Educational reform is the name given for the purpose of changing public education. Historically, reforms have taken on different forms because the motivations of different reformers. However, since the 1980s, educational reform has focused on changing existing systems from those focused on inputs to those focused on output (ie, student achievement). In the United States, educational reform recognizes and encourages public education as a major source of K-12 education for American youth. Educational reformers are eager to make public education a marketplace (in the form of an input-output system), where accountability creates high stakes from curriculum standards associated with standardized tests. As a result of this input-output system, equity has been conceptualized as an endpoint, often evidenced by the achievement gap between diverse populations. The conceptualization of educational reform is based on competitive market logic. As a result, competition creates inequalities that continue to drive the logic of equity markets to the end by reproducing the achievement gap between the various youth. Overall, educational reform has been and continues to be used in lieu of necessary economic reforms in the United States.
A constant for all forms of educational reform includes the idea that small changes in education will have a great social return to the health, wealth and welfare of citizens. For example, the stated motivation has reduced costs for students and society. From ancient times until the 1800s, one goal was to reduce the cost of classical education. Ideally, classical education is done with a highly educated personal tutor (very expensive). Historically, this is only available to the richest. Encyclopedias, public libraries and grammar schools are examples of innovations intended to lower the cost of classical education.
The related reforms seek to develop similar classical results by concentrating on the "why", and "the" questions that are ignored by classical education. Abstract, the introspective answer to these questions can theoretically condense many facts into relatively few principles. This path was taken by some Transcendentalist educators, such as Amos Bronson Alcott. In early modern times, Victorian schools were reformed to teach commercially useful topics, such as modern language and mathematics, rather than classical subjects, such as Latin and Greek.
Many reformers focus on reforming society by reforming education on more scientific, humanistic, pragmatic or democratic principles. John Dewey and Anton Makarenko are outstanding examples of such reformers. Some of the reformers included some motivations, such as Maria Montessori, both of whom were "educated for peace" (social goals), and for "meeting the needs of the child" (Humanistic Goals). In historic Prussia, an important motivation for the Kindergarten encounter is to cultivate national unity by teaching the national language while the children are young enough to learn the language easily.
Reform has taken many forms and directions. Throughout history and today, the meaning and methods of education have changed through debates on what content or experience has resulted in educated individuals or educated societies. Changes can be implemented by individual educators and/or by broad-based school organizations and/or by curriculum changes with performance evaluations.
Video Education reform
History
Classic time
Plato believes that children will never learn unless they want to learn. In The Republic , he said, "... compulsory learning never stuck in mind." The educational debates of the Roman Empire came after Christianity reached widespread acceptance. The question relates to the value of pre-Christian classical education education: "Given that the pre-Christian body of pre-Christian knowledge comes from pagans, is it safe to teach it to Christian children?"
modern reform
Although educational reforms take place at the local level at various points throughout history, the modern notion of educational reform is linked to the spread of compulsory education. Educational reform is not widespread until after organized schools are sufficiently systematized to be 'reformed'.
In the modern world, economic growth and the spread of democracy have increased the value of education and increased the importance of ensuring that all children and adults have access to high quality and effective education. Modern education reform is increasingly driven by a growing understanding of what works in education and how to successfully improve teaching and learning in schools. However, in some cases, the reformist goal of "high-quality education" means "high-intensity education", with a narrow emphasis on individual teaching, fast-tested participants, regardless of long-term outcome, developmental feasibility, or more educational goals large.
Classic education update
Western classical education as taught from the 18th century to the 19th century has lost the features that inspired reformers. Classic education most concerned with answering who, what, where, and when? questions related to the majority of students. Unless carefully taught, group instruction naturally ignores the "theoretical" and "theoretical" questions that worry less students a lot.
Classic education in this period also does not teach local languages ​​and cultures (vernacular). Instead it teaches ancient languages ​​with high status (Greek and Latin) and their culture. This produces a strange social effect in which the intellectual class may be more faithful to ancient cultures and institutions than their native language and their actual governmental authority.
English in the 19th century
Before any government-funded government schools, lower-class education was a charity school, spearheaded in the 19th century by Protestant organizations and adapted by the Roman Catholic Church and government. Because these schools operate on a very small budget and try to serve as many children as needy, they are designed to be cheap.
The basic program is to develop a "grammar" school. It only teaches grammar and bookkeeping. This program allows people to start a business to make money, and gives them the skills to continue education cheaply from books. "Grammar" is the first third of the classical education system that is common.
The latest development of grammar school is by Joseph Lancaster and Andrew Bell who developed the monitor system. Lancaster began as a poor Quaker early in the 19th century in London. Bell started the Madras School in India. The monitor system uses students who are slightly more advanced to teach students who are less proficient, achieving a student-teacher ratio as small as 2 people, while educating more than a thousand students per adult. Lancaster promotes its system in a section called Improvement in Education that is widespread throughout the English-speaking world.
Discipline and labor at Lancaster schools are provided by the economic system. Scrip, a meaningless form of money outside the school, is created at the fixed exchange rate of the student's tuition. Every school job is a student's bid-by in scrip, with the greatest winning bid. However, any tutor students can auction off positions in their classes. In addition to tutoring, students can use scrip to purchase food, school supplies, books, and childish luxuries at the school shop. Adult supervisors are paid from job offers.
With a thoroughly developed internal economy, Lancaster schools provide grammar education for a per student fee approaching $ 40 per year in 1999 US dollars. Students are very good at reducing their costs, and once found, improvements are widely adopted in schools. For example, Lancaster students, motivated to save scrip, eventually rented a textbook page from the school library, and read it in groups around the music to reduce the cost of textbooks. Students usually exchange study guidance, and pay for goods and services with a receipt from "les down".
Lancaster schools are usually lacking adequate adult supervision. As a result, older children acting as disciplinary monitors tend to be brutal tasks. Also, schools do not teach submission to orthodox Christian beliefs or governmental authority. As a result, most countries that use English develop public compulsory education explicitly to keep public education in the hands of "responsible". These elites say that Lancaster schools may be dishonest, provide poor and irresponsible education to established authorities.
Lancaster's supporters answered that every schoolchild can avoid cheating, be given a chance, and that the government does not pay for education, and therefore has no right to say in their compositions.
Lancaster, although motivated by charity, claims in his pamphlet to be surprised to find that he lives well in his school income, even while low costs make him available to the poorest street children. Ironically, Lancaster lives in the alms of friends in his later life.
Progressive reforms in Europe and the United States
The term progressive in education has been used somewhat indiscriminately; there are a number of types of educational progresivism, most of the historical type that culminated in the period between the late 19th and mid-20th centuries.
Child-learning
Jean-Jacques Rousseau has been called the father of the child's learning movement. It has been said that Rousseau "discovered" the child (as the object of study).
Rousseau's primary work on education is Emile: Or, On Education, where he presents a hypothetical educational program for newborn to adult education. Rousseau gives two critics of the educational vision set forth in Plato's Republic as well as his contemporary European society and the methods of education he considers to be contributing; He argues that one can be a man or a citizen, and that while Plato's plan could bring the latter at the expense of the former, contemporary education fails in both tasks. He advocated the radical withdrawal of children from society and educational processes that harnessed the child's natural potential and his curiosity, taught him by confronting him with a simulation of real-life obstacles and conditioned him with experience rather than intellectual teaching. His ideas were rarely implemented directly, but influenced the next thinker, especially Johann Heinrich Pestalozzi and Friedrich Wilhelm August FrÃÆ'¶bel, the founder of kindergarten.
Horace Mann
In the United States, Horace Mann (1796 - 1859) Massachusetts uses his political base and role as Secretary of the Massachusetts State Council of Education to promote public education in his home country and nationally. His Crusade style attracted broad middle class support. Historian Ellwood P. Cubberley asserts:
- Nothing does more than he creates in the minds of the American people the conception that education should be universal, non-sectarian, free, and that its goal must be social efficiency, virtue, and character, not just learning or final progress sectarian.
National identity
Education is often seen in Europe and Asia as an important system for maintaining national unity, culture and language. Prussia implements strict primary school reforms to teach a uniform version of the national language, "Hochdeutsch". One of the significant reforms is kindergarten, whose goal is to let children spend time in supervised activities in the national language, when children are young enough so that they can easily learn new language skills.
Since most modern schools mimic the Prussian model, children start schooling at an age when their language skills remain plastic, and they find it easy to learn a national language. This is a deliberate design of the Prussian side.
In the US over the past twenty years, more than 70% of non-English school-age immigrants have arrived in the US before they are 6 years old. At this age, they can be taught English in school, and attain an ability that can not be distinguished from native speakers. In other countries, such as the Soviet Union, France, Spain, and Germany, this approach has dramatically increased the value of tests and mathematics for minority languages.
Dewey
John Dewey, a philosopher and educator based in Chicago and New York, helped conceptualize the role of American and international education during the first four decades of the 20th century. An important member of the American Pragmatic movement, it brings subordination of knowledge to action into the educational world by arguing for educational experiences that will allow children to learn theory and practice simultaneously; a well-known example is the practice of teaching physics and basic biology to students while preparing food. He is a hard critic of "dead" knowledge disconnected from practical human life.
Dewey criticized the rigidity and volume of humanistic education, and the emotional idealization of education based on the child-inspired movement of Bill Joel and those who followed it. He presented his educational theory as a synthesis of two views. The slogan is that schools should encourage children to "Learn by doing." He wants people to realize that children are naturally active and inquisitive. Dewey's understanding of logic is best served in "Logic, Theory of Inquiry" (1938). His educational theories are presented in "My Pedagogic Creed", The School and Society, The Child and Curriculum, and Democracy and Education (1916). Bertrand Russell criticized Dewey's conception of logic, saying "What he calls" logic "does not seem to me to be a part of logic at all, I should call it part of psychology."
The question of Deweyan's educational practice history is difficult. He is a well-known and influential thinker, but his views and suggestions are often misunderstood by those who seek to apply them, leading some historians to suggest that there has never been actual implementation on the large scale of Deweyan's progressive education. The schools where Dewey himself was closest (though the most famous, "School Laboratories", actually run by his wife) had ample ups and downs, and Dewey left the University of Chicago in 1904 due to problems related to Dewey School.
Dewey's influence began to decline in time after the Second World War and particularly in the Cold War era, as more conservative educational policies came to the fore.
Progressive administration
The most successful form of educational progress in implementing its policies has been dubbed "administrative progressiveness" by historians. It began to be applied at the beginning of the 20th century. Although influenced specifically in his rhetoric by Dewey and even more by his popularizer, administrative progresivism is in practice much more influenced by the Industrial Revolution and the concept of economies of scale.
Administrative progressives are responsible for many of the features of modern American education, especially of American high schools: counseling programs, the transfer from many local high schools to centralized high schools, curricular differentiation in the form of choices and tracking, curricular, professional, and standardized forms others, and an increase in state and federal regulation and bureaucracy, with the reduction of local controls at the school board level. (Cf. "State, federal, and local control education in the United States", below) (Tyack and Cuban, pp.Ã, 17-26)
This reform has become deeply rooted, and many today identify themselves as progressive against many of them, while conservative education reforms during the Cold War embrace them as a framework for strengthening traditional curricula and standards.
In more recent times, groups such as the Reformation think tank's educational division, and S.E.R. has tried to pressure the British government into a more modernist educational reform, although this has met limited success.
20th Century (United States)
Reforms emerging from civil rights era
From the 1950s to the 1970s, much of the reforms proposed and applied in US education came from the civil rights movement and related trends; examples include ending racial segregation, and driving for the purpose of desegregation, affirmative action, and the prohibition of school prayer.
1980s
In the 1980s, some educational reform momentum moved from left to right, with the release of A Nation at Risk, the efforts of Ronald Reagan to reduce or eliminate the US Department of Education.
"[T] he federal government and almost all state governments, teacher training institutes, teacher unions, large foundations, and mass media have pushed hard for higher standards, greater accountability, more" time in task, "and academically more impressive results. "
This shift to the right led many families to seek alternatives, including "charter schools, progressive schools, Montessori schools, Waldorf schools, Afrocentric schools, religious schools - or teaching them at home and in their communities."
In the second half of the decade, ED Hirsch filed an attack affecting one or more versions of progressive education, advocating an emphasis on "cultural literacy" - facts, phrases, and texts that Hirsch emphasized every American once knew and that now only a few know, it is still important to decipher the basic text and maintain communication. Hirsch's ideas remained significant until the 1990s and entered the 21st century, and were incorporated into class practice through textbooks and curricula published under his own footprint.
1990s and 2000s
Most states and districts in the 1990s adopted Outcome-Based Education (OBE) in some form or another. A country will create a committee to adopt the standard, and choose a quantitative instrument to assess whether students know the required content or can perform the required tasks. The goal of standard-based National Education (Goal 2000) was established by the US Congress in the 1990s. Much of this goal is based on the principles of results-based education, and not all objectives are achieved in 2000 as intended. The standards-based reform movement culminated in the No Child Left Behind Act of 2001, which in 2016 is still an active national mandate in the United States.
OBE reform usually has other disputed methods, such as constructivist mathematics and intact language, added to it. Some advocates advocate replacing a traditional high school diploma with an Early Mastery Certificate. Another reform movement is school-to-work, which will require all students except those on the university track to spend large class time at work. See also Non-Public School.
National Equity Project
The National Equity Project is a nonprofit organization that aims to "dramatically improve educational experiences, outcomes, and life options for students and families historically underserved by their schools and districts." The organization first started as a non-profit organization in Oakland, CA called the Bay Area Coalition for Equitable Schools in 1998. The organization focuses on low-income areas in the United States deemed to have extreme educational losses. The National Equity Project aims to use such research and implementation to bring equality to the US education system, under the aims that low-income schools can close the educational gap by helping schools improve their structure and systems so schools can provide equality and inclusive environments for students and teacher. To help address issues in these areas, the organization aims to assist schools when "hosting a professional development agency throughout the year for teachers, principals, administrators, nonprofit professionals and others committed to educating equality ". Along with the provision of professional development for schools, the organization also provides research and case studies on changes occurring in areas that work with organizations. Through this research, organizations use this work [1] to help develop and implement new strategies that can help schools and districts improve the way they teach their students.
The organization has received more than $ 30 million in grants, including foundations such as the Bill and Melinda Gates Foundation and Lumina Foundation. The National Equity Project also works with W.K. Kellogg Foundation and Oakland's Promise Neighborhood and Ready Schools in Miami, helping these groups work toward their goal of achieving educational equality in the United States.
Maps Education reform
Contemporary issues (United States)
Overview
In the first decade of the 21st century, some issues stand out in the debate on further educational reform:
- Longer school day or school year
- Tutor after school
- School charter, school choice, or school voucher
- Smaller class sizes
- Teacher quality improvement
- Upgraded training
- Higher credential standards
- Generally higher payouts to attract more qualified applicants
- Performance bonus ("payroll")
- Firing low-performing teachers
- Internet access and computers at school
- Track and reduce drop-out rate
- Track and reduce attendance
- English education-only vs. bilingual
- Mainstream or fully include students with special educational needs, rather than placing them in a separate dedicated school
- The standard contents of curriculum and textbooks
- What is being taught, at what age, and for which students. For example, at what age do children usually learn to read? Should all teenagers study algebra, or would it be more useful for them to take a math class that focuses on statistics or personal finance?
- Funding, neglected infrastructure, and sufficiency of educational supplies
- Student rights
Funding rate
According to a 2005 report from the OECD, the United States is bound for first place with Switzerland when it comes to annual expenditure per student in public schools, with each of the two countries spending more than $ 11,000 (in US currency). Despite this high level of funding, US public schools are lagging behind the schools of other rich countries in reading, math, and science. Further analysis of developed countries shows no correlation between student spending and student performance, suggesting that there are other factors that affect education. Top performers include Singapore, Finland and Korea, all with relatively low spending on education, while high spenders including Norway and Luxembourg have relatively low performance. One possible factor is the distribution of funding. In the US, schools in rich regions tend to be over-funded while schools in poor areas tend to be under-funded. These differences in spending between schools or districts can highlight inequality, if they produce the best teachers who move to teach in the richest areas. Inequality between districts and schools has led to 23 states instituting school financial reforms based on sufficiency standards aimed at increasing funding to low-income districts. The 2018 study found that between 1990 and 2012, these financial reforms led to increased funding and test scores in low-income districts; which demonstrates effective financial reforms to bridge the performance gap between districts. It has also been shown that the socio-economic situation of student families has the greatest influence in determining success; shows that even if increased funds in low-income areas improve performance, they may still perform worse than their counterparts from richer districts.
Beginning in the early 1980s, a series of analyzes by Eric Hanushek showed that the amount spent on school had little to do with student learning. This controversial argument, which focuses on how money is spent rather than how much is spent, results in a long scientific exchange. Some arguments are incorporated into class size debates and other discussions about "input policies." It also encourages reform efforts on school accountability issues (including No Child Left Behind) and the use of rewards and other incentives.
There is research showing smaller class sizes and newer buildings (both needing higher funding to apply) lead to academic upgrading. It should also be noted that many reform ideas deviating from traditional formats require greater funding.
It has been proven that some school districts do not use their funds in the most productive way. For example, according to a 2007 article in Washington Post, Washington's public school district, D.C. spend $ 12,979 per student per year. This is the third highest rate of funding per student from the 100 largest school districts in the United States. Despite this high level of funding, school districts deliver results that are lower than the national average. In reading and math, district students score the lowest among the 11 main school districts - even when poor children are compared with other poor children. 33% of poor fourth graders in the United States lack basic skills in mathematics, but in Washington, D.C., it is 62%. According to a 2006 study by the Goldwater Institute, Arizona public schools spend 50% more per student than Arizona private schools. The study also says that while teachers account for 72% of employees in private schools, they make up less than half the staff in public schools. According to research, if Arizona public schools want to be like private schools, they must hire about 25,000 more teachers, and eliminate 21,210 administrative employees. The study also says that public school teachers are paid about 50% more than private school teachers.
In 1985 in Kansas City, Missouri, a judge ordered the school district to raise taxes and spend more on public education. Expenditures are increasing so much, so the school district spends more money on each student than one of the 280 largest state schools in the state.
According to a 1999 article, William J. Bennett, former US Secretary of Education, argues that increased spending on public education has not made schools better, citing the following statistics:
Alternative to public education
In the United States, private schools (independent schools) have long been an alternative to public education for those who have the ability to pay tuition. These include religious schools, preparatory schools and boarding schools, and schools based on alternative paradigms such as Montessori education. More than 4 million students, about one in twelve children attend religious schools in the United States, most of whom are Christians. Montessori's pre-school and primary school programs use well-tested scientific theories of guided exploration that seek to embrace the natural curiosity of children rather than, for example, scolding them for falling from the ranks.
Home education is favored by the growing number of parents who take direct responsibility for their children's education rather than enrolling them at local public schools seen as not meeting expectations.
School choice
Economists such as Nobel Laureate Milton Friedman advocate school choice to promote excellence in education through competition and choice. A competitive "market" for schools eliminates the need to otherwise try a workable method of accountability for results. Public education vouchers allow guardians to choose and pay for schools, public or private, with public funds currently allocated to local public schools. The theory is that guardians of children will naturally shop for the best schools, as they have done at the college level.
Although interesting in theory, many reforms based on school choice have led to mild to moderate improvements - which some union members consider insufficient to offset teacher salaries and job security degradation. For example, the reform of New Zealand's landmark in 1989, where schools were granted substantial autonomy, funds transferred to schools, and parents were given free school choices where their children would attend, causing moderate improvement in most schools. It is said that the increase in racial inequality and higher racial stratification in schools has deprived educational benefits. Others, however, argue that the original system creates more injustice (because low-income students are required to attend poorly performing urban schools and are not allowed to choose schools or better education available to high-income residents in the suburbs). Instead, he argues that school choice promotes social mobility and increases test scores especially in the case of low-income students. Similar results are found in other jurisdictions. Although disappointing, a slight improvement of some school choice policies often seems to reflect weaknesses in the way options are applied rather than the failure of the underlying principle itself.
Teacher ownership
Mastery criticism claims that the law protects ineffective teachers from being fired, which can be detrimental to a student's success. Land tenure laws vary from state to state, but generally they set a trial period in which the teacher proves himself worthy of a long life position. Trial periods range from one to three years. Advocates for land tenure reform often consider this period as too short to make such an important decision; especially when the decision is very difficult to revoke. Process restrictions for protecting a tenured teacher from being wrongly fired; but this restriction may also prevent administrators from deleting ineffective or inappropriate teachers. A 2008 survey by the US Department of Education found that, on average, only 2.1% of teachers are fired each year because of poor performance.
In October 2010, Apple Inc. CEO Steve Jobs held a consequence meeting with US President Barack Obama to discuss US competitiveness and the country's education system. During the meeting, Jobs suggested implementing a policy that would allow principals to hire and fire teachers on merit.
In 2012 the school teacher's tenure was challenged in a California lawsuit named Vergara v. California . The main problem in this case is the impact of mastery on student outcomes and equality in education. On June 10, 2014, a court judge ruled that California's teacher's law of law resulted in a "shocking conscience" disparity and violated the same protection section of the California Constitution. On July 7, 2014, US Secretary of Education Arne Duncan commented on the decision of Vergara during a meeting with President Barack Obama and union representatives of teachers. Duncan said that the mastery of school teachers "must be obtained through the effectiveness shown" and should not be given too soon. In particular, he criticized the 18 month term in the heart of the Vergara case for being too short to be a "meaningful bar."
Obstacles to reform
A study by the Fordham Institute found that some employment agreements with teacher unions can limit the ability of the school system to implement payroll and other reforms. Tighter contracts in districts with high concentrations of poor and minority students. Methodological and research conclusions have been criticized by union teachers.
Another obstacle to reform is to assume that schools are like businesses - when in fact they are very different.
Legal obstacles to low reform in the United States compared to other countries: State and local government education creates "a space for educational innovators" who can change local laws or move to more profitable places. Cultural barriers to reform are also relatively low, since the question of who should control education remains open.
Internationally
Education for All
Education 2030 The Agenda refers to the global commitment of Education for All movements to ensure access to basic education for all. This is an important part of Agenda 2030 for Sustainable Development. The roadmap to reach the Agenda is Education 2030 Incheon Declaration and the Framework for Action, outlining how countries, working with UNESCO and global partners, can translate commitments into action.
Taiwan
In other parts of the world, educational reform has a number of different meanings. In Taiwan in the 1990s and the first decade of the 21st century, a movement tried to prioritize reasoning over facts, reducing emphasis on central control and standard testing. There is a consensus about the problem. The effort is limited because there is little consensus on the purpose of educational reform, and therefore how to fix the problem. In 2003, the impetus for educational reforms has declined.
Motivation
Educational reform has been pursued for a variety of reasons, but generally most reforms aim to improve some social ills, such as poverty, gender inequality, or class-based inequality, or the perception of ineffectiveness. Current education trends in the United States represent a variety of inequalities between ethnic achievements, income levels, and geography. As McKinsey and Company reported in a 2009 analysis, "This educational gap imposes on the United States economic equivalence of a permanent national recession." Reforms are usually proposed by thinkers aimed at improving social ills or institutionalizing societal change, most often through changes in the education of class members of people - the preparation of the ruling class to rule or the working class, lower social hygiene or immigrants, the preparation of citizens in democracy or republic, etc. The idea that all children should be given high education is a relatively new idea, and has emerged in the context of Western democracy in the 20th century.
The "beliefs" of the school district are optimistic that literally "all students will succeed", which, in the context of high school graduation exams in the United States, all students in all groups, regardless of inheritance or income will pass tests that in recognition are usually beyond all except 20 to 30 percent of students. The claim clearly rejects historical research showing that all ethnic groups and incomes score differently on all standardized tests and standards-based assessments and that students will reach on the bell curve. In contrast, education officials around the world believe that by setting clear, achievable, higher standards, aligning the curriculum, and assessing outcomes, learning can be improved for all students, and more students can succeed than 50 percent defined above below the grade level with the norm reference standard.
Countries have tried to use public schools to increase state power, especially to make soldiers and workers better. This strategy was first adopted to unite related linguistic groups in Europe, including France, Germany and Italy. Appropriate mechanisms are unclear, but often fail in areas where populations are culturally segregated, such as when US Indian school services fail to suppress Lakota and Navaho, or when a culture broadly respects institutions of autonomous culture, such as when Spain failed to suppress Catalan.
Many democratic students want to improve education to improve the quality of governance in a democratic society; the need for good public education follows logically if one believes that the quality of democratic governance depends on the ability of citizens to make informed intelligent choices, and that education can improve this ability.
The politically motivated educational reform of the type of democracy is recorded as far as Plato in The Republic. In the United States, the pedigree of democratic educational reform is continued by Thomas Jefferson, who advocates partial ambitious reform along the Platonic line for public schools in Virginia.
Another motivation for reform is the desire to address socio-economic problems, which many people see have significant roots in the lack of education. Beginning in the 20th century, people have argued that small improvements in education can have great results in areas such as health, wealth and well-being. For example, in Kerala, India in the 1950s, improving women's health correlated with increased female literacy rates. In Iran, the increase in primary education correlates with improved agricultural efficiency and income. In both cases some researchers have concluded this correlation as representing an underlying causal relationship: education causes socio-economic benefits. In the case of Iran, the researchers concluded that the increase occurred because farmers gained reliable access to national crop prices and scientific agricultural information.
Strategy
Reforms can be based on bringing education at par with the core values ​​of society. Reforms that seek to change the core values ​​of society can link alternative education initiatives with other alternative institutional networks.
Digital education
The movement to use more computers in education naturally includes many unrelated ideas, methods, and pedagogy as there are many uses for digital computers. For example, the fact that computers are naturally good in math leads to questions about the use of calculators in mathematics education. The ability of Internet communication makes it potentially useful for collaboration, and learning a foreign language. The ability of a computer to simulate a physical system makes it potentially useful in teaching science. More often, however, the digital education reform debate is centered around more general computer applications for education, such as electronic examinations and online classes.
The idea of ​​creating artificial intelligence led some computer scientists to believe that teachers could be replaced by computers, through something like an expert system; However, efforts to achieve this have proven to be inflexible. Computers are now better understood as tools or assistants for teachers and students.
Utilizing the wealth of the Internet is another goal. In some cases, classrooms have been moved completely online, while in other cases the goal is more to learn how the Internet can be more than just a classroom.
The web-based international education software is under development by students at New York University, based on the belief that educational institutions are currently too rigid: effective, non-routine, non-passive, and practice questions unpredictable or standardized. The software allows for courses tailored to individual capabilities through frequent and automated multiple intelligence assessment. The main goals include helping students to be intrinsically motivated to educate themselves, and assist students in self-actualization. Courses normally taught only in college are being reformatted so they can be taught to every level of students, where elementary school students can learn the basics of any topic they want. Such programs have the potential to eliminate inefficiencies in education bureaucracy in modern countries, and with the decline of digital divide, helping developing countries rapidly achieve the same quality of education. With an open format similar to Wikipedia, every teacher can upload their courses online and the feedback system will help students choose the relevant courses of the highest quality. Teachers can provide links in their digital courses to broadcast videos from their talks. Students will have a personal academic profile and a forum will allow students to ask complex questions, while simpler questions will be automatically answered by the software, which will lead you to solutions by searching through a knowledge database, covering all the courses and topics available.
The 21st century ushered in the acceptance and encouragement of internet research conducted on college campuses and campuses, in homes, and even in the collection areas of shopping centers. In addition to cyber cafes on campuses and coffeehouses, lending communication devices from libraries, and the availability of portable technological devices, open up the world of educational resources. The availability of knowledge for the elite is always clear, but the provision of networking tools, even the release of wireless gadgets from libraries, makes the availability of information the hopes of most people. Cassandra B. Whyte examines the future of computer use on college campuses that focus on student affairs. Although initially seen as a means of data collection and reporting of results, the use of computer technology in classrooms, meeting areas, and homes continues to grow. A single dependence on paper resources for reduced subject information and e-books and articles, as well as on-line courses, is anticipated to become the more basic and affordable options provided by higher education institutions by Whyte in the 2002 presentation.
Digital classroom "reversing" digitally is a trend in digital education that has gained significant momentum. Will Richardson, a writer and visionary for the world of digital education, demonstrates a not-too-distant future and the possibilities of unlimited digital communications related to educational improvement. Education as a whole, as a stand-alone entity, has been slow to accept this change. The use of web tools such as wikis, blogs, and social networking sites is concerned with improving the overall effectiveness of digital education in schools. For example there are success stories of teachers and students where learning has gone beyond the classroom and has reached deep into society.
Creativity is the most important when improving education. "Creative teachers" must have trust through training and availability of support and resources. These creative teachers are strongly encouraged to embrace a people-centered approach that develops educational psychology ahead or in conjunction with engine deployment. Creative teachers have also been inspired through the Crowd-Accelerated Innovation. Crowd-Accelerated innovation has prompted people to transition between media types and their understanding of record-breaking measures. This process serves as a catalyst for creative direction and new innovation methods. Innovation without desire and the impulse of the line must be flat.
The mainstream media continues to be very influential and the medium in which Crowd-Accelerated Innovation gets its leverage. The media compete directly with formal educational institutions in shaping the minds of today and the future. [Buchanan, Rachel footnote] The media has been instrumental in encouraging formal educational institutions to become more intelligent in their methods. In addition, advertising has (and continues to be) an important force in shaping the mindset of students and parents.
Technology is a dynamic entity that is constantly changing. With the passage of time, new technology will continue to break the paradigm that will reshape human thinking about technological innovation. This concept emphasizes the specific deliberation between teachers and learners and the growing gap that began some time ago. Richardson asserts that traditional classrooms will essentially enter entropy unless teachers increase their comfort and finesse with technology.
Administrators are not excluded from terminating technologies. They must recognize the existence of a generation of younger teachers born during the Digital Age and very comfortable with technology. However, when long meet new, especially in the situation of accompaniment, the conflict seems unavoidable. Ironically, the answer to an outdated mentor is probably a digital collaboration with a worldwide network of mentors; consists of individuals with creative ideas for the class.
Another decent addition to digital education has been learning mixes. In 2009, more than 3 million K-12 students took online courses, compared to 2000 when 45,000 took online courses. Examples of mixed learning include pure online, blended, and traditional education. The results show that the most effective learning takes place in a mixed format. This allows the children to see the lecture ahead of time and then spend the classroom practicing, refining, and applying what they have learned before.
Important Reform
Several methods and reforms have gained permanent support, and are widely used.
Many educators now believe that anything more appropriate to meet the needs of children will work better. It was initiated by Maria Montessori and is still used in the Montessori school. Teaching methods must be teachable! This is a lesson from Montessori and Dewey. This view now has a very wide currency, and is used to select many college teacher curricula.
New courses based on modern learning theories that test individual learning, and teaching to master a subject have been proven by the Kentucky Educational Reform Act (KERA) far more effectively than group instruction with compromise schedules, or even classroom reductions.
To be effective, classroom teaching should change the subject in the immediate future of a typical student attention span, which can be as frequent as every two minutes for young children. This is an important part of the Marva Collins method.
Resources and substantial time can be saved by allowing students to test classes. It also enhances motivation, directs individual studies, and reduces boredom and discipline problems.
To support a cheap and sustainable adult education, a community needs a free public library. This can start as simple as a shelf at a well-attended store or government building, with donated books. Officers are very important to protect the books from vandalism. Adult education pays many times by providing immediate opportunities to adults. The free library is also a powerful resource for schools and businesses.
An important reform of the Massachusetts education system took place in 1993.
The current 'student voice' effort echoes school reform initiatives that focus on parental involvement, community involvement, and other forms of participation in school. However, finding a large amount of success in school is due to the inherent distinction: the student's voice is the center of everyday school experience because students spend all day there. Many educators today seek for meaningful student engagement in their classes, while school administrators, school board members, and elected officials are each busy to hear what the students are saying.
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Source
Source of the article : Wikipedia
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