Category: Education 2143

Abstract

Reading, writing, and spelling challenges characterize dyslexia. The condition can be detected and addressed at an early age using the appropriate teaching methods. Dyslexia arises as a result of genetic, environmental, and neurological factors. Tools like Nessys Dyslexia Quest screening instrument and Dyslexia+ Profiler can help to assess the disorder. Teachers and parents can use secondary intervention to assist kids with dyslexia. Besides, they can employ multisensory instructions to treat the condition.

Introduction

Another term for dyslexia is reading disorder. Difficulties in reading despite the usual acumen are one of the features of dyslexia. According to Frith (2013), dyslexia affects people differently. The disorder is mostly detected when a child reaches school-going age.

1. The objective of this study is to determine the factors that contribute to dyslexia and how they can be addressed. The study will serve as an eye-opener to parents as well as elementary school teachers. It will discuss the characteristics of dyslexia, its causes, and how it affects a childs behavior, speech, cognition, and language.
2. Additionally, the paper will discuss the assessment tools and intervention and instructional approaches. It will also discuss the treatment options that can help to address the condition. The article will touch on alternative treatments and evaluations and give recommendations on learning modifications.

Characteristics and Manifestation of Dyslexia in children

Definition and overall characteristics of dyslexia

The National Institute of Neurological Disorders and Stroke describes dyslexia as difficulty with phonological processing, spelling, and rapid visual-verbal responding (as cited in Frith, 2013, p. 49). On the other hand, the definition by the British Dyslexia Association depicts the condition as characterized by learning challenges, which mainly influence the skills that facilitate precise and effortless word reading and spelling.

Causes of dyslexia amid children

According to the cerebellar theory, dyslexia occurs due to the damage of the cerebellum-controlled muscle movement. The injury inhibits ones ability to form words using the tongue and facial muscles. The condition also arises as a result of genetic factors. Frith (2013) posits, Abnormal cortical development presumed to occur before or during the sixth month of fetal brain development causes the abnormality (p. 52).

The manifestation of dyslexia among children

1. Some cognitive features of the condition include challenges in phonological processing, short-term memory, and difficulties in automatizing skills. The child is unable to acquire phonic skills, thus misreading unpopular words. Problems in memory affect the victims ability to remember letter-sound associations.
2. Some behavioral features of dyslexia include the fear to read aloud and to write. Besides, a child has challenges in distinguishing right from left. According to Kovelman et al., (2013), a child suffering from dyslexia exhibits delayed development of speech. Kids with dyslexia have difficulties in expressing themselves through spoken language.

Assessment tools for the condition

Various tools are used to assess dyslexia in children. They include Nessys Dyslexia Quest screening tool and Dyslexia+ Profiler (Kovelman et al., 2013).

1. Nessys Dyslexia Quest screening tool is based on the tests of educational psychologists, mirroring the output that they would assess to determine the likelihood of dyslexia (Kovelman et al., 2013, p. 758). The screening results are not an official diagnosis of the condition. Instead, they help to identify potential areas of interest.
2. The Dyslexia+ Profiler is a sophisticated online testing program that contributes to determining traits attributed to dyslexia. The program assists kids to exploit their skills and discern the difficulties associated with different aspects of life. Thus, they can cope with their condition.

Intervention and instructional strategies for dyslexia

Instructional Strategies for the condition

Numerous interventions and instructional strategies can be used to help children suffering from dyslexia. Teachers can offer high-quality instructions coupled with occasional standard assessments to determine kids with difficulties. Besides, they can conduct universal screening to determine children who suffer from the disorder.

Intervention mechanisms for the disorder

Nelson and Gregg (2012) cite secondary intervention as an appropriate strategy for dealing with dyslexia. According to Nelson and Gregg (2012), secondary response corresponds to the provision of more intensive instructions given individually or in groups to failing readers in early years (p. 42). The secondary intervention uses both direct and strategy instruction techniques.

Treatment options for people with dyslexia

Nelson and Gregg (2012) claim that there are no drugs for curing dyslexia. Nonetheless, different treatment options may be used to help kids with dyslexia. One of the methods used to treat dyslexia is multisensory instruction.

1. Multisensory instruction contributes to equipping students with reading skills. It entails using different senses to acquire learning skills. Teachers help students to learn syllables by tapping them out with their fingers (Tops, Callens, Bijn, & Brysbaert, 2014, p. 463).
2. Reading experts, tutors, and psychologists can assist kids to gain reading dexterity through decoding. Decoding entails associating letters with sounds, breaking words into sounds, and blending sounds into words (Tops et al., 2014, p. 466).

Evaluation and treatment alternatives for children with dyslexia

Evaluation entails collecting information to determine what leads to a child having reading or spelling problems

One should gather information from parents and teachers to have clear information about educational and growth opportunities offered to a child. Issuing tests can go a long way towards determining the strengths and weaknesses of a kid. It can help to establish an appropriate intervention strategy.

Treatment options for children with dyslexia

Van Viersen, Kroesbergen, Slot, and Bree (2016) maintain that it is imperative to use a functional approach to treating a child who has dyslexia. The treatment method should depend on the degree of skills development of the kid. Van Viersen et al. (2016) state that it is crucial to consider the level of competence of the student instead of his/her grade level.

Recommendations to parents and teachers

Parents and educators have a role to play in assisting children with dyslexia

1. Parents should encourage their kids to read to acquire skills. Encouraging children to read printed materials can go a long way towards supporting those with dyslexia. It helps them to understand the spelling and pronunciation of words.
2. Teachers should use resources that motivate learners with dyslexia. They ought to ensure that a lesson is multisensory. Berninger and Abbott (2013) argue that a lesson should involve listening, touching, speaking, and looking. Teachers should be keen to understand their learners and help them accordingly.

Conclusion

Parents and teachers can help kids with dyslexia through different techniques. Some standard features of dyslexia include challenges in reading, spelling, visual coding, and writing and fluency skills. Interventions such as direct and strategy instructions can help to address the problem.

References

Frith, U. (2013). Autism and dyslexia: A glance over 25 years of research. Perspectives on Psychological Science, 8(6), 45-63.

Kovelman, L., Norton, E., Christodoulou, J., Gaab, N., Lieberman, D., Triantafyllou, C., Wolf, M., Whitefield-Gabrieli, S., & Gabrieli, J. (2013). Brains basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cereb Cortex, 22(4), 754-764.

Nelson, J., & Gregg, N. (2012). Adolescents and college students with ADHD, dyslexia, or comorbid ADHD/dyslexia. Journal of Attention Disorders, 16(3), 34-65.

Tops, W., Callens, M., Bijn, E., & Brysbaert, M. (2014). Spelling in adolescents with dyslexia: Errors and modes of assessment. Journal of Learning Disabilities, 47(4), 435-478.

Van Viersen, S., Kroesbergen, E., Slot, E., & Bree, E. (2016). High reading skills mask dyslexia in gifted children. Journal of Learning Disabilities, 49(2), 782-793.

Berninger, V., & Abbott, R. (2013). Differences between children with dyslexia who are and are not gifted in verbal reasoning. Gifted Child Quarterly, 57(4), 102-125.

Introduction

Kindergarten is one of the basic institutions that are present in any educational system. It serves to cultivate the societal values in children, developing their social integration, and most importantly forming their academic base. The main interaction in these institutions is between teachers and students, with the student-student interaction being equally important (Copple, & Bredekamp, 2009, p. 32). In the course of these interactions, there are both positive and negative episodes that may take place. The major influence as to how these actions affect the learning of the students in this grade includes the teaching strategies adopted by the teacher, the classroom rules that are in place, and the involved students. This essay presents some of the critical episodes that have occurred in the kindergarten, the methods used to manage the issues, and the utilisation of classroom rules and teaching strategies to influence the decisions made.

Episodes that take place

Several episodes have taken place between teachers and students in kindergarten and specifically for the grade three. One of the major issues that occurred was bullying between students in the same class (Rosenthal, 2008, p. 7). One of the male students in the class was involved in bullying some of the smaller children in the same grade. The occurrence occurred for about a month. It was brought to the teachers attention after the children who were victims reported to their parents. The children accused the said offender of hitting them often during playtime and always making them cry. They also had to give their rations of any food to the bigger child or face his wrath.

The accused child denied being a bully, but admitted that he enjoyed playing with the two other children while at times hitting them because he thought they liked it. He also stated that they did not complain whenever they were playing and that any of the things he took from them were often given willingly and not taken by force. The parents also complained of seeing some scars on the bodies of their children who stated that they had gotten them out of being pushed around by the bigger boy. He in turn stated that the scars were due to some unfortunate episodes and accidents that they had during playtime and that they were not his fault.

The teacher discussed this issue with the students involved and their parents where he made some recommendations to be effected in the classroom. Some of the measures included the punishment of the child who was accused of bullying, with the other children in the class being made aware of the happening and the consequences of such actions. The teacher also made lesson plans on bullying. Some of the activities included how to treat classmates and what bullying entailed.

The teacher described areas where bullying may take place and some of the actions that entail bullying. Bullying is a major problem in learning institutions. Some of the people involved can find the origin of the problem in the basic teachings that they had in kindergarten (Rosenthal, 2008, p. 7). The teaching practices that were instituted here were a major determinant of the outcome of some of these actions, with teachers having a major role to play in their management (Mastropieri, & Scruggs, 2000, p. 15).

Some of the classroom rules that were ineffective in preventing the bullying in the above occurrence include the one where students should maintain discipline within the learning institutions and/or avoid bodily harm to their colleagues. The rule is not specific on the discipline that students should maintain, but states that students should not harm each other. The child involved in this case therefore broke the rules and was eligible for punishment as per the teachers determination. The teacher also discussed the issue with the boys parents. This was another way of ensuring that discipline and punishment were instituted (Henderson, & Lawrence, 2011, p. 21).

From this scenario, a number of lessons may be learnt in the management of classroom issues. One of them is that teachers should be more aware of students welfare in and out of class during school time and that they should emphasise that some of the classroom rules are applicable both in the class and outside (Cole, 2008). Despite there being basic rules that students are allowed to follow in class, teachers should not assume that students are going to follow them as they do at home.

They should therefore develop these rules by ensuring that they are kept within and outside the classroom. Teaching strategies are also important in the mitigation of bullying within institutions, especially where the children are as young as in kindergarten. The teacher needs to teach the meaning of bullying, the actions involved in bullying, the effects of bullying on the victims, and the expected consequences for those found responsible (Mastropieri, & Scruggs, 2000, p. 15).

Another issue that happened is where some students refused to do their homework blaming this on some several things such as forgetting books in school and forgetting to do the homework. In one particular scenario, two of the students agreed not to do their homework. Instead, they planned to give a reason that they were sick. The action taken by the teacher included talking to the parents of the children involved, instituting appropriate punishment as per the class rules, and having the children learn the mistakes that they had done.

A student refusing to do homework is one of the biggest challenges that kindergarten teachers face. Several strategies have been developed to ensure that this does not happen frequently (Mastropieri, &Scruggs, 2000, p. 15). One of the major strategies to ensure that this does not happen repeatedly is the classroom rules that act as the central feature in the management of the problem.

In this particular case, the teacher involved had to punish the students according to the classroom rules to which the children were party. The children were made to repeat the homework and do some other activities that were related as well as having to skip their break times to do the homework. One of the students however decided to involve the parent with the claim that the teacher was being unfair, disliking him, and that the teacher hated the student. The student also made up several lies about what the teacher had said to him, thus implying that the teacher had demonstrated favouritism in the punishment and teaching. The parent came to school complaining of the same. The teacher had to explain the misunderstanding.

The conduct of the teacher was also put under focus, with the school board meeting to discuss this episode. After the teacher, student, and the parents sat together in a meeting to resolve the matter, it emerged that the student had made up the story just to escape doing the homework to have the teacher leave him alone. This issue was managed at both the institutional and classroom level. The classroom rules were important in this resolution (Mastropieri, & Scruggs, 2000, p. 15). The teacher had to alter the teaching strategies that were in use to prevent the emergence of such a problem in the future.

Some of the changes included the making of more classroom rules to cater for some of the related problems that may arise in the future. The teacher also had the responsibility of punishing the involved child for the mistakes he had committed. Teachers also had to recommend the same for the parents. The new classroom rules include the strategy that students should discuss any issues with teachers before they can have them discussed with the parents if possible

One of the lessons learnt in this episode is that teachers should be more involved with the issues affecting their children, as these issues may later turn out to affect them too in their practices. Students who are unable to respect class rules should be made aware of the consequences that are likely to follow them. This can be done mainly through effective teaching strategies that teachers should adopt (Mastropieri, & Scruggs, 2000, p. 15). Teachers also need to ensure that they get involved in the problems affecting children in their respective homes since such issues may be a major hindrance to the effectiveness of the classroom rules and their teaching strategies.

Conclusion

There are a number of issues affecting learning in kindergartens. This paper focused on some of them that have occurred in some of the institutions. The teaching strategies and the classroom rules were recognised as some of the most important tools in dealing with the issues that develop in the grade under scrutiny.

Reference List

Cole, W. (2008). Educating everybodys children diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs, serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.

Henderson, P., & Lawrence, D. (2011). Teaching strategies. New York, NY: Nova Science Publishers.

Mastropieri, A., & Scruggs, E. (2000). The inclusive classroom: strategies for effective instruction. Upper Saddle River, N.J.: Merrill.

Rosenthal, B. (2008). Bullying. Detroit: Greenhaven Press.

Educational strategies are the instructional methods and the learning activities used in imparting knowledge and skills to the learners. Mathematics is an abstract and empirical subject requires exciting ways to drive home the concepts and facts. To achieve this, mathematics teachers use several strategies that are not limited to gaming, problem-solving, group work, discussions, and research work. These elements represent a high-quality mathematics program.

My instruction strategy involves engaging the students in gaming, group work, discussions, and research work to solve problems. It helps develop the psychomotor and communication skills of the learners even though time-consuming. Problem-solving is a strategy in which the teacher illustrates using well-done examples to the learners to guide them in organizing their solutions (Van-de-Walle, Karp and Bay-Williams, 2013). It is more efficient in giving guidance to the learners in solving their problems but the strategy lacks an in-depth analysis of the concept. It improves learners communication skills as well as participation. Discussion is a strategy in which the teacher simply gives guidance to the learners as they solve problems, it allows the students to have a broader view of the concept as well as develop confidence. However, it is time-consuming and leads to unequal participation. Research work is a strategy in which learners carry out further study to ascertain a concept or fact enabling them to have full mastery of the concept as they can extensively research (Booker, Bond, Sparrow and Swan, 2010).

To make changes to my mathematics instruction, I would use a problem-solving strategy in which I would give effective problem-solving solutions to the students to act as a basis upon which learners organize their solutions as well as their thinking. I would organize the students into small groups so that they mull over the problems and come up with appropriate responses that enhance students participation in classwork. I would then conduct class discussions in which I would choose randomly a group to come forward to explain their response before the classmates; this enables the students to evaluate the solutions and arguments of their classmates by allowing them to voice their agreements or disagreements. This would go a long way in ensuring full participation as they would actively listen to their classmates explanations. Lastly, I would instruct the learners to carry out further studies to enhance their thinking as well as have a firm grasp of the concept (Van-de-Walle et al. 2013).

The National Council of Teachers of Mathematics (NTCM) content and process standards for mathematics involve mathematical skills, knowledge, and understanding that pre-unit to grade twelve learners should acquire. I have aligned my mathematics instruction with these standards through micromanaging the methodology to the learning activities implored in teaching mathematics by improving the thinking ability of the learners through the use of teaching aids and subject content (Van-de-Walle et al. 2013).

The Common Core Standards for Mathematical Practice (SMP) delineate the tenet of understanding among the learners in their mathematical learning activities. I have introduced learning resources as part and parcel of the strategies used in teaching mathematics in the form of models, regalia, maps, references, and diagrams. These tools assist learners to visualize and internalize the concept. As a teacher, effective delivery of content starts right at preparation (Van-de-Walle et al. 2013). Thus, I would place high significance in preparation commencing with mastery of the content accompanied by the teachers notes, reference materials, relevant teaching aids, and good classroom management during the presentation of the content to meet the NCTM standards. Also, I would incorporate a dynamic and flexible approach to accommodate the variances of technology and inventions to meet the CCSMP (Booker et al. 2010).

References

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching primary mathematics (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Van-de-Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2013). Elementary and middle school mathematics: Teaching developmentally (8th ed.). Boston, MA: Allyn & Bacon

Learning remains one of the most important and significant things in life of any person. It is necessary to remember that studying is not connected only to visiting classes at school or at university. Instead, people have to learn throughout their entire lives. In this connection, there is an extremely important question concerning the variety of the ways to acquire certain knowledge.

Learning Style

VARK is a method aimed at defining primary learning style of a person; it is considered to be quite effective (Wright & Stokes, 2015, p. 62). There is a range of possible results of the test but sometimes ones personal learning approach is not limited by only one style. Thus, there are different combinations of the preferences that indicate the aspects that are the most important for the learner. For instance, VR is a combination of visual and read/write strategies; such a result means that this person absorbs the information the best once various graphical aids are used during the classes. What is more, such a person prefers to process the information that is presented in written form and is well-structured. According to the result of the test, these two styles are preferred in equal measure, and it means that this particular person has to apply both strategies in order to become a successful learner.

Preferred and Recommended Learning Strategies

Everyone has his or her own preferred strategies to acquire new information. Nevertheless, when people come to know the information on their types according to the VARK system, they can make a few adjustments to their everyday learning strategies. The person who was passing the test for the present task claims to prefer using manuals, tables, and writing the summaries in order to learn the information. If we take into account the methods recommended to the people with VR profile, it becomes clear that this person understands her learning style but she has to pay more attention to using the methods connected to visual perception. The latter include the use of pictures, flowcharts, and colorful text highlighters helping to single out the key ideas. Having taken into consideration the necessity to combine visual and reading/writing methods, this VR profile person will be able to improve her learning skills.

Learning Styles Awareness and Its Benefits

There is no doubt that realizing the difference between various learning styles can be helpful for the students who would like to do well in their studies. Nevertheless, such knowledge can also appear to be beneficial for those who act as the instructors. As for the latter, they can pass the test in order to define their primary teaching strategy. Similar to students results, the results of the instructors show the interrelation between their preferences. Knowing their preferred strategy, the instructors will be able to analyse their own teaching styles and assess its effectiveness (Ganesh, 2014, p. 119). Such awareness may also produce a positive influence when it comes down to instructors individual work with a student. Having defined preferred learning style of his student, the teacher will be able to use this knowledge in order to develop an effective lesson plan and find the most appropriate material on the topic (Prithishkumar & Michael, 2014, p. 183). As for the learners, the information on learning styles can help them to avoid using strategies that are ineffective in their case. Thus, they will be able to focus on methods that can elicit their potential and drive them to success.

References

Ganesh, A. (2014). Alignment of teaching style to learning preferences: Impact on student learning. Training & Development Journal, 5(2), 119-131.

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: Using the VARK model. Journal of postgraduate medicine, 60(2), 183.

Wright, S., & Stokes, A. (2015). The application of VARK learning styles in introductory level economics units. Issues in Educational Research, 25(1), 62-79.

Early childhood education (ECE) is focused on the teaching and development of children younger than five years of age. The inclusion of families is crucial to the learners of this age. That way, the ECE teachers who work in a wide range of versatile settings (kindergartens, preschools, community-based classes, homes, and child care centers) are to address the needs of the young learners adding family members to the learning experience and employing other age-appropriate teaching techniques and tools (Feeney, Galper, & Seefeld, 2008).

Summary: Standard 4: Using developmentally effective approaches

Teaching young children, an educator is to remember that the approaches they employ are to match the developmental needs of the children, their characteristics, the settings, and environments in which learning takes place (NAEYC, 2010). The standard also emphasizes the contribution of the positive interactions between a child and an educator. In other words, the teacher is to select age-appropriate techniques, tools, and activities, and engage self-reflection attempting to improve their practice.

Why it was chosen?

The standard was chosen because it outlines the necessary norms any ECE teacher is to adhere to succeed as an educator.

How It Can Help Me Become a Better Professional?

The standard contains the requirements guiding me, as a teacher, in the right direction towards a better understanding of the childrens needs.

How It Can Help Me Become a Better Advocate?

In many ECE institutions, children are not prepared for school using the right methods. That is why educators are to popularize the new approaches and strategies to make the learning easier and more pleasant for the children and ensure their academic success later in life.

List of five questions

How do you promote the families and community participation in the education process?

Rationale: The goal is to gain knowledge about advocating on behalf of children and their families as the inclusion of the parents is vital for the connection between classroom activities and day-to-day experiences (Gilbert, Harte, & Patrick, 2011).

What methods do you use to ensure positive relations with young learners?

Rationale: The purpose is to obtain insights about finding a connection with the children to ensure efficient teaching.

How do you employ technology in education, what devices do you use and how often?

Rationale: The connection of everyday life and classroom experiences helps the children to learn faster, memorize and practice the new knowledge (Gilbert et al., 2011).

What age-appropriate educational techniques do you find the most effective?

Rationale: The promotion of positive outcomes

How do you reflect on your practice?

Rationale: The answer would provide valuable insight into the professional self-improvement necessary for a contemporary educator who is to possess such traits as professional flexibility and love of self-improvement and learning (Colker, 2008).

Conclusion

The ECE is a complex process and a relatively new sphere of knowledge; it requires constant improvement grounded on the evidence-based experiences and best practice that would be employed for the training of the new teachers and the advancement of the field (Feeney et al., 2008). Collaboration and shared experience play an important role as the drivers of this process.

References

Colker, L.J. (2008). Twelve characteristics of early childhood teachers. Beyond the Journal. Young Children on the Web, 1-6. Web.

Feeney, S., Galper, A., & Seefeld, C. (2008). Continuing Issues in Early Childhood Education (3^rd ed.). Upper Saddle River, NJ: Pearson. Web.

Gilbert, J. L., Harte, H. A., & Patrick, C. (2011). Purposeful Play Leads to School Readiness. Dimensions of Early Childhood, 39(1), 29-37. Web.

NAEYC. (2010). 2010 Standards for initial early childhood professional preparation. Web.

Abstract

Personal experiences and ideologies, as opposed to research-based evidence, hinder organizational changes and reforms in the American higher education realm. Many policy makers in the training sector, including players from the government, rely on their college experiences, and nor research. Even students and university staff employ personal interests to determine what policies survive. The present work covers this issue by first introducing the situation, then provides examples of personal interests and ideologies in the sector, and concludes with a wrap-up section.

Introduction

Education is a significantly powerful element in all social settings worldwide. Policymakers and minority groups view it as a fundamental liberation tool with the ability to make all populations equal. Having a college education is key in the many global communities that esteem education as a balancing social apparatus. The aspect informs virtually all the organizational changes and reforms enacted to promote higher education effectiveness. Nonetheless, most of the strategies adopted to transform the sector fail frequently. Thus, personal experiences and ideologies, as opposed to research-based evidence, are principal hindrances to organizational changes and reforms in the American higher education realm.

Reasons for and Examples of Reform Failure

American higher education, similar to many other university systems worldwide, faces increasing scrutiny from multiple sources. Examples of parties concerned with the sectors performance include political leaders, scholars, American youths targeting college training, the international community seeking quality university education, and investors looking for highly trained graduates. The U.S. tutelage policymakers want to establish a higher education structure that offers real competitiveness globally (Streitwieser et al., 2019). The desire leads the government to enact laws and policies, often blindly, perceived to cause the anticipated effects. On the other hand, natural forces, such as innovation, the development of numerous online students receiving instructions from limited instructors, and the need for flipped classrooms, among other rapture factors, make training management challenging policy-wise. Consequently, almost all organizational changes or reform policies targeting the U.S. higher education system require real facts and evidence to become effective, aspects that miss conspicuously, as described below.

Ignorant Experts

The fact that almost everybody in the U.S. political system or academic fraternity is an expert on the topic of organizational reform proves the reliance on personal ideologies and experiences in making higher learning policies. The feeling results from the simple aspect of being an academic graduate, with Elmore (2004) maintaining that many policymakers in charge of top-level education operations do not care about facts. Thus, strategies targeting specific emergent issues affecting university learning pass based on the majoritys support (Elmore, 2004). The facet exposes the highly sensitive college education transformation agendas to politics and individual biases. Elmore (2004) provides the case of the No Child Left Behind Act (NCLB) as an example of a mistaken strategy that is failing the U.S. education system. Though the decree targeted primary and secondary training, basing it on standardized tests led to significant failures and the eventual inability to cause the intended impacts (Acosta et al., 2020). Accordingly, personal ideologies make the NCLB policy weak as the strategy causes pressure and socioemotional instability among learners.

NCLB and Biased Students Categorization

The NCLB policy could deliver real results if based on research-based facts. The strategy correctly targeted to promote fairness in the American system and to promote the education structures international competitiveness. According to Schueler et al. (2020), those designing NCLB wanted to have a larger pool of educated workforce, resulting from both the majority and minority groups. Realizing such a goal would give American organizations increased skilled labor and output, thus boosting the nations economic power. However, Elmore (2004) notes making education concerns political converts the highly technical objective into a radical movement supported by the nations two rival political divides. Thus, American learners achievements are classified based on socioeconomic categories, which relates more to race issues, even though the NCLB decree is no longer active. The policy further focuses more on arithmetic and reading aspects while neglecting essential disciplines covering social issues, making the original purpose of education hard to realize (Elmore, 2004). Moreover, NCLB intentionally overlooks the need to empower trainers, as observed by Elmore (2004). Thus, it relies on personal ideologies and feelings while assuming research-based evidence on effective educational policies jeopardizes Americas higher education training reforms.

External Pressure over Internal Motivation

Americas higher learning reforms mainly result from external pressure, as opposed to internal motivation, giving politicians personal familiarities and philosophies substantial room to dominate the domains reform plans. Cyfert et al. (2022) describe intrinsic motivation as the best force to lead effective transformations among humans and organizations. However, giving the overseer responsibility to an external force often leads to the establishment of abstract solutions meant to deliver the supervisors hypothetical targets, as opposed to the actual challenges affecting the issue at hand. The matter is evident in the American education system, where the government and politically appointed or elected officials determine the kind of strategies informing the nations academic system (McDonnell, 2020). Elmore (2004) says that the disconnect between the teaching fraternity and the policy-making side leads to friction, with the former group mainly bearing pressure to implement erroneous plans, even when some do not work. Therefore, establishing a system where genuine educational experts use real investigations to develop evidence-based educational strategies promises to develop transformational education policies that cause a true paradigm shift.

Controversy and Conservatism

Controversy and conservatism mentalities among the general higher education populations, including some educators and learners, constitute personal ideologies hindering organizational reforms at the American university level. Gowen et al. (2019) note that American universities constitute exceptionally conservative administrative and cultural establishments. The settings contain tremendously vocal and ephemeral constituencies comprising students and faculty members. The two assemblages effortlessly organize themselves to oppose modifications associated with learning strategies, particularly when the alterations oppose lodged welfares (Aina et al., 2022). College student bodies hardly allow genuine fee-rise policies to materialize, even when such implies improvement in the quality of training received. On the other hand, university staff and administrators generally remain opposed to merger proposals meant to boost failing institutions, thus making policy changes hard. Therefore, conservatism constitutes a critical personal ideology troubling American higher education organizations reforms.

Conclusion

Higher education constitutes a central countrywide public agenda in the U.S. and multiple other international players. Decision-makers regularly foresee campuses as societal mobility and economic expansion apparatuses. This aspect makes it domineeringly essential for America and other nations to ground higher education policy changes on the evidence concerning operational tactics. However, such is not the case in the U.S., where organizational reforms continuously fail due to personal biases. Technological innovations, including mass online courses covering thousands of learners across the globe, form examples of the critical rupture factors affecting universities in the U.S. Others include competition from for-profit colleges providing professional pieces of training closely connected to labor market requirements and fresh liability modalities leading to global rankings. The U.S. education system works hard to remain relevant and current by meeting the specific needs of its customers and the ruling class. However, many policies meant for the countrys higher education sectors organizational reforms fail significantly due to biases. Thus, America needs to build a body of applicable understanding with the ability to delineate the array of reform possibilities to make suitable decisions based on factual data concerning causes and effects. Implementing such changes amounts to transforming the learning fraternitys culture for more realistic changes in the future.

References

Acosta, S., Garza, T., Hsu, H. Y., Goodson, P., Padrón, Y., Goltz, H. H., & Johnston, A. (2020). The accountability culture: A systematic review of high-stakes testing and English learners in the United States during No Child Left Behind. Educational Psychology Review, 32(2), 327-352. Web.

Aina, C., Baici, E., Casalone, G., & Pastore, F. (2022). The determinants of university dropout: A review of the socio-economic literature. Socio-Economic Planning Sciences, 79(1), 101102. Web.

Cyfert, S., Szumowski, W., Dyduch, W., Zastempowski, M., & ChudziDski, P. (2022). The power of moving fast: Responsible leadership, psychological empowerment and workforce agility in energy sector firms. Heliyon, 8(10), 1-10. Web.

Elmore R.F. (2004). School reform from the inside out, 5^th ed. Cambridge, MA: Harvard Education Press.

Gowen, G. H., Hemer, K. M., & Reason, R. D. (2019). Understanding American conservatism and its role in higher education. Student Activism, Politics, and Campus Climate in Higher Education, 2(1), 43-59. Web.

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Schueler, B. E., Asher, C. A., Larned, K. E., Mehrotra, S., & Pollard, C. (2020). Improving low-performing schools: A meta-analysis of impact evaluation studies. American Educational Research Journal, 59(5), 847-55. Web.

Streitwieser, B., Loo, B., Ohorodnik, M., & Jeong, J. (2019). Access for refugees into higher education: A review of interventions in North America and Europe. Journal of Studies in International Education, 23(4), 473-496. Web.

Introduction

Bias can significantly impact childrens short- and long-term outcomes in school. One way bias can impact children is through implicit biases held by educators (Armandpour). These biases can manifest in various ways, such as lower expectations for certain groups of students or differential treatment in the classroom. This can lead to disparities in academic achievement and access to resources and opportunities. Also, the curriculum and how history and current events are taught can impact learners (Armandpour). Children may not see themselves or their experiences represented in the material, leading to feelings of alienation and disconnection from the material. This can also result in a lack of understanding and empathy for different groups of people.

Discussion

To address bias and its impact on children, educators must first become aware of their implicit biases and actively work to unlearn them. According to Armandpour, this can be done through professional development and training on cultural competency and inclusive teaching practices. For example, they should become familiar with the stereotype threat, which is the fear of being judged or treated poorly based on ones or perceived group identity. Additionally, educators should strive to create a classroom environment that is inclusive and welcoming for all students, regardless of their background.

Furthermore, changes must be made to the educational systems to reduce and combat the impact of bias on children. This includes increasing the diversity of the teaching workforce, revising the curriculum to be more inclusive and representative of diverse perspectives, and providing ongoing training and support for educators on issues related to bias and inclusion (Armandpour). Additionally, providing students with access to resources and opportunities tailored to their needs is crucial to reducing the impact of bias on children.

Conclusion

Finally, it is important to recognize that bias is not only an issue within schools but a societal issue that requires a multifaceted approach to address (Armandpour). This involves creating policies and systems that promote equity and social justice and engaging in conversations and actions that challenge and dismantle oppressive systems and structures.

Work Cited

Armandpour, Dalia. How Bias Impacts Our Relationships with Children and Families. Quality Start Los Angeles, Web.

The questions of the quality of education and the development of academia are becoming the center of attention in the United States. Recently, Floridas Governor Ron DeSantis has approved legislation that will enhance civics education across the nation (Florida Department of Education, 2021). According to the publication of the Florida Department of Education (2021), the new law mandates that children be taught about the U.S. Constitution, Bill of Rights, and Declaration of Independence, as well as the responsibilities of citizens in a democratic society in public schools. It promotes civic competitions and civic literacy programs in schools. Supporters of the law have commended it as a means of making sure that pupils are well-versed in American democracy and equipped to take part in civic life. Nonetheless, some detractors have voiced alarm over the laws potential for being abused for political indoctrination (Florida Department of Education, 2021). Based on this news article, the paper focuses on Senate Bill 1108 and House Bill 233 and analyzes their possible benefits and controversies affecting higher education as well as the necessity of implementing the bills in Floridas higher education system.

According to the article in focus, Governor Ron DeSantis signed Senate Bill 1108 and House Bill 233 into law in June 2021 with the intention of enhancing intellectual freedom and variety of opinion in Floridas public colleges and universities. In addition to creating policies and procedures to support and safeguard free speech and intellectual diversity, these acts mandate that institutions undertake surveys to evaluate the intellectual freedom and diversity of viewpoints on their campuses. In perspective, they both aim to benefit higher education institutions by making them more inclusive.

In more detail, Senate Bill 1108 mandates the creation and supervision of an annual survey that evaluates the intellectual freedom and diversity of viewpoints on Floridas public college and university campuses. The surveys are to be conducted and collected by the State Board of Education and the Board of Governors of the State University System. Based on the requirements, questions about the defense of free speech and expression, the promotion of different points of view, and the utilization of academic resources for political ends must all be included in the survey. After collecting the responses, its findings are to be published to an annual report to the Governor, the President of the Senate, and the Speaker of the House so that they are available to the general public. On the other hand, House Bill 233 compels every public college and university to create and implement a policy that fosters intellectual freedom and a plurality of opinions on their campuses. The policy must have clauses that uphold freedom of speech and expression, promote intellectual variety and inquiry, and specify how to respond to complaints about speech restrictions or the stifling of ideas. The bill also stipulates that colleges and universities annually instruct their faculty, staff, and students on the value of free inquiry and a plurality of viewpoints in higher education.

After understanding the context of the proposed bills, there is the question of the necessity for implementation. In fact, many in the academic world are becoming increasingly concerned that a supposed liberal tilt in higher education threatens academic freedom and diversity. Some contend that alternative opinions are underrepresented and that conservative voices are being muzzled. Supporters consider Senate Bill 1108 and House Bill 233 as essential move to advance intellectual diversity and safeguard free expression on college campuses. That is why Floridas public colleges and universities can foster an atmosphere that promotes open discussion and civil debate by conducting yearly surveys and putting in place rules that support the diversity of perspectives. As a result, all students and instructors may benefit from a more welcoming and intellectually challenging learning environment. The bills can aid in ensuring that many viewpoints are represented and that all voices are heard.

Other benefits of implementing the bills include the preparation of students for the real world by exposing them to a range of perspectives and pushing them to question their own assumptions and views. Students can acquire critical thinking abilities that will be useful in their future employment and personal lives by learning how to respectfully disagree with others and engage in civic conversation. it is evident that supporting intellectual freedom and viewpoint variety is essential to preserving a strong and vibrant academic community, despite worries from the opposers of the bills. In general, in an effort to ensure that Floridas public colleges and universities offer a truly varied and intellectually stimulating learning environment for all students and faculty, Senate Bill 1108 and House Bill 233 might be put into effect.

Notwithstanding the potential advantages of Senate Bill 1108 and House Bill 233, some academics are worried that they might be abused and lead to unexpected effects (Bindewald & Hawkins, 2021). One big worry is that rather than defending free speech and academic independence, these bills might be used to stifle it. Some are concerned that institutions may monitor and regulate faculty and student expression through the annual surveys mandated by Senate Bill 1108, which would have a stifling impact on academic freedom and intellectual inquiry. Similar to this, House Bill 233s mandated policies could be used to censor speech and expression in the guise of fostering intellectual diversity.

Another issue is that these proposals would widen the partisan gaps that already exist in higher education. The proposals, according to their detractors, are being utilized to spread conservative ideas with a political agenda on college campuses. Several people are concerned that the legislation would be used to target left or progressive perspectives in the classroom, further dividing the academic community. Additionally, the possible expenses and administrative burden related to putting these laws into effect might cause some difficulties in implementation. Some institutions might find it difficult to secure the funding needed to carry out the necessary polls and put in place laws that support intellectual freedom and variety of opinions. The time and effort required to comply with these bills may divert resources from other important academic priorities, such as research and student support services. Thus, there is a twofold impression from the bill proposals as they might bring more harm to the academic community rather than benefits.

The analysis provided above suggests that Senate Bill 1108 and House Bill 233 have generated both support and criticism from different quarters of the academic community. There are fears that these laws could be abused and lead to unexpected consequences, despite claim of the bills supporters that they will stimulate the free expression of opinions. Critics argue that the bills may be used to suppress free speech and academic freedom, limit viewpoint diversity, exacerbate existing partisan divides, and create administrative burdens for institutions. It is important to find a balance between promoting intellectual diversity and protecting academic freedom while maintaining a safe and inclusive learning environment. Some of the concerns raised by critics could be mitigated by careful implementation of the bills. For example, institutions could use the surveys required by Senate Bill 1108 to monitor and improve campus climate and inclusion rather than policing faculty and student speech. It is also important to monitor the implementation of the bills to ensure they are achieving their intended goals and not creating new problems for higher education.

In conclusion, the bills have the potential to accomplish the desirable goal of increasing intellectual diversity and free speech on college campuses. However, careful implementation is necessary to ensure that the bills are not misused to suppress academic freedom, limit viewpoint diversity, or create undue administrative burdens. If implemented properly, these bills could help create a more inclusive and intellectually diverse campus environment. These bills align with the broader goals of higher education and have the potential to foster a more inclusive and intellectually stimulating learning environment for all students and faculty. Therefore, I believe that these bills are necessary and beneficial to Floridas higher education system, and I support their implementation.

References

Bindewald, B., & Hawkins, J. (2021). Speech and inquiry in public institutions of higher education: Navigating ethical and epistemological challenges. Educational Philosophy and Theory, 53(11), 1074-1085., 44(2), 261-304. Web.

Florida Department of Education. (2021). Governor Ron DeSantis signs legislation to set the pace for civics education in America. Website. Web.

Interdisciplinary learning opportunities are effective and valuable interventions that provide numerous stakeholders with essential advantages. Turner et al. (2022) clarify that this phenomenon implies synthesizing and using knowledge from different disciplines to generate novel perspectives. As a result, individuals are encouraged to adopt multiple perspectives to solve a current issue. Such an opportunity does not undervalue a single discipline and is different from a multi-disciplinary approach that relies on various disciplines in isolation without merging them (Turner et al., 2022). A suitable example of an interdisciplinary learning opportunity refers to a 2-day workshop on low back pain management, which utilizes the ideas from the Physical Therapy, Pharmacology, and Healthcare Education domains.

The current interdisciplinary learning opportunity is represented by a 2-day workshop for students. This activitys main purpose is to provide the participants with better knowledge regarding how to treat low back pain. Since the discipline branch is Physical Therapy, the focus will be placed on appropriate interventions, including spinal manipulation, massage, and heat-wrap therapy (Traeger et al., 2019). However, the name of the intervention implies that information from other disciplines will be used.

The presented workshop will be divided into two separate parts. The first day will include a 2-hour session that will provide the participants with theoretical information on the topic. In particular, the individuals will discover that, in many cases, physical therapy interventions are not sufficient to reduce pain (Davin et al., 2019). That is why interdisciplinary interventions are needed to address the problem and achieve positive outcomes. Thus, the session will comment on the importance of appropriate medication and patient counseling. It is important to note that vitamin B12, nonsteroidal anti-inflammatory drugs, and opiates can help reduce this pain (Buesing et al., 2019). This information will become a sufficient theoretical background of the workshop.

The second day will include practical assignments for the participants to master specific skills. For example, the individuals will learn how to give a correct massage, learn more about heat-wrap therapy, and become familiar with spinal manipulations. Furthermore, the participants will be asked to search the available scientific literature to identify specific medications that have proved their effectiveness in reducing low back pain. Finally, these students will engage in simulations where they will need to explain the concept of low back pain management for hypothetical patients.

The given interdisciplinary learning opportunity will take place at the university. The best option is to choose the conference room at the university in City, State. This location is convenient for all stakeholders because it offers all the required technical resources and can accommodate many individuals. Simultaneously, the site is familiar to the students and staff members, indicating that they can easily find and reach it.

In addition to Physical Therapy, two other disciplines will be involved in the workshop. On the one hand, Pharmacology will be addressed because significant attention will be drawn to what medication to use to manage low back pain. On the other hand, the discipline of Healthcare Education will be covered since the workshop participants will learn how to communicate with patients. These facts demonstrate that the workshop creates an effective interdisciplinary learning opportunity.

The event under analysis is valuable because it provides each discipline with perceived benefits. Physical therapy has advantages because students learn how to perform therapeutic interventions properly. Furthermore, the discipline learns that it is possible to rely on knowledge from another sphere to improve potential outcomes. As for Pharmacology, this area meets positive effects since knowledge regarding effective low back pain management medication is gathered and synthesized. The discipline additionally learns that it can cooperate with Physical Therapy to achieve shared goals. Finally, the Healthcare Education sphere witnesses benefits because it learns what specific Physical Therapy and Pharmacology knowledge and skills should be delivered to students. Moreover, students will learn how to communicate with patients suffering from low back pain.

Even though the interdisciplinary learning opportunity is beneficial, it can be subject to a few challenges. The first potential issue can refer to the fact that the participants will not master how to perform therapeutic manipulations. This barrier will be overcome by inviting a professional and skillful Physical Therapist who will be able to share their experience with the students. The second challenge implies that a very high number of students can appear to attend the workshop. It is possible to prevent the issue by making announcements of the event and highlighting that a limited number of participants can attend it. Another suitable option is to ask the potential participants to register for the event in advance so that the instructors can prevent overcrowding.

In conclusion, the interdisciplinary learning opportunity addresses an important topic and attempts to provide students with valuable knowledge and skills on how to treat low back pain. This event merges evidence from the spheres of Physical Therapy, Pharmacology, and Healthcare Education to provide the participants with comprehensive knowledge on how to manage the selected problem. The discussion of the workshop location, benefits, and challenges is included to provide exhaustive details regarding how and why this activity is organized.

References

Buesing, S., Costa, M., Schilling, J. M., & Moeller-Bertram, T. (2019). Vitamin B12 as a treatment for pain. Pain Physician, 22(1), E45-E52.

Davin, S., Lapin, B., Mijatovic, D., Fox, R., Benzel, E., Stilphen, M., Machado, A., & Katzan, I. L. (2019). Comparative effectiveness of an interdisciplinary pain program for chronic low back pain, compared to physical therapy alone. Spine, 44(24), 1715-1722. Web.

Traeger, A. C., Buchbinder, R., Elshaug, A. G., Croft, P. R., & Maher, C. G. (2019). Care for low back pain: Can health systems deliver? Bulletin of the World Health Organization, 97(6), 423-433. Web.

Turner, R., Cotton, D., Morrison, D., & Kneale, P. (2022). Embedding interdisciplinary learning into the first-year undergraduate curriculum: Drivers and barriers in a cross-institutional enhancement project. Teaching in Higher Education, 1-17. Web.

If you ask a student what primary mission a university has, he/she is likely to say that it is the transmission of knowledge that one can use for achieving professional goals in the future. This is certainly true to a great extent, but it is crucial to remember that higher education is aimed not only at sharing information from a specific field of human knowledge but also at shaping your personality through the development of the best qualities of mind and soul. Being a student is not only about being a data receiver. First and foremost, it implies transforming yourself in the constant striving for perfection.

I believe that Jesuit tradition in education is the best way to achieve outstanding results in preparing yourself for living, interacting, and working in the multi-faceted ever-changing modern world. This is a kind of education that is based upon both religious and secular values. Therefore, the aesthetic perception of the Renaissance interweaves with gospel ideals of the Society of Jesus, which creates the most favorable conditions for both intellectual enrichment and spiritual uplift of a person.

However, the opportunity for growth and comprehensive development is not the only reason I consider the Jesuit tradition valuable for higher education. I also believe that nowadays our society suffers from two equally prejudicial and destructive extremes: some are convinced that religious values are outdated and can only throw you back, whereas others think that science has gone too far and people should turn to God as the only omniscient guide and mentor. Despite the fact that it seems to be a deadly feud, Jesuit tradition gives us a unique chance to take the best of both positions leaving out dangerous extravagancies.

Contrary to the common belief that religion puts strict limitations on a person, Jesuit values prove to be liberating for students, since liberal curriculum not only provides a wide variety of subjects but also encourages you to open your mind to a totally new perception of the world. You come to understand that you should appease excessive desires in order to discover your true vocation. It does not imply denying yourself every imaginable pleasure  it rather means learning how to get rid of the redundant. Jesuit education gives us access to a liberating vision of ourselves and life that surrounds us.

However, there is nothing about imposing a worldview in the Jesuit approach. As a former school student, I know how hard it is to preserve your identity when you constantly experience pressure from public opinion, including your teachers and parents expectations. As a result, you always feel stressed because of failing someone else and become afraid of revealing your real self. Liberal arts education encourages you to explore your inner strivings and inclinations. You learn how to find out what really brings you joy and makes you feel your value as an individual. It makes you stronger, more self-confident, and adaptable to the changing world.

Nevertheless, such a way of thinking does not make you a complete egoist. The paradox is that the more you learn to concentrate on your personality  the more you happen to think of other people. This is perhaps the most valuable thing in Jesuit education for me. I believe that, no matter how hard it may seem to be a humanist, it is totally worth it. When you find beauty and perfection in your own soul, you start seeing them in everything that surrounds you, which gives you the most precious gift possible  that is, to live in harmony with yourself.