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Education reform is the name given to the goal of changing public education. The meaning and education methods have changed through debates over what content or experiences result in an educated individual or an educated society. Historically, the motivations for reform have not reflected the current needs of society. A consistent theme of reform includes the idea that large systematic changes to educational standards will produce social returns in citizens' health, wealth, and well-being.
Higher education is tertiary education leading to award of an academic degree. Higher education, also called post-secondary education, third-level or tertiary education, is an optional final stage of formal learning that occurs after completion of secondary education. It represents levels 5, 6, 7 and 8 of the 2011 version of the International Standard Classification of Education structure. Tertiary education at a non-degree level is sometimes referred to as further education or continuing education as distinct from higher education.
Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.
Mentorship is the influence, guidance, or direction given by a mentor. A mentor is someone who teaches or gives help and advice to a less experienced and often younger person. In an organizational setting, a mentor influences the personal and professional growth of a mentee. Most traditional mentorships involve having senior employees mentor more junior employees, but mentors do not necessarily have to be more senior than the people they mentor. What matters is that mentors have experience that others can learn from.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
In contemporary education, mathematics education—known in Europe as the didactics or pedagogy of mathematics—is the practice of teaching, learning, and carrying out scholarly research into the transfer of mathematical knowledge.
The Association of College & Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning".
John Taylor Gatto was an American author and school teacher. After teaching for nearly 30 years he authored several books on modern education, criticizing its ideology, history, and consequences. He is best known for his books Dumbing Us Down: the Hidden Curriculum of Compulsory Schooling, and The Underground History of American Education: A Schoolteacher’s Intimate Investigation Into the Problem of Modern Schooling.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
The history of education extends at least as far back as the first written records recovered from ancient civilizations. Historical studies have included virtually every nation.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. There may be requirements mandated by the school system regarding the plan. A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal, how the goal will be reached and a way of measuring how well the goal was reached.
Oliver DeMille is an American author, educator and public speaker. He is the founder of an educational model known as TJEd, and the co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, which was published in 2013 and appeared on the New York Times and Wall Street Journal bestseller lists.
George Wythe University (GWU) was an unaccredited, non-profit university in Salt Lake City, Utah. GWU's curriculum borrowed from the Great Books of the Western World published in 1952 by Britannica and it claimed that its methodology was based on the Socratic seminar and Oxford tutorial system. The school was named in honor of George Wythe, mentor to Thomas Jefferson. The college closed in August 2016.
Thomas Jefferson's involvement with and support of education is best known through his founding of the University of Virginia, which he established in 1819 as a secular institution after he left the presidency of the United States. Jefferson believed that libraries and books were so integral to individual and institutional education that he designed the university around its library.
Michael N. Nagler is an American academic, nonviolence educator, mentor, meditator, and peace activist.
A classic is a book accepted as being exemplary or particularly noteworthy. What makes a book "classic" is a concern that has occurred to various authors ranging from Italo Calvino to Mark Twain and the related questions of "Why Read the Classics?" and "What Is a Classic?" have been essayed by authors from different genres and eras. The ability of a classic book to be reinterpreted, to seemingly be renewed in the interests of generations of readers succeeding its creation, is a theme that is seen in the writings of literary critics including Michael Dirda, Ezra Pound, and Sainte-Beuve. These books can be published as a collection or presented as a list, such as Harold Bloom's list of books that constitute the Western canon. Although the term is often associated with the Western canon, it can be applied to works of literature from all traditions, such as the Chinese classics or the Indian Vedas.
The classical education movement includes a growing number of organizations taking renewed inspiration from a traditional and historic liberal arts education and that focuses human formation and learning on the liberal arts as well as canons of classical literature, the fine arts, and the history of civilization. While schools in the movement vary in their use of these categories, the general goal of the classical education movement is to encourage this group of studies within the hundreds of contemporary schools involved as well as the thousands of homeschooling communities. This movement has inspired multiple gradate programs and colleges as well as Principia: A Journal of Classical Education.
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from his prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability.Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.
The gradual release of responsibility (GRR) model is a particular style of teaching which is a structured method of pedagogy framed around a process devolving responsibility within the learning process from the teacher to the eventual independence of the learner. This instructional model requires that the teacher, by design, transitions from assuming "all the responsibility for performing a task...to a situation in which the students assume all of the responsibility". The ideal result is a confident learner who accepts responsibility for their own learning and directs this learning through the cognitive processes involved, moving through the academic spectrum, to independent choice. As Buehl (2005) stated, the GRR model "emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise".
References
- ↑ "Three Ways to Home School".
- ↑ DeMille, Oliver and Rachel, Leadership Education: The Phases of Learning, 2008; Chapter One: "Two Views of Childhood"; ISBN 978-0-9671246-4-3.
- ↑ DeMille, Oliver and Rachel, Leadership Education: The Phases of Learning, 2008; Chapter 3-6; ISBN 978-0-9671246-4-3.
- ↑ DeMille, Oliver and Rachel, Leadership Education: The Phases of Learning, 2008; Chapter 7-8; ISBN 978-0-9671246-4-3.
- ↑ DeMille, Oliver and Rachel, Leadership Education: The Phases of Learning, 2008; Chapter 9-10; ISBN 978-0-9671246-4-3.
- ↑ DeMille, Oliver and Rachel, Leadership Education: The Phases of Learning, 2008; pp. 32-33; ISBN 978-0-9671246-4-3.
- ↑ ISBN 978-0-9671246-1-2
- ↑ ISBN 978-0-9671246-3-6
- ↑ ISBN 978-0-9671246-4-3
- ↑ ISBN 978-1-61539-994-9
- ↑ ISBN 978-0-9830996-1-1