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The comparison holds true both for the student in the same school and in different schools. The implication of this fact may be lack of proper access to relevant resources by the poor students.
The race of student also affects the curriculum and schooling. There is an observation that the African-American and the Latin America students performs poorly than the Native American students. The white students technically shows higher comprehension of science subject, have a higher comprehension ability and are basically brighter than both African and Latin America students
The social class is also major factor in schooling and curriculum. For instance, different teachers, specifically music teachers holds themselves in a higher social class than the other teacher. They view the subject as already standard and thus no need to further standardize it (Carnoy, Elmore, & Siskin, 2003).
In comparison of the Urban District Schools and other school, the urban schools have raised test scores as compared to the other schools. The effect is increase in the number of school drop outs in such schools. The consequence of such is evident, for example, in New York and Texas. In order to contribute to the positive and upward achievement of all students, the districts should embrace and fully comply with the standard based accountability policy that takes into consideration the potential of students from secondary schools (Porter, Polikoff & Smithson, 2009).
Porter, A. C., Polikoff, M. S., & Smithson, J. (2009). Is there a de facto national intended curriculum? Evidence from state content standards. Educational Evaluation and Policy Analysis, 31(3),
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Mathematics Curriculum in Education
(Teaching Mathematics in the Modern Classroom)
Over the years, teachers have employed a number of different strategies to teach mathematics effectively. In the past, mathematics classes were teacher-centered, deductive, theory-focused, structural (Ernest, 2000), and often times, boring.
Research projects that were reviewed in this work indicate that the practice of evaluation of school principals has been non-uniform in the United States. There is even no evidence that the impact of evaluation systems for principals has been studied. Further, studies on evaluation systems for principals are very view and scant.
This is done to evaluate their potential to indulge into active cooperation and collaboration with one another in the routine matters of education so as to improve the quality of education as well as the performance of students. Analysis of the matter is made with respect to two basic leadership formations, namely the instructional and the transformational leadership.
Unfortunately, it has been an observation that current curriculum, especially for higher education has been lacking appreciation of diversity as it is focused primarily on acquisition of skills and knowledge and lacking meaning for students from diverse backgrounds, especially those whose social and cultural norms are very diverse from conventional batch of students (Riehl & Firestone, 2005).
Though, only a few variables are usually careful when management development programs are assess.
Though little information concerning evaluation of police management development training continue living, there is substantial information about the evaluation of education programs in general.
Instructional leadership has to do with the actions taken by principals, or delegated to others, so as to promote and foster growth and development in student learning. Instructional leaders in title I schools have the responsibility of creating