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Then, Now and Why Now, identifies many educational issues evident
during the past six decades and which present some controversies
for educators. Extensive research is provided to assist reader's
understanding of how these issues have changed over time and why,
today, they are accompanied with some controversy.
Then, Now and Why Now, identifies many educational issues evident
during the past six decades and which present some controversies
for educators. Extensive research is provided to assist reader's
understanding of how these issues have changed over time and why,
today, they are accompanied with some controversy.
Education occurs in a complex environment now confronted by many
social issues, and who is ultimately responsible for a child's
education is the fundamental issue. This book's purpose establishes
how parents and not the state wear this responsibility, and how
they must consider and navigate through multiple factors in their
choice. Political differences are ever-present in America's
culture. The current climate accentuates clashing perspectives
involving race, religion and individualism. While many solutions
for improving educational outcomes are proposed, political
obstacles appear insurmountable. An apolitical strategy providing
evidence for large-scale student success culminates this review.
Education occurs in a complex environment now confronted by many
social issues, and who is ultimately responsible for a child's
education is the fundamental issue. This book's purpose establishes
how parents and not the state wear this responsibility, and how
they must consider and navigate through multiple factors in their
choice. Political differences are ever-present in America's
culture. The current climate accentuates clashing perspectives
involving race, religion and individualism. While many solutions
for improving educational outcomes are proposed, political
obstacles appear insurmountable. An apolitical strategy providing
evidence for large-scale student success culminates this review.
The majority of students are required to attend their neighborhood
public school unless their parents apply to an alternate program
such as private and charter schools. Seldom is a comprehensive
measurement program in place for parents to assist them in
determining whether their local school is providing quality
educational services and, when a reporting system is in place, an
unbiased evaluation is lacking. This book demonstrates how parents
can make informed choices regarding their local school or others
within their community. The accountability model presented was
highly rated by the U.S. Department of Education and its approach
is used in Alberta and California. Fixed boundaries should be
replaced and all schools labeled as "magnet centers" with locally
developed mission statements to attract students without
transportation costs. Democratizing the workplace is as necessary
as democratizing our schools so that workers are recognized and
rewarded according to their team's performance.
The majority of students are required to attend their neighborhood
public school unless their parents apply to an alternate program
such as private and charter schools. Seldom is a comprehensive
measurement program in place for parents to assist them in
determining whether their local school is providing quality
educational services and, when a reporting system is in place, an
unbiased evaluation is lacking. This book demonstrates how parents
can make informed choices regarding their local school or others
within their community. The accountability model presented was
highly rated by the U.S. Department of Education and its approach
is used in Alberta and California. Fixed boundaries should be
replaced and all schools labeled as "magnet centers" with locally
developed mission statements to attract students without
transportation costs. Democratizing the workplace is as necessary
as democratizing our schools so that workers are recognized and
rewarded according to their team's performance.
This book traces back how male students are currently disadvantaged
in school by instruction in an overwhelmingly female environment
devoid of male role models, who can inspire the love of learning in
male students. Further, teachers are unduly influenced by biases
related to compliant behaviors which result in conflating
assessments of student academic achievement with compliance.
Therefore, males' marks prevent to many from qualifying for courses
leading to leading as well as achieving sufficiently high marks in
those courses.
This book traces back how male students are currently disadvantaged
in school by instruction in an overwhelmingly female environment
devoid of male role models, who can inspire the love of learning in
male students. Further, teachers are unduly influenced by biases
related to compliant behaviors which result in conflating
assessments of student academic achievement with compliance.
Therefore, males' marks prevent to many from qualifying for courses
leading to leading as well as achieving sufficiently high marks in
those courses.
Common Sense about Common Core breaks down everything you need to
know about the Common Core, from how it was implemented to where we
are now. Common Core has emerged as a significant political issue
and, therefore, a concern with the general public. Special interest
groups are spinning messages which are inaccurate or biased in
order to confuse parents and the public. Therefore a transformative
educational initiative developed on sound principles is jeopardized
because special interest groups, including politicians seeking to
garner support from these groups, are taking positions based on
inaccurate information. This book will show that Common Core is a
necessary initiative for achieving America's Race to the Top.
Common Sense about Common Core breaks down everything you need to
know about the Common Core, from how it was implemented to where we
are now. Common Core has emerged as a significant political issue
and, therefore, a concern with the general public. Special interest
groups are spinning messages which are inaccurate or biased in
order to confuse parents and the public. Therefore a transformative
educational initiative developed on sound principles is jeopardized
because special interest groups, including politicians seeking to
garner support from these groups, are taking positions based on
inaccurate information. This book will show that Common Core is a
necessary initiative for achieving America's Race to the Top.
Education is a significant social program in our culture because we
understand that learning well impacts our capacity to live well.
Its importance produces many controversies because perspectives are
greatly influenced by what policies and practices are implemented.
Inevitably, the general public has insufficient time and/or
interest to scratch away the veneer surrounding controversial
matters and discover what should be. This book identifies numerous
conflicts within the field of education and provides the
perspectives and information which stakeholders within the
enterprise sweep aside or cover-up. An extensive data-base is used
to demonstrate why existing policies and practices create unfair
learning situations for our nation's children, frequently described
as our most valuable resource. Policy-makers, both administrative
and legislative, are caught in the middle; yet, they choose to
avoid controversy by siding with educators. This book provides
evidence of how the decision-making should be altered to achieve
optimal learning in our North American schools.
Education is a significant social program in our culture because we
understand that learning well impacts our capacity to live well.
Its importance produces many controversies because perspectives are
greatly influenced by what policies and practices are implemented.
Inevitably, the general public has insufficient time and/or
interest to scratch away the veneer surrounding controversial
matters and discover what should be. This book identifies numerous
conflicts within the field of education and provides the
perspectives and information which stakeholders within the
enterprise sweep aside or cover-up. An extensive data-base is used
to demonstrate why existing policies and practices create unfair
learning situations for our nation's children, frequently described
as our most valuable resource. Policy-makers, both administrative
and legislative, are caught in the middle; yet, they choose to
avoid controversy by siding with educators. This book provides
evidence of how the decision-making should be altered to achieve
optimal learning in our North American schools.
The education system is dealing with a concerted effort at making
it more accountable and transparent. Whereas measurement of a
quality education used to focus on inputs such as money spent, the
new measurement is focused on student outcomes such as learning
success determined by large-scale standardized tests. This change
in perspective assesses personnel and system performance using
empirical data rather than perceptual information. Transparent
access to data regarding student learning is uncomfortable to
teachers' unions because it is difficult to explain away objective
information. Their substantial success in reducing teacher workload
and limiting management's activity is predicated on persuading the
public that they are focused on students. In reality, teachers are
their clients, and students are frequently disadvantaged as the
unions pursue a "less work, more pay" objective. Many politicians
are complicit in this pursuit because they are reticent to embrace
reform when confronted by such a powerful special interest. When
considering issues which pit student best interests with those of
teachers, governments frequently side with teachers because they
can vote whereas students cannot. Flashpoints emerge as data is
introduced into the process for making decisions.
Education for this generation's youth is the key for our nation's
future well-being but it is now threatened by political
correctness. A politically correct environment seeks to avoid
controversial issues by maintaining the status quo on matters
related to workers in the education system while avoiding the best
interests of the stakeholders, and it is for this reason that
political correctness must be challenged on many issues in our
school system, so that our children have a better chance for
learning well and then living well. This book's focus is on using
accountability to pressure the system toward implementing reforms
necessary for winning. It deals with educational policies, which
are controversial and also identified by others for being
problematic, rather than classroom practices. The solutions, or
recommendations, proposed are intended to ensure that policies
align with the best interests of students, parents, and taxpayers
rather than with those of the service providers.
Education for this generation's youth is the key for our nation's
future well-being but it is now threatened by political
correctness. A politically correct environment seeks to avoid
controversial issues by maintaining the status quo on matters
related to workers in the education system while avoiding the best
interests of the stakeholders, and it is for this reason that
political correctness must be challenged on many issues in our
school system, so that our children have a better chance for
learning well and then living well. This book's focus is on using
accountability to pressure the system toward implementing reforms
necessary for winning. It deals with educational policies, which
are controversial and also identified by others for being
problematic, rather than classroom practices. The solutions, or
recommendations, proposed are intended to ensure that policies
align with the best interests of students, parents, and taxpayers
rather than with those of the service providers.
The body of the text proceeds to identify and explain many
flashpoints which are current in a world of education where
students' best interests are hampered by teachers' self-interests.
Whenever an issue emerges in education and is analyzed in the
context of what is best for students or teachers, teacher unions
naturally pursue benefit for their members. This does not demean
their effort; rather, it explains their intentions, and making
their objectives transparent is a recurring theme throughout the
book. Dueck demonstrates that politicians are a core part of the
problem because of their predilection for siding with power
structures in society, namely unions and teachers rather than the
clients of their services. Their thirst for votes from teachers'
unions, which represent one of the largest special interest groups
within our communities, is not only a contributing factor in
causing but also ameliorating these flashpoints. Underlying this
thirst for electoral support is the reality that students cannot
vote and do not have capacity for discerning how these complex
educational issues impact them.
This book outlines how administrators in our school system can move
from managerial efforts to leadership functions. Identifying
taxpayers as the school systems’ foremost client presents leaders
with the critical perspective for ensuring accountability.
Government is the taxpayers’ servant and act as managers of
educational funding and programs, and is supported by
administrators working in schools, districts and regional offices.
A key understanding is that school is a student’s place of work,
and current processes for evaluating and reporting their progress
identifies them as the most accountable workers in our culture.
Taxpayers are better served when educators and government are held
accountable by similar assessment processes. Accountability is
enhanced when power for selecting teachers and schools is shifted
from administrators to parents, and quantifiable information
provides the basis for these decisions. Ensuring that students have
their learning assessed consistently guarantees fairness to
students and provides critical information for parents and
taxpayers. Proven leadership strategies for ensuring accountability
and superior levels of performance are presented for each
administrative level.
The current practice of having children begin school within a
twelve-month cohort is unfair but can be ameliorated by
incorporating a dual-entry system. Such a reform effort will
dramatically reduce failure, improve student achievement at all
levels, while reducing expenditures. Many students are penalized
from maximizing their academic potential simply by being born at
the wrong time of the year. Not only is there a significant decline
in achievement for students born in the second half of the year but
they also experience higher rates of failure which negatively
impacts self-esteem and reduces future success. Meanwhile, more
capable students experience unfairness because of the school's
extraordinary effort at helping their failing students. With so
much focus on the weak, many strong students are held back from
achieving their potential. Parents agonize over when to begin their
child's formal education but lack data for making informed
decisions. Educators understand the issue intuitively but decision
makers lack data for justifying reform. These informational needs
are now available.
This book outlines how administrators in our school system can move
from managerial efforts to leadership functions. Identifying
taxpayers as the school systems’ foremost client presents leaders
with the critical perspective for ensuring accountability.
Government is the taxpayers’ servant and act as managers of
educational funding and programs, and is supported by
administrators working in schools, districts and regional offices.
A key understanding is that school is a student’s place of work,
and current processes for evaluating and reporting their progress
identifies them as the most accountable workers in our culture.
Taxpayers are better served when educators and government are held
accountable by similar assessment processes. Accountability is
enhanced when power for selecting teachers and schools is shifted
from administrators to parents, and quantifiable information
provides the basis for these decisions. Ensuring that students have
their learning assessed consistently guarantees fairness to
students and provides critical information for parents and
taxpayers. Proven leadership strategies for ensuring accountability
and superior levels of performance are presented for each
administrative level.
The current practice of having children begin school within a
twelve-month cohort is unfair but can be ameliorated by
incorporating a dual-entry system. Such a reform effort will
dramatically reduce failure, improve student achievement at all
levels, while reducing expenditures. Many students are penalized
from maximizing their academic potential simply by being born at
the wrong time of the year. Not only is there a significant decline
in achievement for students born in the second half of the year but
they also experience higher rates of failure which negatively
impacts self-esteem and reduces future success. Meanwhile, more
capable students experience unfairness because of the school's
extraordinary effort at helping their failing students. With so
much focus on the weak, many strong students are held back from
achieving their potential. Parents agonize over when to begin their
child's formal education but lack data for making informed
decisions. Educators understand the issue intuitively but decision
makers lack data for justifying reform. These informational needs
are now available.
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