Relevant_Information_-9 - Relevant Information After...

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Relevant Information After reading the eight Opposing Viewpoint essays you selected (two of which should include statistical information), compile (in your own words) relevant information for each of the following categories. Base your responses to the following prompts on what you have learned in the Opposing Viewpoint readings or other outside resources. Cite the sources you use in APA format. 3A: Problem Restate the problem in your own words. What new paradigms will bring true improvement to public K12 education? New Info: I will change the word paradigms to models because the word paradigm is ambiguous. 3B: Sub-problems List at least three sub-problems or questions related to the problem. What new methods will activate a new model to achieve true reform? How can we bring about a new paradigm and new operating systems? How to create a genuine collaborative culture system among school principals, teachers, staff, parents, community members and all other stakeholders? New Info: I will change the word paradigm in sub-problem 2 to model. I will change the more ambiguous words and phrases like “achieve true reform” to accomplish the desired results. 3C: Problem Environment Describe the problem environment and the people affected by the problem. The current K12 public education model roots are in pre-industrial, America. The system has changed little since the first public school in America in 1635. The model is time and place driven, with group instruction delivery. Students go to a place for specified time to receive group instruction. Adults design the instruction and the system in which to deliver this instruction. Learners are expected and required to comply and learn. The current public school organizing rule is economic; the efficient use of economic resources for the maximum instruction for the least cost. The operational model is the assembly line. Students enter the “system” at about age five and are moved through the system in a continuous “assembly line” process. In thirteen years students at the end of the assembly line are graduated. Some
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students fall off the assembly line as dropouts or are rejected as failures. Educators apply their knowledge and skill as best they can within the current system. However, their knowledge is subordinated to the requirements of group instruction, and economic efficiencies of the assembly line model and operating system. New Info: In this case I will add some additional background information. In my reading I realize that I was too harsh on the current system. It is not an “assembly line process.” I was biased in my assumption of the drawbacks of the current process. I would include evidence of the current state of education including progressive methods such as charter and pilot schools. 3D: Factors to Consider
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This note was uploaded on 08/29/2011 for the course EDU 101-404 taught by Professor Ide during the Spring '11 term at DeVry Phoenix.

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Relevant_Information_-9 - Relevant Information After...

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