Exploring Inquiry Based Spatial Sense Activities

The educational system in the United States was originally developed using concepts from around the world, created using ingenuitive ideas from countries such as China, Japan, and Korea. However, as the United States quickly moved into position as the leading country for state-directed educational standards, America looked less and less to the systems of other nations and more into how we could improve what was locally and currently being applied in education. Consequently, an improved type of education instruction was officially launched in 2010. These new state standards, practically titled Common Core, were declared to focus on developing a child’s skills in reasoning, problem solving, communication, and competition (Conrad, et al. 52). While the standards are professed to be an extremely practical and beneficial method of teaching today, there are issues which have recently surfaced and raised some concerns. The Common Core State Standards are emerging as the subjects of a provocative controversy in society today as they prompt discussion on global economic efficiency, nationwide academic standards, and the ultimate well-being of school-age children.

Like an epidemic terrorizing the western hemisphere, the Common Core State Standards program has swept across our nation, and at each stop, threatened a new way of thinking and learning. These standards were created to ensure that more students graduated from high school with the skills to succeed in college, life, and career, no matter where they might live (“About the Standards”). In 2009, this fresh new take on education was launched to each state’s educational leaders in the U. S. The officials of each state decided whether the implementation of the program was beneficial for them, or if the current techniques were the best option.

Remember when you were in 5th grade? Your teacher went over the material in class, you went home and had some sort of homework paper to do, you took a test in class later that week, and you either passed or you didn 't. Do you remember comprehending any of that material? Or did you simply just memorize the material and move on with your life? The Common Core State Standards (CCSS) not only standardizes education, but it makes comprehension and intricate tool of the learning process. When it comes to American public education, the diagnosis has been offered that our schools suffer from a lack of consistent standards from coast to coast about what our kids should leave school knowing. The fix that has been adopted in a number of states in the last few years is a set of standards called the Common Core State Standards (CCSS), which have become the most contentious issue in American education in the last generation with disputes about who drew up the standards, whether they result in kids being over-tested, and even whether standards make sense that they have to be common. Are we fixing the right problem (Donvan, 2015)? Throughout the U.S., more and more states have been enacting the Common Core State Standards. Despite opposition from politicians and educators alike warning of dismal results, these standards appear to persist as a result of mostly positive outcomes.

For decades educational reform has been a top priority in the United States. For years, federal and state governments have been working together on legislation that would improve education standards. Many systems have been created in that time period with President George W. Bush’s No Child Left Behind (NCLB) being one of the most recent reforms. NCLB seemed insufficient over time and led to the most recent reform in education, Common Core Standards that were released in 2010 by state governors and superintendents. Since its origination, Common Core Standards have been a controversial implementation across the nation.

Like an epidemic terrorizing the western hemisphere, the Common Core State Standards program has swept across our nation, and at each stop, threatened a new way of thinking and living. These standards were created to ensure that more students graduated from high school with the skills to succeed in college, life, and career, no matter where they might live (About the Standards). In 2009, this fresh new take on education was launched to each state’s educational leaders in the U. S. The state officials each decided whether the implementation of the program was beneficial for them, or if the technique they were currently using was the best option. However, even though state authorities have control of their individual educational standards,

The No Child Left Behind (NCLB) Act has become a large, nationwide issue, since President George Bush signed it into law on January 8, 2002, giving the schools the responsibility to keep every student’s academic achievement at a passing level. (Florida Department of Education; 2003; pg. 1) Each state had twelve years to have all students proficient in reading and math, which gave each state less than a year to create a plan. (Kim & Sunderman; 2004; pg. 19) Title I, which is included in this act, began in 1965 when the Elementary and Secondary Education Act was passed, which gave federal funds to help academically struggling students. (North

After Congress passed the No Child Left Behind Act in 2001, the federal and state government as a whole have spent over eight hundred billion dollars for programs and systems of standardized testing. The government believes a fundamental component for economic growth a is an excellent education system; in order to stay ahead of competitors, America must have a fantastic education system (Robinson 9). The reasoning behind this statement is correct; however, how the government reinforces an excellent education system is faulty and crushes creativity. To achieve excellence, the government creates a single set of high standards that will be later be measured with testing. These standards are set based on the market demand of the economy; just as industrialism molded the system for manufacturing jobs, so has the current age.

“Special education labels don’t define children; Children define themselves” (Dalien, 2015). I am interested in becoming a special education teacher because I have always loved being around children, and I have a soft spot for kids with autism and other disabilities. The first time that I ever thought about working with special needs children was when I was in the fifth grade. My mom worked at my school as a teacher assistant in a first grade classroom, so in the morning I would go to her classroom and wait for the bell to ring. A little boy named Alex who had Cerebral palsy and a spinal problem, came into class early as well. I immediately connected with him, and began going to my mom’s room every morning to play with him before class. It soon became the highlight of my day. Alex could not talk very well and could not walk, so we rolled cars around the floor, traced shapes on to the whiteboard, or sometimes crawled on the floor chasing each other as monsters. I loved seeing how me playing with him made him smile so big and become more outgoing. My dream is to give kids like Alex a reason to smile and help them reach their full potential. In this speech you will learn all about special education teachers, including, but not limited to: What they do, where they typically work, their environment, how much they get paid, benefits the job entails, the education and skills required to become a special education teacher, and information on the job outlook.

Ever since President George W. Bush implemented the No Child Left Behind (NCLB) act in 2002, states across the nation have developed a wide array of methods to keep education systems accountable. When identifying the role the NCLB has in America’s education systems, Professor of Educational Policy Studies at the University of Arizona Jill Koyama determined that the NCLB act requires “… states [to] implement accountability systems that assess students annually and, based on those assessments, determine whether schools and districts are making adequate yearly progress” (549). Therefore, the NCLB was originally created to incentivize learning in schools which lack adequate results and to provide additional funding to these persistently low

The research-based instructional practices for supporting students with reading, mathematics, and language disabilities in the science and social studies content areas throughout elementary school include concept maps, self-questioning strategy, SQ3R strategy, problem-solving strategy, modified reciprocal teaching strategy and K–W–L strategy. Concept maps are forms of graphic organizers that are utilized in the illustration of relationships between

In 2001, President Bush signed the No Child Left Behind Act, instilling hope that the federal government could better hold K-12 schools accountable for all students to have proficient academic outcomes (Klein, 2017). President Obama made changes to the No Child Left Behind Act when 42 states needed waivers due to not reaching the proficiency expectation. In 2015, the Every Student Succeeds Act was enacted. This Act provides states with more flexibility in order to help students meet proficiency. The Act also provides resources to secondary institutions that struggle to meet graduation requirements (“ESSA Overview,” 2017). In an effort to align education across America, states could opt into utilizing the Common Core State Standards beginning in 2009. This academic overhaul became the national effort in organizing education in America by standardizing what is learned and when in K-12 schools. Currently, 42 states and the

Educational trends shape the classrooms throughout the world. From desegregation to inclusion of special needs students to student and teacher accountability, it seems as though the system is endlessly evolving. The United States of America has a history of the wanting to be the best but the education system has been tormenting the powers that be since it’s inception. Thus the need for constant reform is the only sensible outcome. Continuously, as a country we’ve fallen short of the top, but there has to be an answer, right? Of course there is and it lies in teaching smarter, not harder according to school administrators and districts. As most teachers know, these can be one in the same with the availability of data to drive instruction and the need to individualize that instruction. Ultimately, the stars must align on those crucial days of the standardized tests, as the students strive to put it all together to see how they match up with the rest of the world. Matching up has created a major issue in the Education community because it has raised a question about teaching to the test and the implications of those actions. Fortunately, the Government has found the answer as always, and began its implementation of the Common Core State Standards in 2009 (Common Core State Standards Initiative, n.d.). It appears that these standards have been the soul mate educators have been looking for to unlock the mystery that is necessary for learning and performance to be aligned. Indeed

A person 's future accomplishments are largely dependent on the education they receive during their childhood, teenage years, and early adulthood. In the U.S., however, college students and adults alike are falling behind globally, and the source of the problem is education. American students are receiving poor educations due to problems within the country 's education system, leaving them unprepared for the adult world. Of all the issues with the American education system, the five largest ones are most harmful to students ' learning experience. The No Child Left Behind Act of 2001, though originally intended to help students by enforcing rigorous standards and regularly evaluating their progress, has only made it more difficult for them to comprehend what they are learning. Another piece of legislation, The Common Core State Standards Initiative, was also adopted with students ' best interests in mind, but has allowed schools to provide substandard education that fails to give complete information and stifles the creativity of both students and their teachers. These teachers also have the potential to be a large problem, as unqualified, out-of-field, and in-training educators are hired to reduce costs for the schools they work in. Reducing costs, however, still leaves schools unable to improve their outdated buildings, many of which are falling apart due to age or lack modern computers, creating an