Educational Paradigms and Models - Assignment Example

  Educational Paradigms and Models The Effects of Economic Factors on Schools Economic factors have a number of effects on schools. In an educational institution, learners who come from homes that are deprived are more prone to experiencing difficulties at school than learners who come from households that are placed in the middle or upper ranks of the social strata, where the economic situation is favorable. Moreover, students who come from underprivileged areas have a higher probability of being less participative in school activities, either by foregoing the chance to continue with learning in high school or by dropping out of school. This also has a negative impact on the overall performance of the school. Also, students who come from disadvantaged backgrounds are more likely to engage in complicated paths in school, for example, restarting or repeating their programs due to economic issues. They may also be forced to defer their enrollment in school due to financial difficulties. This may have a negative impact on the number of students in the school and the performance of the school in general. Moreover, students from poor families suffer from poor nutrition because they cannot afford meals that contain a balanced diet. As a result, their memory and attention during instruction may be affected, thus leading to a decreased intelligence quotient score than students from wealthy households (Darling-Hammond, 2010). The Effects of Moral Order Factors on Schools Moral order factors in schools may be attained using several approaches. One strategy is to establish a code of conduct that will highlight rules of action for every condition. Such a code requires a procedure of execution. The moral order factors under this approach will require schools to have a standard setting authority. In addition, schools will be compelled to have control systems and agents to the people who are required to abide by these regulations. Also, the individuals who are subjected to the code of conduct will be required to seek more detailed rules or norms for each and every specified case which will be encountered in the school. In addition, the moral order factors will require being continuously moderated to meet the changing situations in the school environment. Moral order factors will also empower and enable people to individually make the right choices and pursue the required way of life, even at the cost of sacrificing their instantaneous desires. Additionally, moral order factors will require a distinctive frame of reference for moral education in schools. Consequently, this will lead to high attachment to school enhanced, school attendance and performance, and elevated commitment to schooling. The Effects of School Board Leadership on Schools School board leadership has a number of effects on schools. School board leadership leads to satisfactory leadership and management of the schools. The board of a school holds the school accountable for its performance. The school board leadership is also active, and this has a positive impact on the development and work of different schools. In addition, a school which is led by a school board has a positive impact on its members of staff. School board leadership makes the principal give sound leadership making all members of staff committed to both the school and to further development. As a result, learning and teaching becomes satisfactory. Also, school board leadership makes the principal firm, inspirational and focused. This motivates the staff to meet the learners’ educational needs and make significant progress. A highly experienced school board may also offer unlimited advice for the progress of the school and support the initiatives executed by the principal (Fullan, 2010). School board leadership looks at what is necessary for adequate instruction past academic accomplishment to include areas, for example, community social capital, student participation and self-concept, and student engagement. Finally, school board leadership helps in assessing responsibilities and degree of administrative backing for principals to make sure that their main concern is educational leadership, for instance, they may give them the space and time to become leaders, instead of being weighed down with bureaucracy. The Effects of Social Capital on Schools Societal levels of educational achievement are connected to levels of economic development. Nonetheless, financial resources only are not a guarantee to positive educational results for learners and schools in general. A significant number of evidence indicates that state, community, and family involvement in education enhances outcomes in schools. Social capital may be essential in increasing the quality and relevance of instruction. State, community, and family involvement plays a part in enhancing the quality and relevance of educational activities in schools by enhancing institutional capacity, furthering ownership, mobilizing extra resources, building consensus, and reaching disadvantageous and remote groups. Social capital has a positive effect on the academic performance of schools. The promotion and acceptance of education’s significance by the state, community, and family has a positive bearing on the academic performance of learners in schools. A research conducted on religious, public and private schools in America established that religiously based institutions had tremendously minimal dropout rates than non-religious ones. This is ascribed to learners in religiously based institutions being in a community that reinforces the values and norms of the school (Marzano & Waters, 2009). My Educational Paradigm Redefine the System That Links the Learners and Instructors This is utilized to concentrate on authority and content. Nonetheless, it should change and focus on risk, autonomy, and motivation. Instructors need to accept risk. Learning and education should motivate learners to want to acquire more knowledge. Teach Competencies Education, which is based on competency, has the capacity of disrupting the education system to be more productive and accessible for learners who are now non-traditional, experienced, and mature. Innovate Learners should be given the chance to innovate so that they can find their position in the present day economic situation. The education system should instruct learners on how to innovate, how to learn from unsuccessful attempts to innovate, and ways to identify innovation opportunities. Listen to Yourself One should recognize the status quo in the educational institution. Scratch it and rebuild it with the learners, then abide by it. Education requires a healthy disregard for the status quo, and persistent and passionate individuals able to pivot rapidly (Fullan, 2010). References Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press. Fullan, M. (2010). All systems go: The change imperative for whole system reform. California: Corwin. Marzano, R., & Waters, T. (2009). District leadership that works: Striking the right balance. Illinois: Solution Tree Press. Read More