School System Improvement: Public vs. Independent Education Dichotomy between the Rock and the Hard Place; in the Lenses of an International Educator and a 16 Year-Old US Teenager
Journal Title: Asian Journal of Management Sciences and Education - Year 2015, Vol 4, Issue 2
Abstract
One of the most robust findings in years in education, research, and policy implementation is that some policymakers usually know shockingly very little about education per se; and problems for which they purport to make policy. Striking to note is the gap between what one observes regarding accountability, overinvestment in testing, underinvesting in capacity building, and frail knowledge on turning around failing schools in the wake of over-crowded classrooms. Lest we forget; there could be tons of highly educated professional educators with plenty of BIG ideas, but simply accompanied with weak political authority and zero influence. Why? Well, partly because they are fragmented professionally and lack strong cooperative theories on how to improve the enterprise. At the bottom of the societal academia ladder, are parents and students who usually; are people to whom things happen. The degree of separation between school improvement, problems of educators dealing with accountability systems in a non-sympathetic public discourse, plight of vulnerable students transitioning from elementary and middle school to high school, parents, and some policy makers of whatever ideological stripe who find complaints of educators about linear accountability to be out of touch and whiny; is astronomical. This phenomenon of high-performance educational knowledge treats people in learning environments – adults and students alike – as “learners”. That voids labels like “failing school” with bad teachers and bad students and/or “achieving school” with good teachers and good students. We are all learners and do not learn in one-size-fits-all, tailor-made, incremental, linear fashion. Guided by our individual differences, we dissect and tear down stereotypical old preconceptions, try out new cognitive demands that stem out of our cultural practices, and inject affective and behavioral responses into operating framework(s) at both the individual level and collective universal model. This article re-visits and de-constructs mythologies of public school versus home schooling.
Authors and Affiliations
Mercy Tsiwo- Chigubu, Makayla K. Chigubu
Keywords
Related Articles
- EP ID EP106037
- DOI -
- Views 92
- Downloads 0
PARENT INVOLVEMENT IN HOMEWORK IN MONGOLIA
This descriptive research aims at defining the level of parent involvement in Mongolia, and to lesser extent, to study its differentials. The convenient sampling was adopted and 295 parents (or persons who look after the...
Leadership Commitment of Higher Education Institutions Pangasinan with Accredited Programs: Basis for a Quality Assurance Model
This study aimed to assess the Leadership Commitment of Higher Education Institutions in Pangasinan with Accredited Programs: Basis for a Quality Assurance Model. This determined all the components needed for a quality p...
The Inculcation of ‘Adab’ as the Essence of Education
Education is a learning itinerary and a well-planned journey of experience in achieving the desired learning objectives. It is a tool to educate the new generation properly and assisting them to enrich their talent, stre...
AN ASSESSMENT OF THE POTENTIAL OF ICT ADOPTION IN IMPROVING SERVICE DELIVERY IN PRISONS AND CORRECTIONAL FACILITIES: A CASE OF CHIKURUBI MAXIMUM PRISON, ZIMBABWE
Technological innovations have transformed the way prisoners are admitted, supervised and followed up through the criminal justice system. This study examines the potential of Information and Communication Technology (IC...
MIGRATION AND RECONSTRUCTION OF IDENTITY
The write-up explores the relationship between migration and reconstruction of identity. Available data from stylized facts and empirical literatures suggest that migration seems to have an influence on the recon...