Single-Sex vs. Coed
The
topic was chosen in order to elaborate the manner in
up to date research shows how single-gender classrooms is profitable to boys.
Title of the Article: “Effects of single-sex secondary schools on student
achievement and attitudes”
Abstract
Studies regarding, single-sex education have been conducted
in USA. These studies indicate that single-sex education may be more beneficial
for boys than for girls, at least in the elementary school age group. A
research was conducted by researches based at University of Michigan. These researchers’
contrasted students who graduated from Catholic single-sex high schools with
those students that graduated from Catholic
coeducational private schools. Their findings revealed that boys who attended
single-sex schools obtained better marks in three subjects as compared to those
who attended coed high schools. The first subject is reading. The second subject
is writing. The last subject in which boys performed well in single-sex schools
is mathematics. Various studies have also indicated that learners especially
boys who attend single-sex schools didn’t simply enhanced academic
accomplishment. Furthermore, they had first and foremost, higher educational ambitions
than did boys who attended coed high schools. Second, the boys had more
confidence in their capabilities. Last, the boys had a more constructive feeling
toward academics. And, girls at the single-sex schools had less stereotyped
ideas about what women can and cannot do.
Six years ago, Benjamin Wright who was the then principal
of the Thurgood Marshall Rudimentary School, which is a public school in a low-income
region of Seattle, Washington, separated his school according to sex. However,
no change was noted. The class sizes did not change. Furthermore, the tutor
salaries remained the same. The only change was that was observed was now
single-sex classroom. This uncomplicated change resulted to spectacular impact.
Mr. Wright stated that the coed setting that was in existence prior to the
changes that were effected was characterized by the staff of the school taking
care of crises. He argued that at that particular time, they were able to train
students efficiently as a result of the introduction of the single-sex system.
As much as bullying cases are concerned, Mr. Wright noted that this misconduct
had reduced significantly to a large extent. He further stated that prior to
the introduction of single-sex system; the performance of boys went up from the
tenth (10th) percentile to the seventh third (73rd)
percentile. This is with regards to the Washington Assessment of Student
Learning.
However, the
performance of the girls did not change. It remained at the same percentile.
Thus he noted that the single-sex setting was spectacularly effectual for boys.
Nonetheless, it was crystal clear that it had no immense impact on girls as far
as the standardized test scores are concerned. At this point, it is important
to bear in mind that the girls were by now attaining significantly higher marks
than the boys. Mr. Benjamin Wright afterward left so as to aid the Philadelphia
public school system. However, the Thurgood Marshall Rudimentary School has
sustained its high academic accomplishment ever since his exit in addition to
the single-sex classroom format (Lee and Bryk, 1986).
Conclusion
This article regarding the advantages of single-sex schools
to boys was extremely important to me. It has helped me in understanding the
various benefits associated with boys attending single-sex schools for instance
enhanced academic achievements and higher educational ambitions. The article
supported the topic since it has revealed the manner in which boys in Catholic
single-sex schools performed well than those in coed schools. The article was
well written since it explained facts regarding the advantages of boys
attending single-sex schools. The article revealed new facts which I initially
did not have ideas regarding them or which t had partial information regarding
them.
Building
Mentoring Relationships between Staff and Students
The
topic was chosen in order to discuss
educative mentoring in our schools.
Title of the Article: “Teacher Mentoring: An analysis of roles, activities, and
conditions”
Abstract
Mentoring is more and more
being acknowledged as an influential and effectual tool in the endorsement of
transformation and growth inside organizations. Mentoring has huge possible gains,
not just to the institution but as well as to the person concerned. In a web
explanation, mentoring is viewed as first and foremost developmental, second,
thoughtful, third, sharing and lastly assisting association where 1 individual
devote time, knowledge, and effort in improving another individual’s
development, know how and skills, and reacts to decisive requirements in the
life of that individual in means which make ready the person for better output
or even accomplishment in life.
Mentoring may be defined as
the practice in which 1 individual provides assistance, second, guidance,
third, advice and last, backing in order to make easy the erudition or growth
of another individual. Within the outlook of Balance Resource Pack which is
backed by Fund for the Development of Teaching and Learning, it’s a secret
association in which the mentor assists the mentee in their individual or
vocation development. S/he achieves this via sharing their know-how and
permitting the mentee to take accountability for their growth. The mentoring
relationship is between a mentor and a protégé. The protégé is an individual
directed and safeguarded by a more knowledgeable individual. A mentor is
somebody who is more knowledgeable. Furthermore, s/he takes particular concentration
towards the growth of another, chiefly a student. There are six tasks of the
mentor. First, s/he offers provides resources and chance for growth. Second,
she aids the student in resolving problems. Third, offers paradigm and conveys
skills. Fourth, offers individual backing and inspiration. Fifth, aids the
student set lofty although attainable aim and make sensible plans. Last, the
mentor’s responsibility engrosses offering back-up and sustenance. Thus s/he
assists in putting up self-assurance, demanding unconstructive mind-set and
providing positive response.
Educative mentoring is basically foundered on
determined objectives for the prospective sway which mentor tutors may
have. The element of flexibility is
significant. This is attributed to the fact that it will permit mentors to
expand chances for dynamic learning which is founded on learners’ present and
future requirements and also capabilities.
There are 2 types of
mentoring relationships. The first type is formal and the other one is informal.
As far as the informal relationship is concerned, it expands on its own between
associates. Conversely, formal mentoring means assigned association frequently
connected with organizational mentoring programme. This programme is devised in
such a manner as to endorse worker maturity or defend at peril kids and teens
(Wildman, 1992).
Conclusion
The article has enabled me
to understand the definition of mentoring and the roles of a mentor.
Furthermore, it has assisted in identifying the various benefits of mentoring.
The article has supported my topic of choosing that is “Educative
Mentoring”. According to me, it was well
written since it addressed the topic well. It revealed the six main roles of a
mentor.
Educational Changes
Brought About by Transformational Leadership
This topic was chosen in order to address some of the changes
that occur within a school owing to the introduction of transformational
leadership.
Title of the Article: “Leading Educational Change: Reflections on the Practice
of Instructional and Transformational Leadership”
The impacts of transformational
leadership on institutional learning in the framework of school enhancement
endeavors have been investigated by various scholars. Transformational leadership
practices are useful in nurturing institutional learning. First,
transformational leadership practices promote spirit building. Second, the
practices promote modeling. Third, the practices enhance customs building and
supporting high performance prospect. Last practices, evidence concerning the
connection between transformational leadership and institutional expansion and
efficiency were discovered to be greater than whichever other impacts. The evidence
recommended that charismatic headship arouses enhancement. Various studies have
shown that transformational leadership has resulted to a favorable custom and
culture within a school.
The investigation of these findings
offers evidence for the advantages of transformational headship. The
investigations simply incorporated studies from the year nineteen hundred and
eighty to nineteen hundred and ninety five (1995).
In spite of the plenty of research
carried out by various scholars all over the world, many unreciprocated queries
remain and immature notions regarding the impacts of transformational
leadership in schools. Furthermore, it is not known if educational heads make
use of, or yet discern concerning numerous of tools for augmenting manager
efficiency which have been recommended by various scholars.
Whereas the researches are pertinent
and valuable, there is modest evidence that these researches in fact impact the
performances of school heads. Moreover, there is also modest evidence as to
whether the researches manipulate future school leaders are prepared. New and
frequently contradictory orientations have erupted as the research of school
headship is scrutinized through more varied lenses means (Hallinger, 2003).
Conclusion
The article has enabled me
to understand the usefulness of transformational leadership practices in our
schools such as promotion of spirit and modeling. Furthermore, it has permitted
me to comprehend the outcome of various studies regarding transformational
leadership. The article supported my article since it described changes that
occur owing to the introduction of transformational form of leadership in our
schools. The article was well written since it revealed new facts for instance
the fact that it is not known if educational heads make use of or yet discerns
numerous tools for augmenting manager efficiency which have been recommended by
various scholars.
Behaviors that
need to be encouraged in the pre-school setting and at home and strategies for
teaching these behaviors to children and for teaching parents how to reinforce
The topic was chosen in
order to address the manner in which the behavior a kid while in a classroom
affects his/her learning.
Title of the Article: “Teachers’
interactions with children: Why are they so important?”
Abstract
The behavior of a kid while
inside a classroom has been a theme of particular importance in learning. This has been attributed to the fact that it
determines the result of the learning process. Such behaviors include
attachment, building of relationships, self-control, exploration and self-esteem.
Attachment is defined
as a feeling of link in between two individuals. This feeling or sense creates
the basis for a relationship. Facial appearance, movement of some body parts
and oral intermingling do contribute a lot in the formation of attachment. A
kid’s initial year is an important era of attachment. It has been found from
researches that attachment fashions logic of confidence in a kid.
As far as building of relationships is concerned, a chance
to build up positive associations with a kid within a preschool is created
whenever a tutor intermingles with a kid. At this setting, the tutor can make
use of a number of tactics or strategies in order to build up these positive
associations. First, the tutor or the teacher can pay attention to the kid.
Second, positive associations can be developed by the teacher making eye
contact with the infants. Lastly, the teacher can partake in face-to-face
intermingling with the kids.
As much as self-control is concerned, it is typically a
vital component of the way kids study. It is quite significant in a kid’s
growth. Moreover, self control is essential in the sustenance of societal and
ethical order. Self-control is also known as self-discipline and it implies the
capability of a person or a kid to internally adjust his/her own conduct
instead of relying on others for adjustment or regulation. With regards to
exploration, the act of infants participating in artwork is a means of
promoting exploration amongst the kids. Art is a very important building block
for an infant’s growth and it links the studying process with other subjects
offered at the preschool level. Toddlers typically take pleasure in fashioning
and observing art. A teacher should come up with means of integrating easy art
actions in a preschool. Art is an excellent means of engaging and teaching
kids. Once a preschooler finishes an artwork, they feel contented. Meanwhile,
self esteem is taken to imply how human beings sense about themselves. The
conduct of human beings apparently portrays the feelings. A kid with self esteem
is capable of doing something autonomously. Second, s/he is capable of
presuming responsibility. Third, s/he will be able to take delight in his/her
achievements. Fourth, s/he can manage to try novel duties. Last, the kid can
manage to provide aid to other people. It has been shown by various researches
that parents are in a good position of encouraging a kid’s self-esteem than any
other person. If a parent senses something good regarding his/her kid he should
declare it to the kid (Kontos and Wilcox-Herzog, 1997).
Conclusion
The article has enabled me to understand behaviors which
determine learning. These behaviors include attachment, building of
relationships, self-control, exploration and exploration. The article was well
written since it has elaborated clearly the behaviors. It revealed new ideas
since beforehand; I couldn’t understand the manner in which the act of a kid
partaking in artwork can promote exploration.
The link Between
Psychology and Education
The topic was
chosen in order to elaborate on the various impacts of psychology towards
education.
Title of the
Topic: “The
Contribution of Psychology to Education.”
Abstract
Psychology
may be defined as the science of first, the intelligence, second, characters
and last, the conduct of animals. Animals in this case imply domestic animals
human beings and wild animals. Human education particularly pertains to
specific amendments in first, intelligence, second, characters and last, the
conduct of human beings. The problems associated with conduct in human beings
are incorporated in 4 main themes. The first theme is Aims. The second theme is
materials. The third theme is means while the last theme is methods. Psychology
leads to an enhanced comprehension of the objectives of education. It accomplishes
this by first and foremost describing them. Second, it attains this by
restricting them. Third, it achieves this via demonstrating to human beings things
that may be performed and those things that cannot be performed. Last,
psychology leads to an enhanced comprehension of objectives of education by
recommending novel facets which ought to be made components of them.
Psychology facilitates the making of notions of educational
objectives apparent. It achieves this by necessitating human beings to put their
ideas of objectives of education within the terms of precise amendments which
education is to create. Another means in which psychology facilitates the
making of notions of educational objectives apparent is via explaining to human
beings the reforms which essentially result to us.
Psychology assists in gauging the likelihood that an
objective is achievable. For instance, particular writers regarding education
have indicated that the facts, second, the ability and last, customs of conduct
that are tutored to the kids of the modern day world are of relevance not just
to the modern day generation and also the subsequent generation but to
subsequent generations everlastingly. Finally, psychology does first and
foremost broaden and second, filters the purpose of education (Thorndike, 1910).
Conclusion
The article has enabled me to understand
the contribution of psychology in education. Furthermore, it has assisted me in
discerning the link between psychology and education. The article has addressed
my topic tremendously. It has explained clearly the main points regarding the
contribution of psychology to education.
References
Lee, V. & Bryk,A. (1986). Effects of single-sex
secondary schools on student achievement and
attitudes. Journal of Educational Psychology, 78:381-95
Hallinger,
P. (2003). Leading Educational Change: Reflections on the Practice of
Instructional
and Transformational Leadership. Cambridge Journal of
Education, 33 (3), 329-351.
Kontos, S., & Wilcox-Herzog,
A. (1997). Teachers’ interactions with children: Why are
they so important? Young
Children, 52(2), 4-12
Thorndike, E.L. (1910). The
Contribution of Psychology to Education. The
Journal of
Educational Psychology.1,
5-12.
Wildman,
T. M., Magliaro, S. G., Niles, R. A., & Niles, J. A. (1992). Teacher
mentoring: An
analysis of roles, activities, and conditions. Journal of Teacher Education, 43(3),
205-
213.
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