This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Taiwanna D. Anthony & William Kritsonis, PhD
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Taiwanna D. Anthony & William Kritsonis, PhD
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
The Role of Stakeholders and Parterships in Open Education by Economia Creati...Antonio Carlos Ruiz
In the context of Network Society in the Digital Era, education and open education programmes has to understant and commit to solid partnerships developing win-win strategies. Multifaceted stakeholders partnerships in education are essential for creating and implementing policies, programmes and curricula that can address the complexity of nowadays in an inclusive, efficient and effective way.
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
The Role of Stakeholders and Parterships in Open Education by Economia Creati...Antonio Carlos Ruiz
In the context of Network Society in the Digital Era, education and open education programmes has to understant and commit to solid partnerships developing win-win strategies. Multifaceted stakeholders partnerships in education are essential for creating and implementing policies, programmes and curricula that can address the complexity of nowadays in an inclusive, efficient and effective way.
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
The Evolving Landscape of Curricular Schools: Adapting to the Needs of Modern...amankhan99101
Education is the cornerstone of societal progress, and the role of curricular schools in shaping young minds cannot be overstated. Traditionally, these institutions have been the primary means through which knowledge, skills, and values are imparted to students.
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
11Factors that Affect the Teaching and Learning ProcessBenitoSumpter862
11
Factors that Affect the Teaching and Learning Process
Lua Shanks
Dr. Thompson
Valley State University
10-6-2021
Factors that Affect the Teaching and Learning Process
Contextual Factors
The efficacious teaching and learning processes are important in generating the desired academic outcomes for students. Such processes entail the transformation and transfer of knowledge from the educators to students. It requires a combination of different elements within the procedure, in which an instructor determines and establishes the learning goals and objectives, and designs teaching resources. Thereafter, teachers implement the learning strategy that they will utilize to impart intellectual content into students. However, learning is a cardinal factor that an educator musty take into account while overseeing the process of knowledge acquisition and retention. Many factors play an important role in shaping the process of teaching and learning. Contextual factors, for instance, are associated with a particular context and characteristic that is distinct to a specific group, community, society, and individual. Such factors may take the form of a child’s educational, community, as well as classroom settings.
Community, District, and School Factors
Armstrong School District is a major public learning institution that occupies a geographical area of approximately 437 square miles. Located in Pennsylvania, it forms one of the 500 public school districts in the state, and hosts teachers and students from diverse racial, ethnic, and ethnic backgrounds. As a consequence, the institution partners with families, community leaders, and teachers to improve students’’ capacity to acquire knowledge ahead of their graduation. The community refers to the urban or rural environment in which both the teachers and learners operate. These may include the teacher and students’ ethnic, racial political or social affiliations that affect learning or knowledge acquisition. Additionally, parents and community members play an integral role in ensuring the quality of education in schools. They for, example, collaborate with teachers and school administrators to develop the most effective ways of improving their students’ learning outcomes. Indeed, community involvement in schooling issues is potentially a rich area for innovation that has immense benefits that far exceeds its limitations. Considering that governments are constrained in offering quality education due to contextual issues such as remoteness, bureaucracy, corruption, and inefficient management, community factors are pivotal in bridging the gap between government initiatives and community needs. This helps to adjust the child’s familial obligations to family interests, thereby shifting towards ways of mobilizing a sense of community by strengthening trust and relationships between community members, parents, governments, as well as teachers and school leaders. Other important community factors that af ...
11Factors that Affect the Teaching and Learning ProcessSantosConleyha
11
Factors that Affect the Teaching and Learning Process
Lua Shanks
Dr. Thompson
Valley State University
10-6-2021
Factors that Affect the Teaching and Learning Process
Contextual Factors
The efficacious teaching and learning processes are important in generating the desired academic outcomes for students. Such processes entail the transformation and transfer of knowledge from the educators to students. It requires a combination of different elements within the procedure, in which an instructor determines and establishes the learning goals and objectives, and designs teaching resources. Thereafter, teachers implement the learning strategy that they will utilize to impart intellectual content into students. However, learning is a cardinal factor that an educator musty take into account while overseeing the process of knowledge acquisition and retention. Many factors play an important role in shaping the process of teaching and learning. Contextual factors, for instance, are associated with a particular context and characteristic that is distinct to a specific group, community, society, and individual. Such factors may take the form of a child’s educational, community, as well as classroom settings.
Community, District, and School Factors
Armstrong School District is a major public learning institution that occupies a geographical area of approximately 437 square miles. Located in Pennsylvania, it forms one of the 500 public school districts in the state, and hosts teachers and students from diverse racial, ethnic, and ethnic backgrounds. As a consequence, the institution partners with families, community leaders, and teachers to improve students’’ capacity to acquire knowledge ahead of their graduation. The community refers to the urban or rural environment in which both the teachers and learners operate. These may include the teacher and students’ ethnic, racial political or social affiliations that affect learning or knowledge acquisition. Additionally, parents and community members play an integral role in ensuring the quality of education in schools. They for, example, collaborate with teachers and school administrators to develop the most effective ways of improving their students’ learning outcomes. Indeed, community involvement in schooling issues is potentially a rich area for innovation that has immense benefits that far exceeds its limitations. Considering that governments are constrained in offering quality education due to contextual issues such as remoteness, bureaucracy, corruption, and inefficient management, community factors are pivotal in bridging the gap between government initiatives and community needs. This helps to adjust the child’s familial obligations to family interests, thereby shifting towards ways of mobilizing a sense of community by strengthening trust and relationships between community members, parents, governments, as well as teachers and school leaders. Other important community factors that af ...
Here are 10 Education Jobs Outside of Teaching: 1. Educational Administration 2. Educational Technology Specialists 3. Curriculum Development 4. Educational Consultants
Similar to Tina edu 558 assignment 3 02.22.2018 (20)
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Tina edu 558 assignment 3 02.22.2018
1. Educational Paradigms or Models
Strayer University
Assignment 3 Submitted in Partial Fulfillment
Of the Requirements for the Course
EDU 558: Seminar in Teacher Leadership
Valentina Belle
February 25, 2018
2. Educational Paradigms or Models
Introduction
Education plays an essential role in shaping the lives of students. For this assignment, this
writer will discuss the professional learning community (PLC's) model and the constructivism
paradigm. This constructivism paradigm and the professional learning center model are closely
related, and both ultimate goals are to help transform a school into a learning community and to
improve student learning. According to Crockett (2002; Stanley 2011), the use of learning in
communities is an increasingly popular model of professional development, particularly about
teacher effectiveness and student learning. Learning is shared, and the opportunity to practice
expands the knowledge base of group members (Van Driel, 2012).
Professional learning communities in schools have established their permanent place in
education as one of the key drivers of teacher professional development for the last two decades.
Many researchers define PLCs in a variety of ways. For instance, many of them tend to describe
as groups of individuals who:(1) engage in ongoing collaborative activities to identify and work
towards common goals, (2) co-construct, share, and disseminate knowledge, and (3) share and
reflect on individual practices (Hord, 2009; Lieberman & Miller, 2011 Pella, 2011). Effective
PLCs are often said to have shared norms, beliefs and values, leadership among its members
(Hord, 2009), and involving engagement in the collaborative inquiry (Stoll et al., 2006).
However, Horn and Kane (2012) argue that more knowledge is needed on the
development of teacher communities to successfully and effectively cultivate professional
learning communities in schools. Constructivism is defined as an approach to teaching and
learning based on the premise that cognition learning is the true result of mental construction. In
other words, students learn by making new information relevant to the information that they have
3. Educational Paradigms or Models
already acquired. Using the paradigm students can control their learning. This process put the
student in control and makes them experts in their learning. Similarly, the teacher plays a part in
creating various situations where the students feel safe questioning and reflecting on their
processes. The teacher also creates individualized activities that lead the student to reflect on his
or her prior knowledge and experiences. Constructivism gives students total ownership of what
they learn. In preparing a constructivist assessment, it has to be put together in a manner that the
assessment benefits students by engaging them to take an initiative to invest in their learning.
Using this approach the students can determine whether or not what they are learning is relevant
to real-world experiences. As stated by Olusegun (2015) where assessments are concerned the
students work, and observation is an important process in the constructivism classroom.
Knowledge is dynamic and an ever-changing experience where students are graded and work in
groups.
Economic Factors on Schools
The effect of economic factors on school when implementing an educational paradigm
and or model to help transform schools into learning communities can be challenging. In the
educational setting school leaders who come from homes and communities that may have been
deprived may tend to look at the economic factors differently. For example, the experiences are
different than those who may have come from a more affluent household and community.
Also, students who come from low-income backgrounds are more likely to engage in some
unfavorable or complicated path in school, for example, their academic performance may not be
up to par because of certain economic factors, or they may be forced to delay or put on hold their
education due to financial difficulties. This may result in the students being withdrawn out of
school or delaying their education for a period.
4. Educational Paradigms or Models
Moral Order Factors on Schools
According to Chein, (1972).morals are caught, not taught. They take shape not through
precept, but rather through the uncountable ordinary and informal contacts we have with other
people. The moral factor in school may be attained in several ways. According to Chein (1972)
in education students, moral development is both implicit and inevitable. However, teachers still
are faced with challenges when it comes to moral and students. The moral factor sometimes
helps empower and enable students to make the right choices. Consequently, the actions by the
students will lead to high attachment to enhance school performance and school attendance that
will elevate the student commitment to the school.
School Board Leadership on Schools
The school board is an important factor in the leadership of schools. The school board
leads in many ways, mainly by making and setting policy. The school board is leadership is
essential from the top down. This lead to the superintendent and the school administrators do
what they are supposed to do. For instance, the school board holds the school and the
administrators accountable for the academic performance of the school. When A school board is
active, and on top of current educational issues and reforms, this will bring about a positive
impact on the school. Also, a school that is efficiently led by the school board and the
superintendent has a positive impact on its members and staff and faculty. School board that
gives sound leadership is highly respected and effective. The school board must show a firm
hand. The school board, the superintendent, and the principals must stay focused and remain
firm, fair and consistent at all times. This will motivate the staff to meet the educational needs of
the students so that they will excel and make significant academic progress. High experience and
5. Educational Paradigms or Models
well-educated school board use data to make decisions and to drive instruction, and this will
assistant the school and the district to perform better.
Social Capital on Schools
Social capital has resonated strongly with communities all across the United States
According to Bourdieu (1986) social capital is based on individual relations that emerge as a
result of and are shaped by individual group membership. Social capital is a powerful predictor
of student achievement gains than any of the measures of teacher knowledge, ability, or
experience. Also, rural schools have long faced challenges in recruiting and retaining highly
effective teachers and leaders (Monk, 2007).
According to s Johnson and Strange (2009) over nine million students attend public
schools in rural areas and these students face some challenges as they prepare for the future,
including high poverty, geographic isolation, limited access to postsecondary educational
institutions, and restricted employment opportunities in their hometown communities. However,
some researchers have extended the concept of family social capital to the school context. For
example, Parcel, Dufur, and Zito(2010) highlighted the importance of bonds between parents and
schools that can combine to facilitate educational outcomes. They considered (a) private school,
(b) teacher-student and counselor-student ratios, (c) various dimensions of school environment
(i.e., school social problems, school physical environment, communicate, and teachers care), and
(d) parental involvement in school activities as measures of school social capital (Parcel and
Dufur 2001).
According to Hartas (2012); Muir (2012) children's social class is still the most
significant factor in determining whether children succeed or fail in education. Low-income
parents find it difficult to help their children, especially at home without the needed resource.
6. Educational Paradigms or Models
Although, parents may not have the physical resources are still a beneficial resource for their
children. Parental involvement in primary schools is greater than that in secondary schools, with
parents developing a connection to the school when dropping children at and collecting them
from school (Harris and Goodall 2008).
My Educational Model
The educational model that this write would create is a model will be centered around
technology and professional learning communities. This model will incorporate shared learning
and high expectation for both students and teachers. We will work to instill in all students that if
you believe you can achieve. This is under the assumption that all students can learn, but at
various paces. The teachers will have open communication in an effort to remove all barriers that
prevent student learning. Teachers will plan together and communicate regularly with each other
about their teaching strategies.
This model will incorporate the assessing for teaching and learning model. This will
ensure that student’s assessments and other data will be used to make decisions to improve
teaching and learning. Teachers will use a variety of techniques to reflect on and support
learning. Professional learning communities will be used so teachers can share, discuss and
meditate on the positive effect on teaching. Various technology hardware and software will be
available to support students and teachers. The curriculum will be visited often to ensure that the
instruction includes interventions for students who are not mastering the objectives and
benchmarks set forth by the school district and the state department of education.
As stated by the American Federation of Teachers (2013) effective professional
development along with the use of professional learning communities can be an essential factor
in transforming schools into learning communities.
7. Educational Paradigms or Models
Conclusion
In conclusion, initiating, effective change in the school setting and transforming a school
into a learning community does not come easily or just happen. Any successful effort to initiate
change poses a challenge and must work is required. Using the model that this writer created will
be a driving force in transforming a school into a learning organization. Shared learning and
opportunities to practice that learning over time expanded the knowledge base of teachers (Van
Driel and Berry, 2012). According to Salas Velasco (2014) teaching has change and there are
many challenges when one way of teaching shifts to another way.
Change is hard and teachers have to be prepared to meet the demands of a more rigorous
teaching style. The school improvement and improving the learning outcomes of students is
possible. Teacher must shift the focus of teaching learning process on concept development and
deeper understanding.
8. Educational Paradigms or Models
References
American Federation of Teachers. (2013). Center for school improvement. Retrieved February
19, 2018 from http://www.aft.org/issues/schoolreform/csi/institute.cfm.
Bourdieu, P. (1986). The Forms of Capital. In John G. Richardson (Ed.), Handbook of Theory
and Research For The Sociology Of Education. Pp. 241-258. New York: Greenwood
Press.
Chein, I. (1972). The Science of Behaviour and the Image of Man. New York: Basic.
Crockett M. D. (2002). Inquiry as Professional Development: Creating Dilemmas Through
Teachers’ Work. Teaching and Teacher Education. 18. Pp. 609–624.
Dagar, V. & Yadav A. (2016) Constructivism: A Paradigm for Teaching and Learning. Arts
Social Science Journal. (7)200.
Harris, A., and J. Goodall.(2008). Do Parents Know They Matter? Engaging All Parents In
Learning. Educational Research. 50. Pp. 277–289.
Hartas, D. 2012. Inequality And The Home Learning Environment: Predictions About Seven-
Year Olds’ Language And Literacy. British Educational Research Journal. 38. Pp. 859–
879.
Hord, S. (2009). Professional Learning Communities. Journal of Staff Development. 30(1). Pp.
40–43.
Horn, I. S., and B. D. Kane. 2012. “The Development of Teachers Pedagogical Reasoning in
Mathematics Teachers’ Conversations.” Paper presented at annual meeting of the
9. Educational Paradigms or Models
American Educational Research Association. Vancouver, Canada.
Johnson, J. Strange, M. (2009). Why Rural Matters 2009: The Realities of Rural Education
Growth. Arlington, VA: The Rural School and Community Trust.
Lieberman,A.,&Miller,L.(2011).Learning Communities: The Starting Point For Professional
Learning Is In Schools And Classrooms. Journal of Staff Development. 32(4). Pp. 16–20.
Monk D. H. (2007). Recruiting and Retaining High-Quality Teachers in Rural Areas. The Future
of Children. 17(1). Pp. 155–74
Muir, T. (2012). It’s In The Bag: Parental Involvement In A Nnumeracy At-Home Program.
Australasian Journal of Early Childhood. 37. Pp. 27–33.
Ollusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning.
Journal of Reasearch and Method in Education. 5(6). PP. 66-70.
Parcel T. L, Dufur, M. J & Zito R. C. (2010). Capital At Home And At School: A Review And
Synthesis. Journal of Marriage and Family. 72. Pp. 828–46.
Pella, S. (2011). A Situative Perspective On Developing Writing Pedagogy In A Teacher
Professional Learning Community. Teacher Education Quarterly. 38(1). Pp. 107–125.
Salas Velasco, M. (2014). Do Higher Education Institutions Make A Difference In Competence
development? A Model Of Competence Production At University. Higher Education. 68.
P.503.
Stanley A. M. (2011). Professional Development Within Collaborative Teacher Study Groups:
Pitfalls And Promises. Arts Education Policy Review. 112. Pp. 71–78.
10. Educational Paradigms or Models
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional Learning
Communities: A Review Of The Literature. Journal of Educational Change. 7. Pp. 221–
258.
Van Driel J. H., Berry A. (2012). Teacher Professional Development Focusing On Pedagogical
Content Knowledge. Educational Researcher. 41(1). Pp. 26–28.
Van Driel and Berry, 2012). Teacher Professional Development Focusing On Pedagogical
Content Knowledge. Educational Researcher. 41(1). Pp. 26-28.