ERIC ED386319: To Every Action There Is pdf

ERIC ED386319: To Every Action There Is

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Description of the Book:

Every educational change occurs with an equal and opposite reaction to that change. Some changes and their opposing reactions which illustrate this point are: (1) team teaching versus the negative dynamics of group planning; (2) justifications for funding special education versus emphasis on average and gifted students; (3) school site management as a way to democratically involve parents in educational decision making versus traditional lines of school management; (4) collaboration among teachers, universities, and administrators to establish a quality curriculum versus decision making by conscientious individuals on site; (5) attention to the relevancy of what is taught in schools versus stability in the face of rapid curricular change; (6) outcome-based education versus concepts and generalizations that cannot be measured; (7) portfolio assessment versus adequate evaluation and selection of portfolio materials; (8) Gardner’s Theory of Multiple Intelligences versus enhancement of individual talents and abilities within existing curricular subjects; (9) integrated curricula versus appreciation for individual academic disciplines; (10) and the whole Language Approach versus a better balance between whole-language and phonics-based procedures.

The presence of opposite reactions seems to indicate a need to be judicious when considering new movements in education. In negotiating educational change, the best course may be to strike a balance between competing ideas. (JW

• Creator/s: ERIC
• Date: 1995-09
• Year: 1995
• Book Topics/Themes: ERIC Archive, Academically Gifted, Educational Attitudes, Educational Change, Educational Cooperation, Educational Quality, Educational Trends, Institutional Cooperation, Integrated Curriculum, Multiple Intelligences, Outcome Based Education, Portfolio Assessment, Relevance (Education), Resource Allocation, School Based Management, Special Education, Team Teaching, Whole Language Approach

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