With many opinions on why America 's education achievement level has dropped to its lowest point, many say school policies are the blame; some say that classrooms have a greater impact on educational achievement. The book, The classroom crucible. What really works, what doesn 't and why? written by Edward Pauly gives the reader an understanding on what causes student achievement and what the teachers feel is cause for some classroom to have greater test results than others. James S. Coleman, Eric Hanushek, Richard Murane and Edward Pauly have done intense research and started studies at different periods of time on what is causing for some schools and classrooms to have better results in test scores.
James S. Coleman, a sociologist, published
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Hanushek found an important discovery about classrooms shaping student achievement. His first goal was to find out if the achievement was created from students ' background or school. His method involved measuring achievement for two each student, there were two tests done. The first test was done at the beginning of the school year and the second at the end of the school year. The first test was done to see the amount of educational foundation the student had prior to learning that year. The second test was done to see the additional learning the student received that year. His findings showed that there was a large variance between students in different classrooms. The results proved to be true even if students between different classes had the same SES, age, race and family background. It was also true for students who started with the same test scores in the beginning of the year. His finding concluded that achievement difference existed between classrooms in the same school, even classrooms next door to each …show more content…
Students spend a huge chunk of their lives in classrooms; the type of classroom helps or hinders them in life. Each student and teacher have reciprocal power; "reciprocal power enables teachers and students to undermine any attempt at domination by a single person in the classroom" (Pauly, 57). Students often use reciprocal power when they want to disrupt the class, screaming that they do not want to be in the class or do not want to learn. It is the teachers ' job to take that power back and show the class who is in charge of the classroom before all mayhem breaks
The expectation that a bad student in a public school will turn into a good student in a private school is not only absurd, it is yet another slap in the face of public school teachers. The presumption is that private school teachers are more effective than public school teachers. The expectation of improved scores is completely unrealistic. It's not that simple.
Today’s schools are classified according to which social class the children’s parents come from. The American education system teaches students to make decisions on aptitude. Harder standards are implemented with the idea that schools will output better students who know more, or who are more inclined to achieve things. Unfortunately, the exact opposite is the reality. Students are being taught to follow methods and instructions rather than making decisions based on experience.
The United States of America has placed low on the educational ladder throughout the years. The cause of such a low ranking is due to such heavy emphasis on standardized testing and not individual student achievement. Although the United States uses standardized testing as a crutch, it is not an effective measure of a student’s ability, a teacher’s competency, or a school’s proficiency.
The first issue that has been identified as a significant problem involved in the Achievement gap, is that it is partially the fault of America's educational system. Because of the suffering economy that has spurred the increasing lack of basic necessities in schools across America, there are an increasing number of children who are not being properly educated. Whether it is a deficiency in supplies, poor teacher selection, or administration and staff who are indifferent to the students at their sch...
Education is the foundation of American society. It empowers the youth of America to become the successful leaders this country needs for the future. Education has been one of America’s top priorities since 1965, when the Elementary and Secondary Education Act was passed. Now, education is controlled by the No Child Left Behind Act, which was launched in January 8, 2002. This act was passed with intentions from the government to provide Americans with a more superior education system. However, The No Child Left Behind Act carried many flaws which were left unseen to a vast majority of the public. This act limited American students by not allowing them to demonstrate their full academic potentials while proceeding in school. While the act was still fairly fresh, there was already evidence to prove that it had already gotten off to a bad beginning. For the crucial math and science courses, statistics showed minimal improvements which had begun around the time period in which the No Child Left Behind Act was passed. The act was also supported by a number of educators who voiced themselves by testifying against having the right to teach at their own free will. Teachers across America claimed that because of this new act, they felt a constant heaviness upon their shoulders from the state government to “Teach the test.”
Anne Perrin’s article “Stop Blaming Teachers” draws attention to how the No Child Left Behind law has negatively affected public schools. Throughout high school, I was able to see how this law has damaged public education through the application of standardized testing, which created a system focused on federal funding, placing blame on teachers, and cheating hardworking students.
...ant to encourage and expect high performance from their children, but to be understanding of relative caliber of institutions. Perhaps schools should consider deviating from the path of the previous century and encourage a more heterogeneous sampling of students, rather than tracking them based on ability. In the end, deciding if it is better to be a big fish in a little pond or a little fish in a big pond depends on the age and developmental level of the individual. Unfortunately, for this phenomenon to continue to occur, the school system will need to remain stratified. As with many questions in the field of social psychology, more research is necessary to better understand the factors that play into success as a student. Until then, the BFLPE phenomenon is merely another factor to take into account when attempting to understand student development in education.
tests were primarily employed as measures of student achievement that could be reported to parents, and as a means of noting state and district trends (Moon 2) . Teachers paid little attention to these tests, which in turn had little impact on curriculum. However, in the continuing quest for better schools and high achieving students, testing has become a central focus of policy and practice. Standardized tests are tests that attempt to present unbiased material under the same, predetermined conditions and with consistent scoring and interpretation so that students have equal opportunities to give correct answers and receive an accurate assessment. The idea is that these similarities allow the highest degree of certainty in comparing result...
A teacher’s effect on students is significant because teachers have greater influence on student achievement than a school. Robert Marzano’s study separating a school’s effect on student achievement from a teacher’s effect on student achievement supports this notion. Marzano found that an ineffective teacher in an effective school environment has little to no effect on student achievement. To the contrary, an effective teacher in an ineffective school environment was found to have a ...
Rothstein, Richard. The Way We Were?: The Myths and Realities of America’s Student Achievement. [Online] Available http://www.tcf.org/publications/education/way.we.were/Foreword.html, May 1, 2000.
Education is an integral part of society, school helps children learn social norms as well as teach them how to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. These schools have lower test scores and high dropout rates. In Trenton Central High School West, there was an 83% proficiency in literacy and only 49% of the students were proficient in math. Many of these students come from minority backgrounds and are often from low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial reasons to explain the poor performance in these districts. Through a process of teacher lead budget committees and further teacher education, urban schools can be transformed and be better equipped to prepare their students for the global stage.
Too much time is being devoted to preparing students for standardized tests. Parents should worry about what schools are sacrificing in order to focus on raising test scores. Schools across the country are cutting back on, or even eliminating programs in the arts, recess for young children, field trips, electives for high school students, class meetings, discussions about current events, the use of literature in the elementary grades, and entire subject areas such as science (if the tests cover only language arts and math) (Kohn Standardized Testing and Its Victims 1).
Foucault and Heidegger, modern philosophers, both describe power in these terms, as the facility to manipulate an object without force. Understanding this point of view is important, not only for state institutions who attempt to exert power over citizens and deviants, but also for teachers as they try to use disciplinary power to control the events in their classroom. Unfortunately, the majority of status quo disciplinary systems are entrenched in the mindset that power can be exerted over individuals through the use of coercive punishments and threats, actions which usually have the complete opposite result, less control over the students. A system that more closely mirrors Thomas Gordon’s view of discipline as self-control would be a far superior disciplinary model because it recognizes the true nature of power.
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
For instance, the social powers model plays a significant role in building effective relationships that can promote the success of students and teachers. However, I agree that there needs to be a balance of each social power in order to have a positive effect on students; this is especially true for coercion and manipulation in the classroom. “These two social powers should be combined with a classroom management style that helps students see teachers as problem solvers (expertness) and as having personal characteristics that make the student want to perform well (likability)” (Alderman & Green, 2011, p. 43). As the text suggests, positive interaction among teachers and students is one of the most crucial elements of classroom management because it helps students become more engaged in the learning process, reduces misbehavior and promotes compliance. Thus, it’s critical to utilize the social powers model to build teacher-student communication and enhance relationships with students, for instance, making them feel secure and needed, learning their strengths and weaknesses, and figuring out what motivates them to want to