Academic journal article College Student Journal

Why Aren't Needed Changes in Education Implemented?

Academic journal article College Student Journal

Why Aren't Needed Changes in Education Implemented?

Article excerpt

There should be more cooperation between educators on the higher education level and the public school teachers. Less negative criticism of each other would be very beneficial to both levels of instruction. Negative criticisms assist the news media to lash out at the quality of education received by pupils in the school setting. Public school personnel should have their own spokespersons, reporting on what is happening in teaching pupils. Articles written by professors should be balanced with those from diverse sizes of universities, small as well as large, but not by the latter largely or only. Public school teachers need to write also for publication pertaining to improving instruction on all levels of education. University professors and public school teachers need to integrate their efforts to improve teaching and learning on all levels of instruction. Thus, professors of education need to stay informed about the public schools by teaching therein at numerous times, as well as public school teachers should assist in teaching education classes on the higher education level, in an egalitarian manner.

There are many recommendations written about in educational journals and speeches given at educational conventions pertaining to necessary changes that should be made in the public schools. Approximately, 95 per cent of the manuscripts written in educations journals are provided by university professors. Most of the prestigious speeches given at educational conventions are also presented by university professors, also at an approximate 95 per cent rate. These writers and speakers generally appear to feel that public school teachers are

1. not doing well in teaching pupils.

2. indifferent to the needs of pupils.

3 failing to challenge pupils in school.

4. teaching in a boring manner and thus learners are bored in school.

5. not using research results to improve teaching.

6. interested in preserving the status quo.

7. having pupils memorize much subject matter without understanding the content therein.

8. using textbooks and workbooks in teaching largely or only.

9. not teaching as evidenced by low test scares be they standardized or criterion referenced.

10. ill informed about current recommended trends in teaching and learning (See Ediger, 1997, Chapter Four)

University professors do have the time to do much writing. Even where writing and publishing in refereed journal is not rewarded, per se, there is ample time to write for refereed and nonrefereed journals. In many cases, articles published in refereed journals are written by professors from the large, research orientated universities. Public school teachers do not have the time to write. In the elementary school self contained classroom, it is difficult sometimes to work in a bathroom break. Leaving the school building during the school day is not approved of unless there is an emergency or ill health is in evidence, such as high fever and or flu. Public school teachers need to accept all pupils, including the behaviorally disordered and mentally retarded. Many of these categories of pupils are mainstreamed into the regular classroom. Teachers have to accept and cannot reject any single pupil.

Professors have a select group of students; many others were weeded out or weeded themselves out due to not being interested or not meeting the appropriate standards. Students not acceptable for diverse reasons are culled from higher education,

Professors tend to feel what they write about can be immediately implemented in the public school classrooms. It is easy to do so. Many professors do not understand why their ideas in writing journal articles are nor implemented-- it could be done with ease. In professional refereed journal articles, there is much content presently written about the following topics;

1. portfolios to assess pupil achievement. …

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