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Teaching strategies
Teaching strategies in education
Teaching strategies
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In an article about the effect of demographics on education—released shortly after the findings of the 2000 United States Census—Hodgkinson (2000/2001) discusses, rather generally, knowledge gained from the census in terms of its ramifications for educators and educational leaders. Beginning with a discussion of general changing demographics, the author continues by exploring the questions of race and age in America, and concludes with a section on tips for teachers and the importance of demographics. Important to note is the fact that such changes differ based on the (1) area of the country, (2) population of the area in which you live, and (3) proximity to a city. Of particular interest was the fact that none of the 10 most racially segregated cities are in the South, where history was harshest to racial minorities.
Fowler (2004) writes that “[w]ise school leaders read newspaper and magazine articles about changing demographics with keen interest, asking themselves: What does this mean for children? For schools and teachers? For districts and administrators? What policy changes are needed…” as a result (p. 70)? Foremost among the many answers to this question is continued, ongoing training in multiculturalism and the impact of changing demographics on education. I am, being less than two years removed from my M.S.Ed. programs, a young teacher. As a teacher trainee, I was inundated with information, seminars, discussions, roundtables, and coursework on multiculturalism in education—but it is not enough. While there is certainly a place for these items in the curricula of teacher prep schools, an even better fit is found in the districts and school buildings across the country. There are a couple of reasons that ...
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...and need the support of strong professional development programs guided by strong educational leaders to be successful.
Education, and the educational institution, is as reactive to societal changes and demographic shifts as any other institution or organization. For this reason, it is critical for successful administrators to keep a keen eye on the demographics of their district/school and to anticipate changes coming in the near future. If a school it to be successful, it must meet the needs of all stakeholders, which can only be done through an appropriate level of knowledge about those stakeholders.
Works Cited
Fowler, F. (2004). Policy studies for educational leaders: An introduction. Upper Saddle River, NJ: Pearson Education, Inc.
Hodgkinson, H. (2000/2001). Educational demographics: What teachers should know. Educational Leadership 58(4), 6-11.
The second is the concern over segregation and the effect it has on society. Mr. Kozol provides his own socially conscious and very informative view of the issues facing the children and educators in this poverty ravaged neighborhood. Those forces controlling public schools, Kozol points out, are the same ones perpetuating inequity and suffering elsewhere; pedagogic styles and shapes may change, but the basic parameters and purposes remain the same: desensitization, selective information, predetermined "options," indoctrination. In theory, the decision should have meant the end of school segregation, but in fact its legacy has proven far more muddled. While the principle of affirmative action under the trendy code word ''diversity'' has brought unparalleled integration into higher education, the military and corporate America, the sort of local school districts that Brown supposedly addressed have rarely become meaningfully integrated. In some respects, the black poor are more hopelessly concentrated in failing urban schools than ever, cut off not only from whites but from the flourishing black middle class. Kozol describes schools run almost like factories or prisons in grim detail. According to Kozol, US Schools are quite quickly becoming functionally segregated. Kozol lists the demographics of a slew of public schools in the states, named after prominent civil rights activists, whose classrooms are upwards of 97% black and Hispanic — in some cases despite being in neighborhoods that are predominantly white. It has been over 50 years since Brown vs. Board of Education. It is sad to read about the state of things today.
Data proves that America does not have enough African American males teaching in today’s schools. As a matter of fact, only 2% of America’s nearly five million teachers are black men (Bryan 1). In our American society, more and more African American females are fiercely taking over both public and private classrooms. Although this might be a great accomplishment, school officials believes that if more black males teach, it would reduce the numbers of minority achievement gaps and dropout rates. According to the Bureau of Labor Statistics, about 44% of students nationwide are minorities, but nearly 90% of teachers are white. Polls and surveys further read that if there were more African American male teachers, the dropout rate would decrease while the graduation rate increases. In urban societies most African American teens would be more likely to succeed if there were more black males instructing secondary classrooms.
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
The multicultural movement in education is deeply rooted, and the movement as we know it today dates back to the 1960s, when the civil rights movement was in full swing. Stemming from the Brown vs. Board of Education (1954) decision and out of the demand by ethnic groups to be included in public schools, colleges, and universities, the main thrust of the mo...
Merino, Noel. Ed. School Policies. Farmington Hills: Greenhaven Press and Gale, 2011. Pg. 105-115. Print.
Through programs that directly fuel desegregation in schools, our educational systems have become a melting pot of different races, languages, economic status, and abilities. Programs have been in place for the past fifty years to bring students that live in school districts that lack quality educational choices, to schools that are capable of providing quality education to all who attend. Typically the trend appears to show that the schools of higher quality are located in suburban areas, leaving children who live in “black” inner-city areas to abandon the failing school systems of their neighborhoods for transportation to these suburban, “white” schools. (Angrist & Lang, 2004). This mix of inner-city and suburban cultures creates new challenges for students and teachers alike.
The world is made up of many different types of people, each one having his or her cultural background. Over the years, the United States has become increasingly populated with cultural diversity. This influx has prompted school administrators to recognize the need to incorporate multicultural programs into their school environment including classroom settings, school wide activities, and curriculum as it becomes more evident that the benefits of teaching cultural diversity within the school setting will positively influence our communities, and ultimately the entire nation’s future. The purpose of this paper is to share the pros and cons of multicultural education in the classroom. Additionally, I will express my views compared to those in the reading requirements for this assignment, as well as, new knowledge obtained through the research. Finally, I will share situations where I was challenged introducing a multicultural issue during a class.
Throughout much of U.S. history, the separate and unequal schooling of diverse groups has been reinforced. Ethnicity and class have been perhaps the most obvious basis for discrimination, but other student characteristics, such as gender and disability, have also been used to separate students and place them into appropriate courses regardless of their potential or interest (Rossi, 1994). Soon, reform movements, dating back to the 19th century, to provide all students with a common and equal education that cut across differences in class, ethnicity and religion became a focus.
DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION: Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students, (1C) Implementing the Vision connection to my action plan. I collaborate with key stakeholders with the intention of fostering a shared vision, one that is proactive in nature. Proactive interventions, such as the development of a BIP will aid in a shared vision of learning and growth for all students regardless of ability levels. INSTRUCTIONAL LEADERSHIP: Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth (2C) Supporting Teachers to Improve Practice (2D) Feedback on Instruction, directly relates to my action plan as I will engage in open collaborative conversations with teachers, administrators, and essential staff members. I will conduct informal classroom observations with the intension of providing feedback, constructing classroom materials, dispersing information. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with my action plan. I will inform all essential members of the current legal mandates established by federal law, as safeguarding student
The issues surrounding education have not always been easy to identify. Year after year, the structure of American education keeps changing from one standard to the next. It focuses mainly on the needs of society as a whole, and not specifically the aspirations of the individual which is most evident in cities full of minorities. Public school education in urban cities clearly depicts the struggle of having limited choices, because of their poor status. Consequently, conflicts arise and have become vividly clear. These problems can be identified by the limitations on contradicting values, the effects of segregation, the impact of dull textbooks, and the influence money has on American education.
David T. Conley, Ph.D. a. The. Education - Leadership -. Vol. 66 No.
In this article Citizenship and Diversity Banks talks about a few things, one would be how teachers should really self-identify themselves culturally if they plan to be significant educators to the diverse youth of today (Banks, 2001). What has been noticed that as the nation is becoming more diverse with students of color and various nationalities our American teachers are still remaining an average of eighty seven percent white which is why they should diversify themselves to become better educators to our growing nation of color (Milner, Flowers, Jr., III, & Flowers, 2003). The US Census Bureau states that by the year 2050 (which is only thirty four years away) that the ethnic minority population will be nearly fifty percent (Banks, 2001). In the United States now students of color presently is about forty percent and growing (Banks,
California Department of Education “Educational Demographics Office Public School Summary Statistics 1997-2001.” 19 May 2003.
There has been a major change in the past thirty years regarding the amount of immigrants coming to the United States. The impact the immigrants have had on education and diversity is unbelievable. There are many factors which contribute to the element of diversity in education, such as each student 's culture, the different languages each student speaks, promoting gender equality amongst students, and working with students who have exceptionalities. As today 's educators, teachers must understand diversity from an omniscient perspective and the influence it has on students, making the process of getting an education as equal and pleasant as possible for all students.
Next, a more diverse environment is found in public schools than in private schools. At public schools the ethnic makeup is as follows: 58% white, 20% hispanic, 16% black, 4% Asian, 1% Native American, 1% other. In private schools, 74% o...