The Philosophy And Mission At The University Of Phoenix

One of the biggest problems in the American public education system is the lack of a common standard for what students should be learning, and when they should learn it. In other words, the inequality of curriculums across the nation is affecting the preparedness of students when they venture out beyond the public school system, for the worst. The way to fix this problem, according to many teachers, administrators, and politicians, is by implementing a common curriculum across the nation that will ensure that the quality of a student’s education is not determined by where they happen to live.

At the beginning of the story, Phoenix has already answered the call to adventure. She carries with her a small thin cane, which has been made from an umbrella. She uses this to tap the ground as she walked. She probably carries the sick because of her poor eyesight due to age. Phoenix is determined to have a sooth journey for in her tripped dress, she stacks her pockets with foodstuffs. She is aware of the difficult journey that lies ahead of her, and cannot afford to be hungry on her way to town.

The mission of Siena Heights University, a Catholic University founded and sponsored by the Adrian Dominican Sisters, is to assist people to become more competent, purposeful, and ethical through a teaching and learning environment which respects the dignity of all (Mission and vision, n.d.).

There are many approaches that can be taken in order to develop a school’s curriculum, or the material that the students will learn. If there were no federal regulation of curriculum, then it would not be possible to compare student achievement across districts or even states. The federal program, Common Core State Standards, assists in equaling education across the nation. The Common Core has reinvented the perception of student learning which, in turn, has caused American education to become a corporate institution. As a result, there has been a threat to states’ rights for education as more rigorous content has been implemented into classrooms by the government, which ultimately changes the role of the teacher.

Throughout this paper, I will be giving oversight to the four curriculum ideologies; Social Reconstruction, Social Efficiency, Scholar Academic and Learner

The Education system currently in use by the United States of America is a modified version of a methodical tool used to implement obedient control at young age and centralized power solidification. A problem with the system is the obsessive culture of

He also states that when the college students enter the working life that is based on combining of concepts and teamwork. How can the educational world demand sole originality? (Chace, W.M.,

In a non-standardized curriculum, students have more control over their learning. The teacher sets the umbrella of the standard but the students can choose what they want to learn from that standard. Student’s freedom of thought, right to question, and the freedom to spread ideas are encouraged in this classroom.

Education in the United States is in an abysmal state. It continues to spiral downward as students and educators fail to meet standards. The standards are then altered on a patchwork basis throughout the states. The goal is no longer to have a high standard educational system. The goal now is to maintain the status quo, allowing students and educators to strive for the minimum. There is no common approach to achieve success. Incipit Tragoedia, in comes the Common Core, agreed upon by educators, politicians, and

In Project Classroom Makeover by Cathy Davidson, the author explains the faults of standardization in the education system; she prefers customization so each student would receive a catered education. However, in standardization, conformity is not only commended but also strictly enforced to

But through reading Ritzer’s The McDonaldization of Society, I realized how McDonaldization and its ideals of efficiency, calculability, predictability, and control have revolutionized the university system.

Everyone has or should have an ideal; something which he can look forward to, of which he may dream, and for which he may strive. In our colleges we come across many defects or limitations. We often discuss these among ourselves. And in course of these discussions, and as a result of them, we come to cherish a vague notion of what would be an ideal college, at last, what we would regard as an ideal. Here of course I speak mostly for myself.

“The Mission” is a motion picture, directed by Roland Joffe in 1986, about a Jesuit mission that is threatened by greed and imperialism in the late 18th century in the Brazilian jungle. Father Gabriel, played by Jeremy Irons, climbs the mountains of Brazil to bring Christianity to the natives. He is successful and brings about a golden age among them. Mendoza, played by Robert De Niro, a slave trader, kills his brother, Felipe played by Aidan Quinn, in a fit of rage over a woman named Carlotta, played by Cherie Lunghi. Only Fr. Gabriel's leadership prevents his suicide. Gabriel brings Mendoza to work at his mission with the natives, and Mendoza finds peace and asks to become a priest. The Church, under pressure, gives the land up to the

Currently, instructors are pressured by state education department to adjust school curricula to meet the expectations of the standardized test. Educators alter the curriculum to “match the [standardized] test” (“How Standardized”). Therefore, instructors are limited and classroom instruction is focused around test preparation for the annual standardized test. Teachers are forced to abandon their creative lessons and “teach the test,” or concentrating only on the material that will be evaluated (“How Standardized”). This frequently involves taking multiple choice tests that are formatted identically to the standardized test and only memorizing facts, formulas, and items included only on the standardized tests (“How Standardized”). Even though test scores may improve, students are not learning how to think critically and perform better in other subjects that are not on the test (“How Standardized”). Instructional time is limited in the other subject areas such as science, social studies, music, and art. Instructors feel “handicapped” and plead to state officials abandon these standardized tests for the sake of the “quality of the instruction in American schools” (Zimmerman 206). School curricula are being modified only to prepare students for a single test, not for education the students need in the future.

Curriculum is a term often highlighted during discourse about education and most commonly understood as a policy with overt leaning outcomes for teachers to apply and achieve. Ornstein and Hunkins (1998), as cited by Selvaraj (2010), defined curriculum based on two lenses; micro and macro, which identify the term as both policy towards certain goals and what students experience with consideration for relevant theories and principles central to its development and implementation. However, Wilson (n.d.) argued that curriculum is not restricted to certain individuals, subjects and environments, since teaching and learning can also occur beyond the scope of official curriculum (Ebert & Culyer, as cited in Marsh, Clarke & Pittaway, 2014). I believe this interpretation is the closest to the true nature of curriculum, or education, as there are more complex layers to curriculum than just a written guideline. For example, not one curriculum is similar to another because it is subjected to influences from continuum number of factors, such as politics and economy. Hence, it is wise to conclude that curriculum could not be defined based on a singular perspective due to its dependability on context.