Within the model students in schools are provided areas, where free expression of self, beliefs, lifestyles, and diversity can have inclusion amongst peers without judgment or prejudice. The zones speak of cultural competence as many schools do not have counselors who are competent or are open to specific topics such as religion and spirituality. Swan, K. L., Schottelkorb, A. A., & Lancaster, S. (2015, October). Relationship conditions and multicultural competence for counselors of children and adolescents.
Her study was a phonic-based approach. According to Broadley and MacDonald (1993, cited in Eggie, 2011) as individuals with DS are poor at sequential processing, multisensory instruction is an appropriate method to teach phonics to children with DS through small teaching steps. The author of this study argued that students with intellectual disabilities can learn and its educators' crucial role in the process of teaching to help these individuals to be independent learners. Researcher has conducted this study because she thought that the standards in children with disabilities should be higher than what we expect now. Two methods of data collection were used in this study.
I was particularly struck by the distinction between different modes of delivering curriculum and in particular the contrast between Product and Process methods, in curriculum development. At this point it might be useful to analyse the distinction between these two processes. Neary identifies the Product Model as one that “emphasises plans and intentions” whereas in the Process Model, the emphasis is on the “activities and effects” (O’Neill 2015, p27). In essence therefore the Product Model can be regarded as a more traditional and historically tested method of developing curriculum. The work of John Franklin Bobbitt and Ralph Tyler very much advocate Product curricular designs, maintaining that these designs are centred on the creation of a disciplined and “structured learning environment for students” (O’Neill 2015, p).
What advice would you give a school in creating an exceptional intervention model that could fill those gaps? Within my local school system, I see a large amount of neglect. I see a system that allows students to be pushed through a grade without fully understanding the academics they were to be taught. I feel more intervention and less overlooking, would play well in having a successful graduate rate. It is not the number of students who graduate from the high school levels that matters in the student’s futures.
According to the author, Grant Wiggins, teachers and students own educational hubris stands in the way of implementing curricula which requires questioning for acquiring knowledge (Wiggins). While curriculum design has historically been used to instill a laundry list of topics students should be able to take with them into the future, Wiggins presented a convincing argument for designing courses around essential questions in which formative and summative assessments would check for how well the student understands the question(s) being posed. Wiggins view of what a curriculum document is and is not embraces the idea of unlimited thinking and expands the role of teachers and students from those with knowledge bestowing it on those who have none
In situations where roles are unclear or time is an important factor, democratic leadership can lead communication failures and uncompleted projects. In some cases group members may not have the necessary knowledge or expertise to make quality contributions to the decision making process. 9. Conclusion Based on the findings it was concluded that majority of secondary school head teachers in Meru district had adopted democratic leadership style. Schools which had adopted democratic leadership style had mixed results regarding students’ performance in the NECTA performance; findings show that there are those who performed well while other performed poorly but to a larger extent democratic leadership leads to better academic performance.
In Creative Schools, each chapter develops a potentially new way to reform the education system. The argument is significant due to of
Change is inevitable in education as in all areas . Shifting perspectives within education and efforts of reform within it can be considered as educational change . The process of adapting or becoming used to the new ideas and meeting the needs of educational change require considerable efforts. This educational change can be a threat, opportunity, problem or neutral depending on our viewpoint. Introduction of these educational changes like school reform, teaching and teacher professionalism is possible through new curricula.
EVALUATION RESEARCH DESIGNS 1. Policy-Oriented Evaluation Design Policy-oriented evaluation research design refers to studies embarked on for the purpose of generating change in existing educational policies and practices. Policy-oriented evaluation design is adopted for critical examination of the efficacy or effectiveness of existing policy with a view to providing relevant information for making of new policy or modifying existing policy, monitoring and implementing it. This design is often adopted to enable politicians and administrators have empirical evidence on which they can add their own value judgments before embarking on a consistent course of action that involves development and implementation of new policy. Funds at the disposal
Most of the available literature focuses on describing Nurture Groups or provides case studies of success in practice (Nurture groups: A handbook for schools, 2010). Although various case studies revealed that NGs have a positive impact under trial conditions it was pointed out by Loinaz (2015) that the outcomes of NGs provision have yet to be compared with any other psychosocial interventions empirically. A review of literature also highlighted the lack of language development, whilst access to the child’s voice remained limited. Pillaya, Dunbar-Krigeb and Mostertc (2013, p.310) further highlighted that reintegration into mainstream education after partial segregation often fails due to post-reintegration regression contributed to poor-to-ﬁt behaviour. If holistic and sustainable and more positive outcomes for children are to be realised it is important to understand the underpinning causal mechanisms and influential contextual factors, with a contingent need to connect the dots by delving into areas of limited research about NGs in supporting students with SEBD.