Possible Directions to Achieve Desired Change Reconstruction of the educational

Possible directions to achieve desired change

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Possible Directions to Achieve Desired Change Reconstruction of the educational system is needed to alleviate this detrimental societal dilemma. Teachers have the biggest impact on student learning than any other educational component. Moreover, the influence of high-performing teachers has demonstrated attributes, making teacher and educator quality a major factor in equity plans. There are countless ways to describe teacher and educator quality. Experience, qualifications and academic background have all been displayed to have an influence on student learning in varying levels. From Center for Public Education, it is revealed, “Fewer new teachers in poor schools had any practical teaching experience as part of their training prior to taking charge of their classrooms: 39.3 percent had
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SOCIAL PROBLEM ANALYTIC FRAMEWORK 5 student teaching credits compared to 51.1 percent in wealthier schools. Similar gaps are present in schools based on the enrollment of students of color” (Center for Public Education, 2016, pg. 6). Still, in today’s society, students are not copiously capable to confer all students impartial access to skilled teachers. This element of equal qualified teachers, the social problem of educational equity will not be alleviated. Historical Background and Current Conditions There are various influential dynamics that impact equity in education, and frequently vary from one community to another. Injustice in education is fundamentally a continuous cycle; with a global economic crisis, the pressure for furthering education has become more critical. There are numerous factors that ascertain whether students are being given the equivalent prospects. A renowned contextual factor are the inequalities of resources, such as, textbooks, technology, qualified educators, and, in particular, disparities attached to social class. Another relative aspect of equal education is the impartiality in opportunity, usually applies to physical or legal barriers. Public provision of education can foster equity if it counterbalances poor home circumstances at the outset of children’s lives. But it may increase inequity if it offers a common resource that is primarily claimed by those least in need of it. Equal access ensures that every student has an equal chance to engage in all aspects of the educational procedure, comprising of, learning facilities, resources, and extracurricular and curricular programs. This then precedes to equal educational prospects which is offering the equivalent resources, opportunities, and treatment for each student. Even from diverse perspectives, the importance of equitable education is still equally significant. A functionalist's standpoint on equitable education is to have am agreeing perspective, thus, inspecting the society in conditions of how it is sustained for the common
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SOCIAL PROBLEM ANALYTIC FRAMEWORK 6 good. Consequently, a functionalist will put a fervent emphasis on positive and collaborative aspects of schools. On the contrary conflict theory sees the principle of education as upholding
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