Conformity In Education

Students may become overwhelmed while studying for and taking the test in the high-stress situation that standardized testing creates, clouding their ability to complete questions ("Maths + Anxiety = Poor Test Performance And Cognitive Function, Says Researcher." para 9). Furthermore, standardized testing also does not acknowledge differences in economic backgrounds of students. Students from affluent families with educated parents possess a great advantage in resources and tend to live in areas with better public schools. Therefore, they score better on standard examinations (Bhattacharyya, Junot, and Clark para. 10). Those who come from different educational backgrounds or possess different learning styles require distinct approaches in teaching that a standardized gauge of knowledge does not allow. In addition to these inaccurate measurements, standardized testing does not provide useable information to teachers. Effective assessments should gather feedback that teachers can use to the benefit of students, such as insight into a student’s way of learning and thinking ("Standardized Testing Has Serious Limitations." para. 10). Standardized testing does not compile accurate or intuitive information, therefore proving impractical to educators and

For an utopian society to exist, there needs to be a merging of conformity and individualism in the society. Pure individualism or pure conformity in a society leads to a lopsided and corrupted society; they need to exist in synchrony. In Merry Mount, the people follow an ideology of complete freedom of thought and of individualism. The Puritan’s society shows what happens when everyone conforms and no one expresses their individual beliefs. When the ideologies of conformity and individualism merge it combines into a greater society as a whole, better than either of the individual half’s. To create an utopian society, a society has to accept the individuality of a person, but it also has to have certain guidelines that are followed.

Growing up as an Immigrant in America, you grow to learn social conformity is prevalent and plays a key role in the systematic oppression of free thinkers. Social conformity does not only dictate the way you view issues but also makes you shy away from letting your own beliefs be heard. There are many ways people conform, television and social norms being the predominant forces. By having observed these behaviors at an early age, I’ve grown to develop my own moral judgment and have met like-minded individuals who share the same outlook on the ills of society.

Over two hundred parents claim to not let a student go through standardized testing. The earliest records of standardized testing come from China, for the subjects of philosophy and poetry. America “copied” the European education system. In the early 20th century, immigrants took “standardized tests”. To determine possible career and where each person stood socially. Testing is around 115 years old; it started being taken seriously in academics in the early 1900s for the United States. Although it seems minor, standardized testing should not be a thing in any type of school because it causes physical and mental stress for students and teachers, causes a major financial strain in many schools, and takes time to complete and prepare for.

Do you get nervous before taking a test? On March 14, 2002, the Sacremento Bee reported that "test related jitters are so common that the Stanford 9 exam comes with instructions on what to do with a test booklet if the student vomits on it. The use of standerdizd testing has been implemented into American schools since the 1800's. The United States dropped from 18th in math internationally to 27th in 2012. The blame is being set on a few different things, including poverty levels going up, teacher quality, and standerdized testing. Arguments for standerdized testing say the tests are fair and are a good measurement of student achievement. Opponents claim the testing adds unwanted stress, anxiety, and a negative 'teach to the test' attitude.

Attention getter: Last year, districts in Philadelphia had a $0 budget for books. At the same time, a quarter of a percent of America’s education budget, several billions of dollars, was spent on standardized testing.

Standardized Testing is not a good choice for a test because it does not show how a student really works or understands what is being taught. The purpose of school was once to just learn, now it is focused on just passing a test. In schools everything is focused on passing a test that can make or break a student. Standardized tests takes away from teaching, does not show true abilities, and makes a higher climate for cheating.

There are a numerous examples of conformity in the class readings and in today’s society. Even though being an individual is something everyone should be because it makes life interesting, conformity is an essential to be included into a community.

American students slipped form 18th place to 31st in math in a span of 9 years, and the only logical reason to this drastic change is fear towards studies. The reason students are afraid of studies is because of the pressure of grades on them. Grades are not only important to the child but also to the school and the city to be funded adequately by the state. All this concentrates to one exam that he has to appear for at the end of the semester. Grading and testing of standardized tests have not benefited the students.

I agree high stakes testing has an impact how we teach our curriculum, even in the military environment. We use high stakes testing for promotion to the next pay grade in our enlisted ranks. As educators, our primary goal should be developing curriculum and assessment procedures that improve learning outcomes for our students instead of deterring them. Test like high-stakes actual deters student learning. Amrein & Berliner (2002) suggest, the No Child Left Behind Act high stakes testing policy has caused some unintended consequence in student learning. Those consequences are higher school dropout rates, educator/schools cheating on test to keep or increase their funding, and teachers leaving the profession because of the consequences associated with the testing policy (p.

Michal is a boy born in Florida who has some special needs. He was born with a brain stem, but not a whole brain. He loves to hear and listen to people talk to him, yet he is morosely incapable of sight, speech, or even understand basic information. He was forced to take an alternate version of the Florida Comprehensive Assessment Test. This year he will be forced to take this test again. He is not alone. This New York times article from February 13, 2014 goes on to give an example of another case. This time it is the story of Andrea Rediske, a Florida parent of a child who is slowly dying from a life burdened by brain damage and cerebral palsy. The state tried to force this child, Ethan, to take this test. In the meantime while Andrea was fighting the school system, Ethan Rediske passed away. It doesn’t have to be this way. Our children aren’t all dying of terrible diseases, but these standardized testing is killing our brothers and sisters creativity and passion for school instead.

Student Sudhanshu Pandey, was a happy, normal teenage boy who didn’t look like he would succumb into depression. On march 4, Sudhanshu seemed unusually reluctant to go school. Later than day his parents found him in his room hanging from the ceiling fan. Sudhanshu left a note, explaining how all the pressure and stress in his life from test exams has taken over. Not only has Sudhanshu Pandey been depressed and stressed from testing, its all over the world. Schools are giving out too many standardized tests. It’s not only robbing them of their time, but it’s also causing stress and anxiety and going into far levels. Students need to be focusing on their learning academics and preparing for their future. Taking unuseful tests are not only pointless, but they put too many kids/teens into anxiety and even depression.

Social institutions are an important element in the structure of human societies. They provide a structure for behavior in a particular part of social life. Education is one of the major social institutions that exist in the society. It establishes a goal of social equality and a common knowledge base among students. It is the realization of self potential and talents of an individual for the benefit and continuity of society and life.

The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is most concerned with the public schooling systems of modern industrial societies which including the expansion of higher, further, adult, and continuing education. Education has often been seen as a fundamentally optimistic human endeavour characterised by aspirations for progress and betterment. It is understood by many to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and social status. In Malaysia context, Malaysian education system revolves around the National Education Philosophy where it aims to produce a loyal and united Malaysian nation, produce faithful, well-mannered, knowledgeable, competent and prosperous individuals, produces the nation’s human resource for development needs and to provide educational opportunities for all Malaysians.

Malay families and households in Singapore experience various socio-economic changes due to industralization. As familes and households are not fixed nor isolated from the wider society, these socio-economic changes are seen to tamper with the “ideal Malay family”. Djamour (1959) states that the “ideal Malay family” is predominantly made up of a nuclear family comprising of a married couple and children. The head of the household is the chief wage earner and is mostly the man, while women see to housework and caring of small children. This natural patriarchal notion result in a very clear divisions of male-female domains of daily responsibilities in a household (Nirmala, 1993). However, families and households are not static units of support, but instead they adapt to socio-economic changes by adopting variations in household strategies which lead to changes in