| |
Introduction
Teaching is, in the end, the most essential of all professions. It is the one which makes all other professions possible in light of the fact that hardly anyone gets too far in this world without having had some exposure to education. Without well-qualified, caring, and committed teachers, neither improved curricula and assessments, nor educational innovation, will ensure that this nation’s children are prepared for the challenges of the 21st century. More than ever before in our history, education will make all the difference between those who prosper and those who are left behind. It is teachers who will develop the skill and talents of our students, as well as lay the foundation for productive citizenship and full participation in work and community life.
Almost twenty years ago, the National Commission on Excellence in Education issued its landmark report, A Nation at Risk (1983) which initiated the most intense period of educational reform in the nation’s history. Concern had been growing about the state of American Education since the 1970s but it was the National Commission’s report in 1983 that, as the editors of Education Week put is over a decade later, shocked the nation with its grim assessment of student achievement, its martial metaphors, and its dire warning of a “rising tide of mediocrity” (From Risk to Renewal 1993).
This report and a succession of others led to hundreds of major public and private initiatives aimed at improving our schools. These initiatives, in turn, led to the passage of a wide range of legislation at both the federal and state levels designed to raise the standards of schools and enhance the performance of all students. Yet, despite more than two decades of debate, reform efforts by educators and policymakers, and substantial investment in new policy formation, it remains difficult to detect any significant changes in standardized outcome measures of school performance. One case in point, since the early 1970s average scores of nine, thirteen, and seventeen-year olds on National Assessment of Educational Progress (NAEP) tests of achievement in reading, mathematics, and science have not changed in any important way, although mathematics scores of children increased slightly across all three age groups over the period (U.S. Department of Education, 2001).
However, for those students from affluent families who place premium value on educational achievement, the American educational system is clearly on par with the best educational systems the world over. The highest performing students in the most affluent schools across the country are offered more rigorous curricula, more opportunities to take advanced placement courses, and more opportunities to participate in special educational programs, such as study abroad. The best students are being challenged in all of the way that proponents of reform have suggested they be challenged. These students are learning important critical thinking skills which will last them a lifetime, are fully engaged in learning, and are offered differentiated instruction so that they instruction is tailored to their needs. The best students also have parents who are consistently supportive of their academic achievement, and offer a home environment which puts education first.
True education reform should ensure that all students are provided with the same level and types of instructional opportunities. Strategies also need to be developed and consistently implemented so that those less involved parents can become active participants in the educational process and so offer their children an enriched learning experience. Teachers should take note of the environment in which students live and understand that outside influences can disrupt the student’s ability to focus on learning.
This EBook consists of a pot pourri of topics which cover each of these areas. Topic One will examine five steps in developing the critical thinking skills necessary in fostering continued learning throughout students’ academic as well as professional career. The second topic focuses on the area of student engagement. Without student engagement in the learning process, academic achievement will be seriously limited. This article will discuss methods of fostering student engagement to make the classroom experience a place where active learning occurs. The third topical area examines differential learning theories. These theories highlight the fact that each student brings unique talents and abilities to the classroom and that instructional design should take these differences into account so that each student can experience success
The fourth topic addresses strategies for improving Parent-Teacher Communication so that all parents can feel empowered to play an active role in their child’ education. When parents are involved in their child’s education everyone wins. We have seen how affluent parents are very often highly involved with school activities and have strong relationships with teachers. However, too often parents of lower socioeconomic status removed from the educational process so that there is a disconnect between the classroom and home environment.
The final topical area concerns teacher-specific issues. President Obama came into office with his own plans to overhaul the educational system. The first article will assess his reform initiative and see where the pitfalls to full implementation may lie. With reform comes the need for professional development so that teachers may effectively implement the changes within their individual classrooms. But, where do teachers find the time for professional development in light of all the other responsibilities already crammed into their day? The second article will present the issues along with some suggested remedies so that teachers may fully engage in professional development programs within their schools and districts.
|
|
