the provision of exercises. Lack of exercise affects the health of students. Currently, obesity is a big issue, especially among students and teachers in the US. The common core curriculum allows students to utilize 15-20 minutes for lunch only. The schools which have adopted the common core curriculum do not offer students physical education. Without recess and PE, children may develop health problems. This curriculum is unfit for US schools at the moment. The pace at which the US government is implementing the curriculum needs to be reduced to allow students and teachers to adopt it without difficulties.

Modern students are given a lot of homework, and hence have no time to rest. For instance, teachers assign 3-hour assignments to grade three students in a majority of the US elementary schools. It is not inclusive of the projects that they must accomplish. Stressing children with this work does not do them any good. Instead, it lowers their educational performance. I precisely agree with the authors views concerning the issues in the common core curriculum.

State whether your opinion has changed after reading the article

After reading Stewarts (2013) article, I have not changed my mind about the common core curriculum. Just like him, I feel it is high time to rethink the common core curriculum and come up with an appropriate curriculum that suits children, teachers, and the community at large (Stewart, 2013). Stress caused by assignment overloads impacts negatively on an individuals physical and emotional health. Children cannot be raised by overworking them in the name of learning. They need time to read and rest, time to attend recess, time to exercise, and time to engage in creative activities. This can make them improve academically and enjoy healthy lives.

Reference

Stewart, W. (2013). US common core steps are rushed. Times Educational Supplement, 1 (5053), 20-21. Web.

Introduction

Students with mental disabilities should be given opportunity to access education from the general curriculum that is provided for normal students. This form of curriculum should maximize the students independence and self direction to ensure that they enjoy the learning experience. This is applicable at school, home, in the community or even in the working environment (Sharon, 1994). This paper will focus on the accessibility of mentally challenged students to the overall education curriculum. The paper establishes ways of fulfilling educational needs of these students in the regular education classroom.

Curriculum Goals and Objectives for Children with Mental Retardation

The general curriculum is meant for normal students who may not require special attention during class work. There is a strong urge to involve mentally disabled students in the regular educational setting. This gives them a challenging experience that prompts them to perform even better than what is expected. In most cases, students usually work hard and record improved performances when there is a lot being expected from them. The same applies to students with disabilities. It has been noted: when we have high expectations for students with disabilities, most can achieve to challenging standards and all can achieve more than society has historically expected (Agran, 2001, p. 327).

The performance indicates that what students learn has always been used to test their understanding. The most used standard of testing is through tests. The score obtained determines whether students have understood a concept or not. In the case of mentally retarded students, the approach should be similar. However, the method of test administration should be different.

While the grade obtained determines the normal students level of understanding, the mentally retarded students should not be tested based on the grades alone. Other ways of determining the students progress may be achieved through recommendations from teachers and samples from the students class work. In this case, the determining factors cover all areas of the students learning experience. This includes even those factors outside the classroom (Agran, 2001).

Teachers are also trained to teach retarded students differently compared to the regular students. The performance outcomes for retarded students should work to motivate them. A challenging environment may not work for the retarded students whose learning experience also covers other activities like preparing for school and other community-based activities. This is because real life experiences are integrated with the curriculum applied in school.

Teachers should search for social competence of these students while working with others. This way, the performance will not be limited to classroom work, but also the development experienced in the students social growth. Teachers usually have lower expectations in regard to the mentally retarded students. This negatively impacts on their capacity to achieve improved performances. This should be changed, and teachers should expect retarded students to perform better. They should not be expected to perform below the established standard performance (Agran, 2001).

Conclusion

Mentally retarded students have the ability to perform well in the regular curriculum if they are offered the necessary support. They can study along with the regular students and perform equally well. However, the manner in which they are graded may not be similar. Their performance is not only determined by the classroom performance, but also by the social and life skills. Teachers should have higher expectations in regard to the mentally retarded students as this will motivate them to perform better.

References

Agran, M. (2001). Achieving Access to the General Curriculum for Students with Mental Retardation: A Curriculum Decision-Making Model. Education and Training in Mental Retardation and Developmental Disabilities, 36(4), 327-342.

Sharon, F. (1994). Meeting Functional Curriculum Needs in Middle School General Education Classrooms. Teaching Exceptional Children, 26(2), 40-43.

During development, children undergo developmental stages from birth to adulthood to become mature people (Casper, 2009). Children who successfully complete these stages show talent and outstanding capabilities. Physical development is the most important aspect among the major domains of early childhood development. It is determined by the ability for children to relate, understand, communicate and live with other people in the society properly. Curriculum planning for children should be properly developed to suit the five shelves of development. Physical planning covers only the early stages of childhood developmental domain and is interrelated with all the five shelves of development (Torkildsen, 2009).

Physical

Physical exercise helps children to learn how to move and balance the body without falling during the early stages of childhood development. During this stage, lines that provide support should be provided for children to use for exercising. Also, at this stage, children develop large motor skills using balls. They start by holding and throwing balls or stones as well as doing somersaults independently. This stage leads to the physical growth of children especially when supplemented with good nutrition. Planning at this stage should involve teaching the importance of eating a balanced diet, cooking food and the life cycle of an individual (Torkildsen, 2009).

Social

Social development is the ability and extent to which children associate amongst themselves and other people. Usually, conflicts develop among themselves and other people and this helps to learn conflict resolution skills. At this stage, children prefer association with others and this helps to develope team playing abilities with others (Casper, 2009). Through physical development, children are able to distinguish between reality and fun but they will always prefer fun playing. Here children should be taught how to coexist with others, understanding gender issues and family ethnic matters to be mentally healthy. Emotionally healthy children will appreciate other peoples feelings in society.

Cognitive

Physical development helps children to grow the mental thinking ability. At this stage, children are involved in sorting items according to their sizes or color. At times, the blue and green colors are difficult to differentiate. Children then become very inquisitive to learn alphabetical letters and numerals that make it possible to tell truth from lies. Here, they should be taught real life experiences to be able to make informed decisions independently (Torkildsen, 2009).

Communicative

Growth helps to develop children ability to understand and express issues by word of mouth correctly. Communication starts by using single words and advances to short sentences (Torkildsen, 2009). In the initial stages, only those who are close will understand but later on they develop communication skills to be understood by strangers. At completion of this stage, children will reply immediately to any question posed to them. Curriculum planning at this stage should involve teaching more new words to understand the language fluently. Other languages should also be introduced apart from the first language that was taught.

Adaptive

Daily routine tasks give children skills required for day to day basic activities like putting on clothes, cleaning, feeding and using toilets. Children are able to dress up properly without any assistance, feed properly especially liquid foods, use the toilet properly and button up again independently. Planning here should enable children to be given an opportunity to try out things alone and be corrected if wrong (Casper, 2009).

References

Casper, V. (2009). Introduction to early childhood education: Learning together. New York: McGraw-Hill.

Torkildsen, G. (2009). Leisure and recreation management. New York: Oxford University press.

Introduction

Learning theories are used to develop curriculums that explain learning models used in education. These models help simplify education from the earliest stages of childhood through formal education. This paper will explore the learning theories and how they can be applied in developing a curriculum for learning and teaching language. The curriculum will include the epistemology, motivation, and methods of learning.

Cognitive

Jean Piaget and John Dewey helped develop the theory of Cognitive Development. According to them, cognitive development constitutes the sensor motor stage and helps children grow their interaction through this development. For instance, when a child understands about objects, he/she will easily understand words (Piaget, 1970, p. 49). The theory seeks to understand the black box that the human mind is. According to cognitivism, knowledge processing is done at different levels.

Epistemology

Under this theory, epistemology assumes that learners are likely to remember meaningful information. Teachers should, therefore, ensure children are imparted with meaningful information that will help in their language development.

Motivation

Because the process of learning is intrinsic, motivation should come from within the learners. Teachers should, therefore, ensure children do internal processing of information while they engage them in activities that create curiosity.

Methods of learning

Learners understanding of the current subject matter must be given consideration. Teachers should put in place structures that support the learning process by helping children relate new information to the current understanding. For example, children can be engaged in a discussion after watching a short story. They will be asked to articulate what they saw and what they think about the story.

Behaviorist

Behaviorist theory was developed by B. F. Skinner: the theory emphasizes the nurture part of the language. According to Skinner, nurture helps in building responses around stimuli as well as other reinforcements (McCaslin & Good 1996, p. 67). For instance, learning speech and phrases in language development are one of the basic examples of behaviorist approaches to language development. The main point underlying this approach is conditioning that a childs mind goes through in the process of learning.

Epistemology

This theory emphasizes on the overt way of learning where observation and empiricism play a big role. Teachers should, therefore, be keen to evaluate the changes in the behavior of the learner and relate them to language development.

Motivation

Learning is mainly affected by external factors. Teachers are, therefore, encouraged to reward children when they make progress in language development.

Methods of learning

The stimulus is needed for language mastery to take place in children. Teachers are, therefore, expected to identify goals and the stimuli that will help children achieve them to improve their language skills (McCaslin & Good 1996, p. 70). For example, pigeons can learn to press bars that will lead to dropping off food to a dish. Children can also use a food or drink dispenser machine with an automatic voice recording that gives instructions about the action that it will take once a child presses the button.

Constructivist

The theory was developed by Jerome Bruner, Lev Vygotsky developed the theory that also incorporates interactions between a child and fellow children, and adults interaction helps children develop language skills and knowledge. Interaction fosters communication and helps children use their skills to develop language (Vygotsky, 1978, p. 49).

Epistemology

Epistemologically, this theory asserts that learning takes place through the construction of knowledge. Teachers of language should help nature language skills based on experiences.

Motivation

Teachers should help students complete tasks that help them improve their language skills. The task should determine specific goals that a child needs to achieve.

Methods of learning

The methods that are used by teachers here depend on the context of the task or activity that the children are involved in. Teachers should ensure children work collaboratively to develop their language skills. For example, teachers can engage children in dialogues through actions such as skits.

Nativist

The nativist theory was developed by Jean Lave and Ettienne Wenger. The theorists believe that social interaction is the most crucial part of the development of the child as far as language is concerned. They assert that language learning is best carried out in a community setting where the child learns first hand the culture of the community (Lave & Wenger, 1990, p. 86).

Epistemology

According to this theory, there is an integral link between context and the social environment that the child learns. Language teachers should, therefore, ensure that children learn in an environment that is similar to the origin of the language.

Motivation

The motivation here will be both external and collective, and emphasis will be placed on teamwork. Teachers should, therefore, ensure they expose children to tasks that are related to the languages learning environment (McCaslin & Good 1996, p. 78).

Methods of learning

Teachers should always ensure the learning environment is similar to that of the languages origin. That way, its easier to articulate procedures and structures out of the situation that will help children in learning the language. For example, teachers can urge children to perform a skit set in London or New York, for instance, in the case of English teaching.

References

Lave, J & Wenger, E. (1990). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.

McCaslin, M & Good, T.L. (1996). The informal curriculum: Handbook of educational psychology. New York: Macmillan, 1996; 622-670.

Piaget J. (1970). The science of education and the psychology of the child. New York: Grossman.

Vygotsky L.S. (1978). Mind in society Cambridge, Massachusetts: Harvard University Press.

What do students actually gain from teachers who are involved in professional development?

Murnane and Levy (2004) explain that professional development  when done well- allows teachers to improve their teaching methods while at the same time facilitate children to learn in a better way. Such abilities are quite necessary especially in todays fast paced and demanding world. Furthermore, these teachers are better able to manage the development and the well being of the students that are under them.

Furthermore, teachers and their respective administrators will be granted access to critical information needed in delivering their roles. Administrators may learn about school district rules thus learn what is permissible when it comes to disciplining students. Professional development also exposes teachers to better teaching ideas. Here, they may learn about testing patterns and hence be better focused in their teaching so as to get desirable outcomes.

It also informs teachers of how they can best plan their lessons. In this way, it will become possible to truly analyze the strengths and weaknesses of certain teaching approaches. Teachers who engage in productive professional development often do so by interacting with other educators either in person or online and then exchanging ideas on the issues. By learning about what has worked and what has not, it can then be possible to avoid making the same mistakes and thus be a better teacher.

What are the implications of applying the politics of virtue to the practice of school leadership?

When the politics of virtue is applied to school leadership then less division and self centeredness is likely to occur in the school environment. This is because parents, administrators, teachers, board members and students will be able to forego some of their personal interests in order to propagate the general good of the school (Sergiovanni, 1995). Furthermore, this is likely to lead to a situation where bureaucracies are replaced by morally entrenched democracies where teachers, students and their parents keep making proper decisions needed for their learning. In other words, teachers will be empowered through such leadership.

It is also likely that civic virtue in school leadership would trickle down to students who would be encouraged to participate in community projects. It is probable that teachers will be highly involved in decision making so that the classroom setting is taken into account. This means that both long term and short term decisions will be influenced and communally decided by them. Examples of these decisions include assessment, length of classrooms and curriculum content.

In the broader realm, the politics of virtue would cause school district boards to grant schools freedom to manage themselves albeit under a few basic rules. In others words, schools would have the autonomy to create their own educational purposes and programs. However, accountability would still not be compromised because standards for standards will be set (Sergiovanni, 1995).

How do school district attitudes and climate variables influence staff development program efforts? How might an analysis of both school faculty training needs and the characteristics of the workplace culture influence organizational change efforts?

School districts have a critical role to play in determining how staff development across their schools goes on or whether it will go on in the first place. For example, in an analysis carried out by Duke(2008) in school decline, it was shown that failure to address four major climate variables (federal mandates, budget cuts, influx of risk based losses of important personnel) faced by school districts and schools leads to low decline. These same variables may be applied to the issue or staff development. It all depends on the kind of attitude possessed by that school district towards schools, education or the program itself. When schools districts are always striving to make budget cuts, then staff development will be the last thing on their mind (Duke, 2008)

Theirs will be continual emphasis on the basics and few long terms plans will be made. Additionally, if these school districts keep changing their mandates then chances are that staff development will become a back banner.

Organizational change efforts may be instilled through an analysis of the workplace culture within an organization. As Duke(2008) explains, some administrators can act as turnaround specialists and in order to do this, they must be in a position to be sensitive to the missing elements in their work environments. This means that effective organizational change must take place in a context where signs of impending problems in the work culture are diagnosed and hence the right responses are made.

How does teacher induction aid in teacher retention?

Problems of teacher retention need to be solved by first increasing the opportunities available to teachers who often work hard for years in college only to find doors closed to them. In fact, this has caused some of them to try other options in other fields of work.

Wong (2005) explains that in Sweden, teachers are often placed in practice groups where they network with other teachers from various schools on problem solving. For those teachers who have made it into the work world, this strategy can definitely aid in retention because teachers will be better equipped to handle future problems. Alternatively, some of them are taken through counseling sessions and this assists in getting to the root of their respective problems. Alternatively, some of them may be taken through courses where they get to learn some things that will make them more competent and hence more productive.

This will increase their confidence in their role as educators and is likely to lead to higher retention. Several other countries that offer induction programs normally do so with the aim of creating networks or collaborative practices and also to engrain professional learning in the minds of teachers. At the end of it, these countries are able to eliminate the feelings of isolation that new teachers normally feel. They are also able to establish mechanisms for ascertaining that new teachers are not just offered a job but a community that they can identify with. This sense of belonging is what can boost retention and therefore testifies to the importance of doing so.

What can be done to make sure that the implementation of an innovation is successful?

For an innovation to be successful, implementers need to make sure that thorough follow up is made. Workshops held with outside speakers may not do much to ensure this success (Murnane and Levvy, 2004). Furthermore, innovations need to be placed in their context. Schools need to foster discussion between teachers so that what may seem like a complex issue may actually turn out to be simple. For example when watching a video clip of a lesson plan, it should be possible for teachers to compare notes about how the method worked for them. In this regard, teachers can apply the innovation constructively in their respective classes.

Furthermore, innovations needs to be such that they put in mind the skills needed to use them. If educators will need to have different sets of skills then administrators need to make sure that they have instilled those qualities rightfully in the respective participants.

How can supervisor-teacher relationships be improved?

Supervisors are required to grade or assess teachers during teaching practice and sometimes this may prove to be a challenge. Teachers may be poorly organized such that their lesson plans or student notes may not meet supervisors expectations. Teachers would be better off if they prepared early and got more organized. Furthermore, since grading determines the kind of opportunities a teacher will be exposed to then it is better that teachers be assisted so that they can provide the right student notes, assessment procedures and lesson plans to their supervisors. When teachers are in a position to provide supervisors with what they want then it is possible for them to retain their jobs or even get an increase in salary.

Pajak (2002) carried out an analysis on four families concerning their psychological functions. He found that all four families differed from the clinical models because of communication variances among the families. This knowledge can also be applied in the educational or classroom setting to understand supervisor and teacher roles. Failure to communicate expectations well to teachers does lead to misunderstandings and failed teacher assessment even when some of these educators are really good at what they do.

References

Sergiovanni, T. (1995). The politics of virtue: a new compact for leadership in schools. In Ornstein, A.C., Pajak, E.F., & Ornstein, S.B. (5^th Ed.), Contemporary issues in curriculum. (pp.235-241). Boston, MA: Allyn & Bacon.

Pajak, E. (2002). Clinical supervision and psychological function.. In Ornstein, A.C., Pajak, E.F., & Ornstein, S.B. (5^th Ed.), Contemporary issues in curriculum. (pp.274-285) Boston, MA: Allyn & Bacon.

Duke,D.(2008). Diagnosing school decline. Pajak, E.F., & Ornstein, S.B. (5^th Ed.), Contemporary issues in curriculum. (pp.303-308). Boston, MA: Allyn & Bacon.

Murnane, R., Levy, F. (2004). A role for technology in professional development? Lessons from IBM. In Ornstein, A.C., Pajak, E.F., & Ornstein, S.B. (5^th Ed.), Contemporary issues in curriculum. (pp.286-294). Boston, MA: Allyn & Bacon.

Wong, H., Britton, T. & Ganser, T. (2005). What the world can teach us about the new teacher induction. In Ornstein, A.C., Pajak, E.F., & Ornstein, S.B. (5^th Ed.), Contemporary issues in curriculum. (pp.266-272). Boston, MA: Allyn & Bacon.

In the modern world education is of crucial importance for life and career of any person. Those who provide people with education bear enormous responsibility for they have a direct influence on peoples future. Michael W. Apples book Ideology and Curriculum deals with a number of issues connected with education and aims to find out the ways which would make the school curriculum more beneficial for the learners. The book evaluates the relationship of education to cultural, economic, and political power since educational institutions and the manner in which they are organized and controlled are integrally related to the ways in which specific people get access to economic and cultural resources and power. (Apple, 2004) Having certain power over the educational institutions, the state should aim at making the education more effective not only by introducing systematic changes into curriculum but by conducting educational evaluation and research on the ways which may improve the curriculum. Chapters 6, 7, and 8 of the book Ideology and Curriculum by Michael Apple deal with systems management and behavioral objectives as approaches which, by means of oriented educational evaluation performed by experts, fit into scientific curriculum work and improve the quality of education; science, at this, plays one of the most important roles since it defines the quality of the scientific product.

Systems management and behavioral objectives help to study the learners behaviors and design educational activities in terms of these behaviors. They allow observing certain behavioral patterns and then, on the basis of these patterns, introducing correspondent changes into curriculum. Behavioral objectives serve to reach a certain goal which would correspond to the primary goal of an objective; their task is to lead to a definite closure and to ensure that the outcome of the whole procedure can be reliable. A number of studies have been devoted to specifying the operational boundaries of institutional interaction being motivated by a need of closure and, especially, surety. (Apple, 2004) Thus, for instance, the behavioral objectives movement in both its weak and strong senses, has sought to reduce student action to specifiable forms of overt behavior so that the educator can have certitude of outcome. (Apple, 2004) Therefore, the main interest of systems management procedures lies in maintaining this certainty and technical control.

According to the system management, the evaluation of the effectiveness of the system consists in defining whether the purpose of the system corresponds to its existing output or contradicts to it. From this it may be concluded that if the quality of the output (in case with education, the output is the educated people) is not in conformity with the desirable purpose, then there exist certain flaws in the system management procedures. This inevitably involves flaws in the existing curriculum; if the curriculum is inefficient, this means that the students either get insufficient amount of knowledge, or absorb the study material without being able to reproduce it. This is also a flaw of the curriculum according to which the students have to absorb knowledge they cannot apply, while instead they could obtain knowledge which would be of use to them. Failure of the systems management procedures to maintain the certitude of the outcome means that an incorrect approach has been initially chosen, which also testifies to the fact that behavioral objectives were not properly identified. System management and behavioral objectives perform the roles of giving adequate definitions of situations and serving the interests of those who already possess economic and cultural capital today & they are linked to other aspects of our conceptual apparatus to form a larger taken for granted perspective that dominates education. (Apple, 2004) Science belongs to one of these aspects because the engagement into systems approaches is, as a rule, connected with the desire to obtain scientific analysis.

It is sometimes hard to identify the ideological place of science in the curriculum. One thing that can be asserted for sure is that this place should be occupied by it, since it is only by means of scientific decisions that effective and rational changes may be introduced into the curriculum. Science helps to clearly define and explicate educational objectives taking into account all forces and strengths of the existing curriculum; at this, those who discourage educators from precisely explicating their instructional objectives are often permitting, if not promoting, the same kind of unclear thinking that has led in part to the generally abysmal quality of instruction (Apple, 2004) which can be observed these days. Science makes it possible to evaluate all existing approaches to introduction of necessary changes into the curriculum and choose the most appropriate one. Apple keeps to an idea that often unequal and problematic activities and consequences of schooling will not be fundamentally altered until we cease searching for simple solutions to our problems (Apple, 2004); scientific analysis will help in arriving to a more complicated solution which will solve currently existing problem in education.

Science is also necessary when it comes to the application of systems strategies. Though Apple states that their application is based on the examination of scientific products, rather than on the accurate view of scientific process (Apple, 2004), it still seems that due carrying out of scientific processes is more important for it directly influences the result. Applying a scientific strategy takes much more than a wish to obtain desirable results; it is rather a strategic planning of how the scientific processes will be carried out. Namely the accuracy of viewing the scientific processes defines the quality of the final scientific product (or result).

In sum, introducing changes into curriculum involves a number of procedures and activities which should be taken as a whole in order to achieve desirable results. The issues raised in the book Ideology and Curriculum, such as systems management, behavioral objectives, and the place of science in curriculum, show that changing the curriculum is not an easy task. It requires far more than a mere desire to improve it; it entails a number of systems management procedures the task of which is to evaluate learning behaviors of students and to compare the initial objectives with the outcomes. If the outcomes contradict to the objectives, the flaws in the system management procedures should be eliminated. Science assists greatly in carrying out of the systems management procedures because it allows making complicated solutions which are able to quickly lead to the desirable results; science also helps in the application of systems strategies allowing to accurately carry out the scientific processes resulting in high quality of the final scientific product. Therefore, systems management, behavioral objectives, and science should be always taken into consideration when introducing changes into curriculum.

References

Apple, Michael W. (2004). Ideology and Curriculum (3^rd ed.). New York: RoutledgeFalmer.

Introduction

Curriculum development is an important process requires the participation of all the stakeholders. Individuals participate in curriculum development in their capacity as stakeholders and they should have their functions clearly defined.

Teachers

According to Haladyna, & Thomas (1979) The teachers should be in charge of collecting current information that would be included in curriculum reform process The teachers will provide the specific objectives that should be achieved by the curriculum in class. The teachers would be involved in collaborative research on curriculum activities. Teachers will provide guidance to students and Principals on the important areas. Teachers will also participate in training so as to meet requirements of the curriculum. They would be involved in ongoing staff professional development. The teachers would play the leadership role in the school setting by coordinating reform activities. They would be very significant in interpreting the curriculum development process to the individual learners to ensure their participation.

Students

Being the main targets for curriculum development their functions would include views on specific areas of interests. The students would also highlight talents they feel are important in their lives. Students will be required to identify activities they wish to be included in the curriculum. The students would be expected to identify the various motivational areas that can be used to improve learning in the new curriculum.

The student would play the role of identifying and defining the exact levels of expectation in the curriculum. (Haladyna, T & Thomas, 1979)

Content specialists

They would play the role of enriching the new content to ensure that it suits the market demands. They would carry out research on areas that require attention by the curriculum There work would entail making sure that new content is added in the curriculum according to the demands from other stakeholders. They would be in charge of publishing the new materials that would have been included in the new curriculum. ( Prevost ,1996)

School heads

They would give direction on budgetary matters of the curriculum.

The principals would provide direction on resource allocation for the needs of the curriculum. The principal would have the authority to allocate time and resources that would facilitate the curriculum development activities at the school level. The school heads would also offer guidance on the priority areas in terms of resources to facilitate changes in the curriculum. Prevost, (1996)

Parents

Parents would give views on supportive materials and environment for the new curriculum. Parents would provide expertise and experience that can be useful in the curriculum development. Parents are expected to play the role of mentors and advisors to their children and advocate for new reforms that would achieve desirable results in the education system (Woefle,1980)

School board members

The school board members would be expected to provide support and advocate for changes in the curriculum in there respective schools. They would be in charge of seeking public support to facilitate changes in the curriculum

Policymakers

As mentioned by Prevost, (1996) Policymakers should have the authority to put in place policies that would oversee research into curriculum areas of priority. They would also be in charge of effecting changes in the curriculum at the higher level. They would advocate for champion for reforms in the education system by ensuring that government policy is changed in favor of what is proposed by the majority of the stakeholders.

References

Haladyna, T & Thomas G, Curriculum reform, Journal of Educational measurement , 1979. 16, 49-54.

Prevost F.J, (1996) Anew way of teaching, Journal of Educational Research 91 (2), 108-113.

Woefle , L.M Stakeholders in curriculum development , American Educational research Journal 1980, 17, 183-210.

Description of Productivity Tool

Padlet was selected as a productivity tool to help students to determine the meaning of content-specific words and figurative language and complete a writing project. Padlet is an online tool that allows students and educators to collaborate, adding posts, questions, answers, weblinks, videos, and other media (“Padlet is the easiest way to create and collaborate in the world,” n.d.). With this productivity tool, teachers can create boards, webpages, and documents, sharing them with learners and motivating children to achieve positive learning outcomes. In addition, this application helps students to discuss educators’ questions and possible problems in real-time mode.

How Padlet Impacts Learning

Like other technology productivity tools, Padlet enhances learning significantly. For instance, the study by Kleinsmith (2017) reveals that the utilization of this application in classrooms can increase students’ engagement in the learning process and affect their academic performance positively. Literacy is a highly significant skill for students, which means that it is vital to use visual tools, such as Padlet, to enhance it (Mathematica, 2016). Padlet can improve learning by allowing children to discuss the material with each other and the educator at any time. Its features, such as boards, are effective for helping students to visualize and memorize information studied in class. Thus, Padlet can be applied as a tool for guided practice and assessment, as teachers can check children’s answers immediately, respond to their questions, and leave comments on their performance. Moreover, students can practice independently using the boards and other visual materials, which can increase their productivity significantly.

How Padlet Impacts Teaching

As a teaching tool, Padlet allows the educator to utilize various approaches to presenting the learning material. For example, they can create boards with useful information, such as the words students are expected to learn or important phrases from class books. Educators can also share lists of useful links and files to help students to understand the learning material. They can also ask students to use Padlet to submit their homework and explain the meaning of words to each other. Thus, with this tool, teaching can be more effective because students have an opportunity to learn collaboratively. Such an approach can make language arts easier for third-grade students and enhance their motivation to learn the subject better.

NYS Common Core Learning Standards

As mentioned above, Padlet will be used to help students in understanding the processes of multiplication and division, as well as related strategies. New York State (NYS) Common Core Learning Standards for grade 3 in English Language Arts (ELA) state that students are expected to:

• Reading: Determine the meaning of phrases and words as they are used in the text, distinguishing literal from non-literal language, and separate their own viewpoint from the one presented in the text (“New York State,” n.d.);
• Writing: Write opinion pieces on texts, state their opinion clearly, provide reasoning and utilize linking words and phrases (“New York State,” n.d.);
• Speaking and listening: Determine the main ideas of the texts presented in visual formats (“New York State,” n.d.);
• Language (communication): Recognize differences between spoken and written standard English (“New York State,” n.d.);

The instructional activity that ensures compliance with the NYC Common Core Learning Standards is presented below.

ISTE Standards

The International Society for Technology in Education (ISTE) standards are designed to help learners to use technologies in their learning process and ensure student-driven education (International Society for Technology in Education, 2019). ISTE standards for students involve planning effective approaches to studying, building knowledge by analyzing real-world problems, and evaluating the relevance of information. The standards for teachers include inspiring learners to become a part of the digital world, mentoring safe and ethical practices, and establishing an engaging learning culture that fosters curiosity (International Society for Technology in Education, 2019). Finally, coaches are expected to provide effective classroom management and a collaborative approach to learning, establish a technology-rich learning environment, and implement adaptive technologies. The use of Padlet in adherence to ISTE standards is demonstrated in the example of an instructional activity below.

Instructional Activity

At the beginning of the lesson, the educator will present the book (Charlotte’s Web) selected for the writing project. To engage the audience in reading, the teacher will show them the pictures from the book and ask them what the plot of the story can be.

Reading and Speaking Activities

Students will read aloud the first short chapter they will work on during the writing project. With the help of Padlet boards, the teacher will explain the meaning of context-specific words. Then, learners will use Padlet to organize the picture the educator provides and distinguish which of them are relevant to the chapter.

Listening Activity

The educator will read several sentences from the chapter; students will identify the meaning of context-specific phrases. Learners will use Padlet to write down context-specific meanings of words.

Communicating Activity

Students will be asked to present their viewpoints on the events of the chapter, as well as its main ideas. They will work in pairs and explain each other’s opinions to the class.

Writing Activity

Students will be asked to complete a writing project on the first chapter of the book. They will write an opinion piece on the text, stating their viewpoint about the characters and their actions. Learners will be expected to provide reasoning for their arguments.

References

International Society for Technology in Education. (2019). ISTE standards for students. Web.

Kleinsmith, C. L. (2017). The effects of using Padlet on the academic performance and engagement of students in a fifth grade basic skills mathematics classroom. Web.

Mathematica. (2016). Why is literacy so important? [Video file]. Web.

New York State P-12 Common Core Learning Standards for English Language Arts and Literacy. (n.d.). Web.

Padlet is the easiest way to create and collaborate in the world. (n.d.). Web.

The world right now is in a state of relentless technological progress. Over the last 20 years, almost every aspect of our lives was changed by the emergence of the digital media. It quickly expanded into the fields previously dominated by paper. Everything from newspapers to tax reports moved to the digital field. The schooling systems in the US eagerly accepted the benefits offered by computer software and the internet.

Electronic libraries allow access to the vast academic databases from the comfort of one’s home. Digital lessons and presentations are becoming more and more widespread. Some theorists speculate that even writing itself would soon become obsolete. Teachers nowadays are expected to be able to adapt to the ever-changing technologies and operate a variety of specialized educational software. This paper is going to assess the curriculum software used in Katy Independent School District.

The district is located within the city limits of Houston, Texas, and serves over 65000 students yearly. It has around 60 schools under its jurisdiction (Katy ISD, 2013). In accordance with the National Educational Technology Plan, the district has been allocating resources into modernization and creation of electronic libraries, as well as the extensive implementation of learning software (National Education, 2016).

It has successfully implemented and a curriculum software used for managing student data and creating a more transparent and easily accessed system. Their choice product is eSchoolPLUS. It is a student information system created by Sungard K-12.

This curriculum software can be used for a variety of purposes, which include:

• Management of the Curriculum Program, which includes Curriculum Mapping, analysis, and exemplars.
• Calendar-based Lesson planning.
• Tracking Tools for student progress.
• Deep Performance Analysis.
• Cross-section and longitudinal performance assessments.
• Creation and implementation of personal learning plans.
• Access to numerous standardized files and materials via a built-in Library (K-12 Assessment, 2016).

Teachers and professional support personnel noted that the software’s performance managed to meet their requirements. They have also noted the rapid introduction and deployment of the technology in their schooling system, wholesome and adequate technical support and a variety of tools that allow flexibility with the managing of the curriculum. As a 100% Web-based software, eSchoolPLUS features extensive backups with the use of a cloud server in order to store data.

Information could be easily restored should a technical failure occur. The program can be accessed using a conventional computer or a smartphone. This creates new opportunities for students and parents to monitor and assess their progress (K-12 Assessment, 2016).

There is practically no information related to any shortcomings of this particular application. The program uses a system that allows locating and eliminating simple errors within the program, which eliminates many possible complaints. One major shortcoming of the system is that it is not optimized to work with Google Chrome, which is a popular browser. There are isolated complaints about the program’s underperformance, such as incorrect calculations and tediousness of the three-step system used to complete most tasks. However, those are isolated cases likely caused by poor program handling (eSchoolPLUS, 2015).

Other shortcomings of the eSchoolPLUS system are universal to all curriculum software out there and are explained through the very nature of electronic devices. Due to being a web software, the program is potentially vulnerable to hacking. It is possible to hack into web-based curriculum systems and change their or other students’ grades. While there are no records of eSchoolPLUS being hacked, there were hacking attempts involving similar systems (Cergol, 2015).

The other disadvantage that eSchoolPLUS and other systems like it have is the fact that it requires certain implementation expenses. The software and hardware of a school have to be adequate in order to run it, which could create difficulties for smaller or underfunded facilities. In addition, the personnel has to be trained to use the program properly. This could create certain difficulties during the transition period (Ramey, 2012).

Nevertheless, these shortcomings have proven themselves negligible. Kerri Rampelli, the director of enterprise applications for the Katy Independent School District, noted that the SunGard K-12 had offered them everything they needed to replace the disparate software system with a unified curriculum software (Katy ISD, 2013). The company also provided excellent training and educational materials to smoothen the transition from various old systems towards the new one.

The teachers were trained to use the curriculum software throughout the summer, two times a week, to make sure they are ready before September (Katy ISD, 2013). The program is in implementation since 1 June 2013, and ever since then it can be found on all 58 campuses, allowing full coverage of the Katy ISD.

The assessment concludes that the implementation of eSchoolPLUS was a complete success. Innovation is a positive process and a top priority for all school districts in Texas and the US. Judging by how well the system was implemented in the Katy ISD, it is safe to recommend its use in other districts that have yet to undergo a switch towards a unified curriculum software.

References

Cergol, G. (2015). 3 Students Charged After High School Computer System Hacked, Grades Changed. NBC New York. Web.

eSchoolPLUS. (2015). Web.

K-12 Assessment & Curriculum Management. (2016). Web.

Katy ISD Employs Best Practices in Selecting, Implementing eSchoolPLUS. (2013). Web.

National Education Technology Plan. (2016). Web.

Ramey, K. Advantages and Disadvantages of Information Technology. (2012). Web.