Perspective test 2

•Download as PPT, PDF•

2 likes•53,954 views

Twynham School, Dorset, UK

Education Career

[object Object],[object Object],[object Object]

What's hot

The Role of Education

farzana0596

SociologyExchange.co.uk Shared Resource

sociologyexchange.co.uk

SociologyExchange.co.uk Shared Resource

sociologyexchange.co.uk

The role of education

farzana0596

Education Sociology - Topic 1

Zachariah Druckman

SociologyExchange.co.uk Shared Resource

sociologyexchange.co.uk

The functions of the school

dagaes

Educational Sociology

milkyolive

SociologyExchange.co.uk Shared Resource

sociologyexchange.co.uk

Education ppt

kenjisternjima

Chapter 14

MEEvans

The main principles of education by Jessica Salguero

Jessgsm

For AQA GCE Sociology Unit 2 Class differences in achievement (1)

Haleema Begum

SociologyExchange.co.uk Shared Resource

sociologyexchange.co.uk

The main principles of education by Jessica Salguero

Gaby Sam

Education and School Function

jovelyn valdez

Sociological perspective on education

Maryjoydailo

Sociological perspectives on education

Seid Pashayev

The sociology of education

Hazel Joy Chong

What's hot (19)

The Role of Education

SociologyExchange.co.uk Shared Resource

The role of education

Education Sociology - Topic 1

SociologyExchange.co.uk Shared Resource

The functions of the school

Educational Sociology

SociologyExchange.co.uk Shared Resource

Education ppt

Chapter 14

The main principles of education by Jessica Salguero

For AQA GCE Sociology Unit 2 Class differences in achievement (1)

SociologyExchange.co.uk Shared Resource

The main principles of education by Jessica Salguero

Education and School Function

Sociological perspective on education

Sociological perspectives on education

The sociology of education

Similar to Perspective test 2

Perspective Test Answers

Twynham School, Dorset, UK

Roshnisha Stevenson & Dr. W.A. Kritsonis, student discipline

William Kritsonis

DAVIS AND MOORE ON EDUCATION

Aina Zambry

The role of education

farzana0596

The role of education

farzana0596

Case Study 1 The New Classroom Responds There are many aspects of our culture that do not traditionally assume a democracy would work in a successful operation. An example of this is a grade school classroom. It is generally assumed that the students have no say in what they are taught, and the teachers are the ones who lay everything out and tell their students what to do and when to do it. The idea of strictly teaching academic skills in the classroom has been accepted in the past however recent studies show that implementing a democratic-style of learning can improve the students social outcomes in addition to academic knowledge. A particular case regarding this subject is the Social and Academic Learning Study to gain a better understanding of the Responsive Classroom approach. Based out of Stamford, CT, this case was investigated by Dr. Sara Rimm-Kaufman from the University of Virginia and it lasted three years. The use of a democratic system in the classroom from grades K – 8 has traditionally never been thought of an ideal teaching and learning practice. It is not until recent that studies have proven these prior notions to be incorrect. With a Responsive Classroom implemented social skills are enforced just as much as academic skills. Additionally, another aspect of the Responsive Learning System is that the social relations aid the learning process. According to the Responsive Classroom approach at rsponsiveclassroom.com there are six practices used in the system. Those six strategies are the following: “morning meeting, rules and logical consequences, guided activity, academic choice, classroom organization, and family communication strategies.” The morning session involved in the Responsive Classroom is a great way to bring a democratic approach to teaching. During this session students interact with one another discuss what needs to be accomplished throughout the day how it is going to get done. Rather than just “jumping in” to the days lesson, the teacher can use this time to hear the opinions of the students. Not only does this make the process easier on the students, it lifts up team morale for student and teacher alike. The traditional train of thought that democracy in the classroom cannot work is proven wrong. In addition, through the Responsive Classroom a clear guideline of rules and regulations are set forth for the students to understand. By knowing the rules and consequences students can teach themselves to obey the classroom guidelines. This gives the students a lot more responsibility and freedom to think for themselves. Another key factor of the Responsive Classroom is the “guided discovery” style of teaching. Rather than presenting students with a textbook and having them read and answer questions on the text, this method goes a lot farther. Social skills are greatly built up with this method, because in addition to learning from the teacher, students learn from one another. They a ...

Case Study 1The New Classroom RespondsThere are many asp.docx

wendolynhalbert

aaaaa

CustomEssayWriting

REPORT-foundations-of-education.pptx

CelynParagas

Philosophies of Education, Curriculum, Goals & Standards

ecu-mat

SociologyExchange.co.uk Shared Resource

sociologyexchange.co.uk

Scly2 education hidden curriculum and anti school subcultures

TLloyd1

Educational Philosophy2

Dr.Thora Williams BA, M.Ed. M.Sc.Ed.D

Being a Teacher: Reading 4. Teachers, Moral Agency, and the Reconstruction of...

Saide OER Africa

Running Head: ETHICAL ISSUES 1 Ethical Issues 8 Ethical Issue Name Institution Affiliation Date Ethical problems occur when a particular action, situation, or behavior causes a dispute with the moral principles of a community. Such disputes will affect both people and corporations, as any of their actions could be challenged from an ethical point of view. People in their interactions with other people or in their interactions with organizations are susceptible to these problems, and the same goes with corporations. Such disputes are sometimes potentially risky, as some of the options to resolve the issue may infringe a specific law. The problem may not have legal implications on other instances but it may produce an adverse response from third parties. Ethical problems are challenging because if no rules or precedents are recognized, they're hard to deal with. For this purpose, several technical and business organizations have ethical codes that main members review and endorse to provide a practical mechanism of businesses and people to make appropriate choices if they encounter one of these disputes (Slade & Prinsloo, 2013). Each child should be taught and the UN has made it one of the fundamental human rights of every country, understanding the pain of the uneducated and the importance of educated citizenship. Sadly, there are some obstacles to meaningful learning that have been discussed by users and educators since time immemorial, and some of these hurdles are ingrained in our principles. The number of dishonest issues of schooling can be said to be infinite, often serving as stumbling blocks to successful learning. Some of the important ethical issues confronting stakeholders in the education sector in India, however, are as follows; Ethical Issues and the Alternative Solution s Medical certificate that is not valid. Most teachers will end up providing a wrong certificate just to qualify for the job opportunity yet this is a standard procedure. This is not only an ethical issue but also a legal issue that shouldn’t go unpunished. However, for this offence to be dealt with any individual caught faking the medical certificate should be imposed a hefty fine. The institutions should also insist on taking the original certificate that is valid. The choice of the teacher is also an issue that is overlooked. Most of the head teachers will go forth and assign teachers a class of their own choice and not the teacher’s choice (Marshall, 2014). This is not considerate for the teacher and the learners as this will lead to lack of teaching motivation by the teacher. This will lead to poor results at the end of the course. Teachers should be let to choose classes of their own and have discussions with the head teacher before being assigned .

Running Head ETHICAL ISSUES .docx

todd271

Running head: YOUR THEORETICAL POSITIONALITY 1 ACADEMIC SUMMARY 4 YOUR THEORETICAL POSITIONALITY 2 What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education? Sarita Phumvichit California State University, San Bernardino College of Education: EDUC 605 December 3, 2014 What School(s) of Thought, Philosophical Camp(s), and/or Explanatory Framework(s) Best Describe(s) Your Theoretical Positionality within the Field of Education? Within the field of philosophy of education, there are a great number of philosophical frameworks that explain the nature and the basis of education and schooling process. Each educational theory helps educators to have more thorough understanding about how they could fit in the field of education by using a combination of theories and practices that could bridge a gap between the abstract and the practice in educational realms. As education is a field, each of us has a certain framework that reinforces our practices. For me, a combination of four main theories of education: social transmission theories; conflict theories; interpretive theories; and social transformation theories, would be best employed to describe my perspectives towards education including my particular positionality at this moment of my academic trajectory. To begin with, based on social transmission theories, schools function as breeders who reproduce values that serve the intellectual, political, economic, and social purposes of the mainstream society. As a matter of fact, such notions seem to be held true in today’s rapidly changing world because one of the main purposes why children go to school is to be able to function “properly” in the society. For instance, through schooling, children are educated to become well-equipped assets of the society. Being prepared and trained to become quality workforce, children learn how to behave and be responsible for playing appropriate roles to serve the society. As DeMarrais and LeCompte (1999) mention “schooling serves to reinforce the existing social and political order” (p. 7). From social transmission theories’ viewpoints, schooling engages children in the learning process and educates them in order to meet the mainstream society’s demands so that the society would not be in chaos. Such the theory seems to be true to me particularly in today’s capitalism world where almost every person has to increase his/her skill and knowledge through schooling so that they can be qualified “commodities in the labor market” (p. 10). In other words, although it is widely held that schools serve as tools to keep wealth and power of the privilege, it is quite difficult to refuse that students still need to be a part of the system as a fine way to add values to themselves in job markets. Secondly, as far as conflict theories are concerned, part of my theoretical positionality as an educator is s.

Running head YOUR THEORETICAL POSITIONALITY 1ACADEMIC SUMMARY.docx

agnesdcarey33086

LO3 Essay

Kirsty Champion

lhae1040 presentation

ANNASTASIA ORAEGBUNEM

Lhae1040 presentation

ANNASTASIA ORAEGBUNEM

SOCIOLOGY OF EDUCATION - Copy.pptx

Dr. Harpal Kaur

Sociological.pdf

akash186511

Similar to Perspective test 2 (20)

Perspective Test Answers

Roshnisha Stevenson & Dr. W.A. Kritsonis, student discipline

DAVIS AND MOORE ON EDUCATION

The role of education

Case Study 1The New Classroom RespondsThere are many asp.docx

aaaaa

REPORT-foundations-of-education.pptx

Philosophies of Education, Curriculum, Goals & Standards

SociologyExchange.co.uk Shared Resource

Scly2 education hidden curriculum and anti school subcultures

Educational Philosophy2

Being a Teacher: Reading 4. Teachers, Moral Agency, and the Reconstruction of...

Running Head ETHICAL ISSUES .docx

Running head YOUR THEORETICAL POSITIONALITY 1ACADEMIC SUMMARY.docx

LO3 Essay

lhae1040 presentation

Lhae1040 presentation

SOCIOLOGY OF EDUCATION - Copy.pptx

Sociological.pdf

Recently uploaded

Web & Social Media Analytics Previous Year Question Paper.pdf

Jayanti Pande

Nutritional Needs Presentation - HLTH 104

misteraugie

Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes

Celine George

A Transgenic animal is one that carries a foreign gene that has been deliberately inserted into its genome. The foreign gene are inserted into the germ line of the animal, so it can be transmitted to the progeny. Transgenic animals are animals that are genetically altered to have traits that mimic symptoms of specific human pathologies. They provide genetic model of various human disease which are important in understanding disease and development of new target.

Role Of Transgenic Animal In Target Validation-1.pptx

NikitaBankoti2

Micro-Scholarship, What it is, How can it help me.pdf

Poh-Sun Goh

Unit-IV; Professional Sales Representative (PSR).pptx

VishalSingh1417

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

MaritesTamaniVerdade

Application orientated numerical on hev.ppt

RamjanShidvankar

Explore the world of IT certification with CompTIA. Discover how the CompTIA Security+ Book SY0-701 can elevate your cybersecurity expertise and open doors to new career opportunities. This PDF provides essential insights into the CompTIA Security+ certification, guiding you through exam preparation and showcasing the benefits of becoming CompTIA-certified. Download now to embark on your journey to IT excellence with CompTIA.

ComPTIA Overview | Comptia Security+ Book SY0-701

bronxfugly43

On National Teacher Day, meet the 2024-25 Kenan Fellows

Mebane Rash

Measures of Central Tendency: Mean, Median and Mode

Thiyagu K

Introduction to Nonprofit Accounting: The Basics

TechSoup

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

Seal of Good Local Governance (SGLG) 2024Final.pptx

negromaestrong

PROCESS RECORDING FORMAT.docx

PoojaSen20

ICT Role in 21st Century Education & its Challenges.pptx

AreebaZafar22

Advanced Views - Calendar View in Odoo 17

Celine George

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Chris Hunter

In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of Energy Resources under the point Natural Resources. Following Presentation contain total information about the energy resources like Introduction of energy resources, Non-renewable, Renewable Energy resources with examples as well as deep explanations of coal, oil, petroleum, solar energy , wind energy , Conservation of Natural resources etc. Students having deep knowledge about energy resources after studying this presentation.

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

Shubhangi Sonawane

microwave assisted reaction. General introduction

Maksud Ahmed

Recently uploaded (20)

Web & Social Media Analytics Previous Year Question Paper.pdf

Nutritional Needs Presentation - HLTH 104

Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes

Role Of Transgenic Animal In Target Validation-1.pptx

Micro-Scholarship, What it is, How can it help me.pdf

Unit-IV; Professional Sales Representative (PSR).pptx

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

Application orientated numerical on hev.ppt

ComPTIA Overview | Comptia Security+ Book SY0-701

On National Teacher Day, meet the 2024-25 Kenan Fellows

Measures of Central Tendency: Mean, Median and Mode

Introduction to Nonprofit Accounting: The Basics

This PowerPoint helps students to consider the concept of infinity.

Seal of Good Local Governance (SGLG) 2024Final.pptx

PROCESS RECORDING FORMAT.docx

ICT Role in 21st Century Education & its Challenges.pptx

Advanced Views - Calendar View in Odoo 17

Making and Justifying Mathematical Decisions.pdf

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

microwave assisted reaction. General introduction