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What was the impact of the no child left behind act
What was the impact of the no child left behind act
Effects of no child left behind
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Tacit Knowing and Education
How is tacit knowing or tacit knowledge utilized in the classroom? This has been my question since discovering the term coined by Michael Polanyi and reading the excerpt of The Tacit Dimension. I have reflected on my experiences in a second grade classroom and observations of students being able to or not being able to refer to the tacit dimension in the classroom. In rethinking through Polanyi's assertion that "we can know more than we can tell", I will review ways in which students (children and adults) use intuition and other forms of tacit knowing in the classroom. I will also speak to the detrimental effects of particular school reforms such as the No Child Left Behind Act, which diminish the student's ability to use tacit knowledge in the classroom.
What is tacit knowing/knowledge? It is something that is "implied or indicated but not actually expressed." It is what we already know by way of previous experience, or, habituation that has become second nature. This is not a far-fetched idea. If we go back to Plato's Republic, even he believed that humans have the capability to know the right thing to do because we were born with that information already in our minds. A life of study was a way to reflect on this knowledge and use it for the good of all.
Children respond to material in the classroom using tacit knowledge. All we learn in some way relies on us connecting it somehow to something we already know. Tacit knowledge requires a synthesis of previous experience into the inner workings of the mind and memory. Certainly, other educational theorists saw the importance of this in the classroom. Some ways children use tacit knowledge is in the different interactions between other children and to adults, crying in the classroom to signify pain, confusion, and anger, etc. John Dewey's Experience and Education speaks specifically to this concept. "Every experience is a moving force." I equate "tacit knowing" to having previous experiences. Regardless of our being conscious of the importance of an event, our mind holds on to that experience and becomes a knowledge that we can utilize in the future.
Can tacit knowing be utilized in the classroom? It is my opinion that it is becoming increasingly more difficult, particularly in public schools that must adhere to the strict testing of children for the sake of compliance to the No Child Left Behind Act, to rely on previous knowledge to help students learn in the classroom.
The United States began to dissatisfy some of its citizens and so the concerns of sectionalism, or the split of the country began to arise. There was a continuous riff between the south and the north over a few issues, a major one being slavery. The south argued that the slaves were necessary to support the southern economy. According to document A, the south were angry that the north was creating taxes that hurt the southern economy, thus increasing the need for slavery since they had to make up for the expense of the taxes. The south felt that the north was able...
Sectionalism can be described as loyalty specifically to one’s section or region. In terms of the United States, sectionalism refers to two major regions, the North and the South. It became a rising issue in the colonies in the 1800’s and undoubtedly aided in the start of the civil war. If one was to ask Northerners, they would blame the South and vice-versa. To be brutally honest, it was a combination of both regions and their extreme sectionalism that inevitably led to an American’s nightmare, a Civil War within the Union.
The regional differences in the United States that served to build the nation, threatened to destroy it. As the two societies of the north and south diverged and sought to be a strong nation, many differences and a few similarities arose. The north pushed for industrial production while the south worked to produce raw materials. These two economies created a sectional nation that one day would become a battle ground over states' rights versus federal rights and unfair representation.
Theorists such as Piaget looked at the cognitive development of children. Piaget believed that children developed thoughts as a result of their experiences. He also suggested that childrenâ€TMs thinking and learning is different to adults. Children have four stages of cognitive development. Stage 1 is Sensori-motor, from 0-2 years babies learn through their senses and interaction with their environment and understand the world through actions. Stage 2 is Pre-operations, from2-7 years, children learn through experiences with real objects and use words to make sense of the world around them. Stage 3 is Concrete operations, from 7-11 years, children continue to learn through real objects and gain extra information from using language. Stage 4 is Formal operations, from 11 years to adult, children and adults learn to use abstract thinking to understand the world. An example of this theory linking to practice is in school, milk is served in blue cups, but if the milk is served in a pink cup one day they wonâ€TMt believe itâ€TMs milk because of past experiences. Freud has helped influence current practise by making us understand that there is a conflict between our unconscious and conscious thoughts and
Sectionalism amid New Englanders, Westerners, and Southerners became more predominant after the conclusion of the Mexican-American war due, i...
‘the act of knowing using mental processes such as imagining, remembering, understanding, generalising, finding reasons and causes, making inferences, decision making, forming preferences, desires and intentions, planning and learning’ (Doherty & Hughes, 2009:257)
Furthermore, Vygotsky declares that knowledge is constructed by social interactions with people who surround the child. The author also presents the concept of “zone of proximal development” as the distance between what children do without any supervision and what they are not able to achieve unless a more knowledgeable person guides them through it. In other words, the zone of proximal development refers to activities children cannot do, though they manage to fulfill with certain level of difficulty by following their better skilled fellows' suitable guidance. In the educational field, teachers play an essential role on their learners’ developmental process. Educators serve as models and provide a vast range of learning opportunities that enable their students reach their next level of development and become more autonomous each
Ahmed, Leila. Women and Gender in Islam: Historical Roots of a Modern Debate. New Haven and London: Yale University Press, 1992.
This is referred to as the Deposit Theory, in Freire’s words, it is “instead of communicating, the teacher issues communiques (commands) and makes deposits which the students patiently receive, memorize, and repeat (1). Another way of looking at this is known as the Sausage Theory, in which students are “stuffed” with so much information and are assumed to keep this knowledge sealed up. In contrast to this theory “The job of teaching is… to help them (pupils) open up and reveal the riches within (Harris, 1).”This theory is known as the Oyster Theory. I believe that instead of forcing information into the student’s brain the teacher should give the students a way to withdraw such knowledge and collaborate with the teacher to get a better understanding of the taught
Fain, N. C. & Lewis. N. M. (2002). Wellness: The Holistic Approach to Health. Journal of
The position that women have in religious scripture has given them a lesser spot in society. When God created a man it made sense to create his partner, the female. Because the man is created first and then the women from his rib, the female gender in religious scripture has been discriminated on. This is shown in the various books of the Old and New Testaments, teachings of Jesus Christ, and the Qur’an. First, the Old Testament illustrates women as the corrupter of men. Next, the teachings of Jesus show more equality among genders even though the New Testament does not. Finally, the Qur’an depicts women as having a subservient role to men allowing men to take advantage.
I think that the nature of knowledge is relative. Not all children can learn in the same environment. I believe that if a child is put in an environment in which they cannot learn they should be placed in another environment so that they can. Some students learn at a slow pace and others learn at a fast pace. Then there are the students that learn better by lectures and others that learn better by activities. If you mix these children in the same class, than there are usually some lost kids in the class? I know that in my experiences with school, I would have never made it in a normal classroom since I learned so much slower than the other kids did.
Islam is the second largest religion in the world today. Many of us do not understand the religion Islam and women’s rights within the Islamic faith. American society has the idea that Muslim women are weak, disrespected, belittled, mistreated, and oppressed. “And women shall have rights similar to the rights against them according to what is equitable; but men have a degree (of advantage) over them.” (Qur’an 28:229).Contrary to common belief, Islam regards women as equal to men in many aspects and that women have a unique place in Islam. Finally, with this research I hope to end all misconceptions and misunderstandings of Muslim women rights relating to their spiritual, economic, social, political, and legal rights.
When teachers expect students to see through their eyes, students do not absorb the majority of the information. Expecting the student to fully understand the subject
Furthermore, in constructive learning the determination of students’ prior knowledge and misconceptions about a subject is a very important issue in acknowledging students (Biricsi & Metin, 2010).