Educ 162: Education And Opportunity In The United States

principal fields, with scenarios: developmental, physiological/biological, personality, clinical/counseling, social, industrial/organizational. Perhaps the field that best umbrellas the author’s firsthand experience is Physiological/Biological Psychology, since the

Education has been the subject of some of the most heated discussions in American history. It is a key point in political platforms. It has been subject to countless attempts at reform, most recently No Child Left Behind and Common Core. Ardent supporters of institutional schools say that schools provide access to quality education that will allow the youth of our country to gain necessary skills to succeed in life. Critics take a far more cynical view. The book Rereading America poses the question, “Does education empower us? Or does it stifle personal growth by squeezing us into prefabricated cultural molds?” The authors of this question miss a key distinction between education and schooling that leaves the answer far from clear-cut. While education empowers, the one-size-fits-all compulsory delivery system is stifling personal growth by squeezing us into prefabricated cultural molds.

The following are three specific educational experiences from my past. I will describe the event, analyze it critically, and make relevant, explicit connections to the concepts, theories, and issues discussed in Education 162: Education and Opportunity in the United States. I will also comment on the significance of the event in my own education.

In the early 1900’s, a philosopher and educational reformer by the name of John Dewey voiced his concerns about the education system in his book “Democracy and Education.” This book talked about how the education system was based around a very social type of education; an informal type of education. However, with the increase in complexity that comes with the passage of time, a need for a more structured and formal education was present. More recently, Kenneth Bernstein, a former high school teacher, has talked about some of the effects the education system experienced as a result of the involvement of big corporations and the government, in his article “Warnings from the Trenches.” Even though both educational experts are from completely different times and wrote about their ideas at different times, it is evident from the texts that the focus of education has shifted from both informal and formal aspects of education to just the formal aspect of education, in the hopes of pleasing the big corporations. According to Dewey’s Democracy and Education, having a solid informal education is just as important to growth as a formal education is. However, with time passing, we see that the formal education is what is valued more, according to Bernstein’s “Warning from the Trenches.” From these two texts, we can see just how much the government and other big corporations have had a hand in the way the education system has changed to suit the needs of the corporations.

A good education is considered a part of the American dream. Education is believed to be a privilege in life that opens doors for your future. American education now has become very competitive and expensive dream that will hopefully accommodate a higher paying wage. Education pulls many families out of poverty like conditions into a better socioeconomic status. The value of education will always be the cornerstone of the American dream.

Education is the avenue to all forms of development for that matter. Development here is a tandem of all fields ranging from politics to social and of course the economy of the country. A question of education should, therefore, be treated with the highest degree of concern for a country to develop. This task, therefore, seeks to analyze the social issues in education with the United States of Education as the main point of reference. The essay shall subsequently discuss how the issues threatening education sector can be solved to meet the interest of all people. Most importantly, it seeks to discuss the three goals in American education,

The logistical, psychological, intellectual, and personal components of the power structure in education are challenged by allowing student voices to be heard and acted upon. "When one tries to alter established educational structures and power dynamics, one necessarily faces a variety of difficulties, which are also opportunities" (Cook-Sather, 2002, p. 8).

I have always been intrigued by the mental processes of humans and animals. As a young child and into adolescence, as a student and teacher and as a caregiver, I have always been interested in psychology in one form or another. This essay will reflect not only the development of my interest in psychology, but the development of myself as a person.

Most commonly when asked: “what is education?” the answer usually falls along the line of: attaining knowledge that will be used in one’s future life and helping prepare one for their future. Much like we found when asked the same question in my class, Elementary Education 110: Education Policy: Lies, Damned Lies, and Education. Each student’s answer was similarly along the line of that or relatable to it. However, with such a common, stable, definition or understanding of what education is, education has still been seen to change continuously over the history of the United States with different reforms. Education has been around since the 1600s of American and is very much present now in the 21st century, but due to the fact that there have been so many different reforms throughout time I will only touch on a few. With limitations, I will focus on the first and second Massachusetts Laws (1642 and 1647), the desegregation with Brown v. Board of Education, Balanced Literacy in District 2 of New York, and No Child Left Behind. The purpose of this essay is to analyze what I have found in my research on how the relationship between school and society, and how it has changed in the United States across the Historical Eras. In this analysis, I relate the changing of reforms to Diane Ravitch’s book, The Death and Life of the Great American School System, along with some other resources used in the Education Policy class.

Growing up in a world where science and technology has advanced faster than ever before in history, our understanding of the human mind becomes more complex with each new discovery. Taking this psychology class has opened my eyes to the endless psychological theories many great minds have introduced to the world. More interestingly, what I have learned from this class has affected me in my daily life as I find myself thinking about how my mind works and develops more often than before. Many experiences of my past can now be seen through a different light with the understanding of our remarkable cognitive abilities.

Introduction to research creates a blueprint of psychological research intended for undergraduates at a fundamental level. Moreover, it explains the foundation of psychological research, which is aimed at achieving four key objectives, which if applied to our career goals, will provide self-improvement and increase our marketability. The first three of these four objectives; describe, explain and predict, fall under basic research, while the last of the four; manipulation of emotions and mental constitution, fall under applied research (Crawford, 2016, p. 53). However, these objectives are accomplished through experimental and nonexperimental approaches, classified under two principal research methodologies; qualitative and quantitative. This paper describes the various concepts associated with research discussed in my Psychology class, Introduction to research. Nonetheless, unlike an argumentative paper, this paper is an expository which integrates the terms affiliated with basic and applied research to create one logical ensemble demonstrating my learning experience in this course.

As a result of these beliefs, heavy debates happen in America deliberating which form of schooling is superior to the other. The various horizons of expectations differ, of course, not only in their being more or less conscious, but also in their content (Mezirow, 1991). It is inevitable that these debates include differing opinions and values.

This course has proved to be immensely stimulating and the professor has most definitely imparted knowledge pertaining to psychology in a very comprehensive and relative manner. We start out with the very basics of Psychology and we try to build up from those fundamental concepts such that it is not only easy to retain the concepts but also apply them in everyday definition.

One of the prime conflicts over the tropic of education in America in the recent years has been the school structure itself. Many conflicts abound from this at both the higher and lower institutional levels. Specifically, the most prevalent

The purpose of this paper is to synthesize the various developments in the field of education in the United States since 1960 through three different perspectives: History, Politics, and sociology. These three disciplines known as aspects of the foundations of education serve along with philosophy and anthropology to give a big picture of schooling and education in a given society. This paper answers two major questions: what are the central