Why School And Learning Have Become An Entity Of Strength

1225 WordsMay 21, 20175 Pages
Rose, Slade, & Thornicroft (2006) wrote, “Despite such attention to the question of what evidence exists to guide policy and practice, fewer publications address who decides what is evidence, or more precisely, whose versions of evidence are given priority” (n.d.). Through experience, findings, and reflecting as to why school and learning have become an entity of strength, the history of a paradigm is relevant throughout understanding this warrant. “This paradigm of schooling was developed in the 1800s and popularized throughout most of the 20th century. Often called the “factory model,” it drew from the fields of sociology, business, and religion” (p. 5). Ingenious, these factors offset the balance of divine creativity; in which,…show more content…
4). In seeking depth, the curriculum is highlighted as a wedge in which students are held accountable for universal standards. Connor, Jakobsons, Crowe, & Meadows, 2009; Klauda & Guthrie (2015) (as cited in Abdelhalim, 2017) wrote, “Research on the motivational aspects of reading has reached that there is a strong and positive correlation between reading engagement, keeping students attentive and involved for extended periods of time, and higher student achievement in reading comprehension. This passage is a clear indicator as to why the curriculum isn’t pertinent for all. In addition, Vaish (2016) and Wigfield et al. (2008) identify the term ‘engagement’ as a goal of teaching reading as a consistent with a multi-dimensional approach in that it includes behavioral, emotional/motivational, and cognitive aspects. I believe there’s no doubt that every child is capable of learning. However, through perception, design, and non-relatable materials minority students do not always measure up to the standard of the curriculum; which does increase the achievement gap. In the early ages of 4 to 6, children are examined and assessed into the educational system, where there are numerous provisions that provide some pondering standards; and the criteria of the standards extend challenges towards family values and dynamics based upon language. “Using a cross-sectional sample and measures of the language dimensions of vocabulary,
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