The Impact of the Education Reform Movement on Limited English Proficient Students

2022 ◽  
pp. 179-204
Author(s):  
Patricia Gándara
Keyword(s):  
Education Reform ◽  
Limited English Proficient ◽  
Reform Movement ◽  
Limited English Proficient Students ◽  
The Impact

scholarly journals Instructional Methods for Limited English Proficient Students in Subject Area Courses

2017 ◽  
Vol 5 (1) ◽  
pp. 28-46
Author(s):  
Kathleen Elizabeth Woodward
Keyword(s):  
Instructional Strategies ◽  
Direct Instruction ◽  
Limited English Proficient ◽  
Group Work ◽  
Instructional Strategy ◽  
Subject Area ◽  
Teaching History ◽  
Teacher Researcher ◽  
Limited English Proficient Students ◽  
Insight Into

This paper studies the question of what instructional strategies are most effective for classrooms with limited English proficient (LEP) students when teaching history content courses.  Two specific instructional strategies are researched.  The first is the ordering of direct instruction and constructivist activities.  Is it best to begin with direct instruction, then move to a constructivist activity or is it best to order lessons in reverse order?  The results of the study also offer insight into the efficacy of doing only direct instruction vs. constructivist activities.  The second question studied is regarding group vs. individual work.  Which type of work results in the most and deepest content knowledge for LEP students and what is useful about each type of work? A controlled experimental method was used with pre and post quizzes, teacher/researcher observation, and student surveys and interviews.  The study finds that student learning is maximized for LEP students when direct instruction precedes a constructivist activity.  Using both instructional strategies, but in this order, was shown to be the most effective instructional strategy.  Individual vs. group work showed less clear results, but the student interviews provided insight into why LEP students sometimes prefer group work, even if their knowledge gained is not noticeably increased.

scholarly journals DEVELOPMENT OF TRANSVERSAL SKILLS IN PRIMARY SCHOOL (CLASSES 1-3): CONTEXT OF LIFELONG LEARNING

2021 ◽  
Vol 2 ◽  
pp. 468-480
Author(s):  
Ivita Pelnēna ◽  
Arturs Medveckis
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Learning Process ◽  
Digital Literacy ◽  
Scientific Literature ◽  
Educational Process ◽  
Skills Acquisition ◽  
Guided Learning ◽  
The Impact ◽  
Creativity And Innovation

The primary task of the 21st century education is not anymore to transfer continuous information, but the skill to acquire independently and learn this knowledge during lifetime. In the future, the development of transversal skills plays an important role in the educational process. Transversal skills, such as critical thinking and problem-solving, creativity and innovation, self-guided learning, cooperation, civic participation and digital literacy, are raised in the framework of Education Reform in Latvia (Skola 2030, 2017). The beginning of the learning process during the stage of primary school is an essential step in transversal skills acquisition, particularly emphasizing the impact of the Classes 1-3 stage, on the further learning process. According to the outcomes determined in the standard of primary education to be achieved, it is necessary to develop significantly transversal skills in this stage, as well as observe carefully the changes in children’s age development that affect the possibilities of transversal skills development.The goal of the research:  analyse the development of transversal skills in primary school (Classes 1-3).Research method: content analysis of the education content regulating documents and scientific literature. 

scholarly journals Attributes of social capital in the educational organisation

Educatia 21 ◽  
2021 ◽  
pp. 144-151
Author(s):  
Mirela Minică ◽  
Keyword(s):  
Social Capital ◽  
Education Reform ◽  
Educational System ◽  
School Organization ◽  
Educational Process ◽  
Current Period ◽  
Low Degree ◽  
Degree Of Confidence ◽  
The Impact

The article highlights according to the concept of social capital, the changes generated by the COVID-19 pandemic in the educational system. This research identified the attributes of social capital at the level of the adults involved in the educational process (parents, students), the impact of the current period on them and the opinion of the respondents regarding the education reform. The conclusions of the study prove an activation of the intentions of involvement and participation in the management structures and in the educational projects at the level of the school organization, along with a low degree of confidence in the way the reform of the educational system is designed and implemented. Change management in recent years has highlighted the need for school involvement in the development of social capital and also the need to increase the role of social stakeholders in solving the challenges facing school organizations.

scholarly journals ADVISING FUTURE TEACHERS IN AN ERA OF EDUCATIONAL REFORM

1987 ◽  
Vol 7 (1) ◽  
pp. 73-82
Author(s):  
Martha McMillian
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Educational Reform ◽  
Reform Movement ◽  
Teacher Education Programs ◽  
Academic Advisors ◽  
Future Teachers ◽  
Education Programs ◽  
The Status

Academic advisors and counselors of future teachers can have a great impact on the status of education and its reform by attracting top-notch students into the field and by providing encouragement to those who select teaching as their career. Consequently, advising in teacher education programs should elicit top priority in funding and rewards. In this article, several suggestions are outlined for teacher education advisors who wish to become leaders in the education reform movement and who are concerned about dealing more effectively with students entering the profession of teaching.

Alfabeticemos! Let’s Teach Literacy!

2020 ◽  
pp. 63-104
Author(s):  
Deborah Shnookal
Keyword(s):  
Education Reform ◽  
Political Culture ◽  
Participatory Democracy ◽  
Next Generation ◽  
Literacy Campaign ◽  
Parents And Children ◽  
The Government ◽  
The Impact ◽  
Hearts And Minds

The Cuban revolutionary government prioritized education reform as the key to lifting the country out of underdevelopment and creating a new political culture of participatory democracy, epitomized by the 1961 literacy campaign. Fidel Castro’s opponents, however, regarded this campaign as evidence of the “communist indoctrination” by the government of young Cubans and were therefore determined to “save” as many children as possible by sending them to Miami until Castro was ousted. This chapter takes a detailed look at how the battle for the hearts and minds of the next generation unfolded with the mobilization of 100,000 teenagers as literacy brigadistas to teach in the mountains and remote parts of the island. It examines the objectives of the campaign, the recruitment propaganda used to mobilize the Conrado Benítez brigades, how the campaign affected relations between parents and children, and the impact that participation in the campaign had on a generation of revolutionary youth.

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