Action research

Action research ACTION RESEARCH, ITS BENEFITS AND CHALLENGES IN ENGLISH LANGUAGE TEACHER EDUCATION Action research in English Language Teaching is relatively a recent development which has been predominant in the literature in late 1980s and early 1990s. This essay explores the definitions, literature, benefits and challenges of action research as a method of teacher research in teacher education and development. It concludes by a critical assessment of the application of this research methodology and its sustainability in ELT. 1. INTRODUCTION There is a plethora of definitions of action research just as there is myriad literature on the subject by many scholars in many fields of human endeavour. Burns (2005) in her seminal paper on action research has explored definitions of action research by extensively highlighting the views of educators such as Denzin Lincoln (1998), Rogers (1961), Grotjahn (1987), Freire (1970), Schutz (1967) among others. She sums up that action research is a part of a quiet methodological revolution towards qualitative research approaches which impacted on the social sciences and emerged in reaction to scientific, experimental and quantitative paradigms. It encourages participative, naturalistic enquiry with its exploratory-interpretive underpinnings (Burns, 2005:57). Action research, since 1940s, and its related branches such as action science, action learning, practitioner research, participatory research, and collaborative/cooperative enquiry have been part of the new revolution towards change in human social and economic situations. Burns further explains that action research is a general movement that attempts to create meaning and understanding in a problematic social situations and improving the quality of human interactions and practices within those situations. The relevance of action research to English Language Teaching and teacher education, as we can deduce from the foregoing, is that it cuts across many disciplinary fields which include the field of applied linguistics. It is seen as a flexible research methodology suitable for research that supports change. According to Hopkins (1985: 32) and Ebbut (1985:156) the combination of action and research presupposes action as a form of disciplined inquiry in which personal attempt is made to understand, improve and reform practice. Cohen Marion (1994:186) see action research as small-scale intervention in the functioning of real world thus a closer examination of the effects of change of such intervention integrates social research with exploratory action to promote development. Lisa (2008:4) states action research involves fluid and overlapping cycles of investigation, action planning, piloting of new practices and evaluation of outcomes incorporating at all stages the collection and analysis of data and generation of knowledge. She maintains that the outcomes of action research are both practical and theoretical. The knowledge it generates has a direct and ongoing impact on changing practice for participants and on a wider audience through its publications, and application. This essay, however, focuses on educational action research (teacher action; as in Borgs paper on Conditions for Teacher Research; Condition 9: Community) with inclination to English language teaching. Thus the essay explores educational action research, its processes, purposes and characteristics in line with the views expressed by Burns (2009). The essay draws its conclusion from the challenges, status and how action research can be encouraged, maintained and promoted in English language teaching. 2. THE ORIGIN OF ACTION RESEARCH The popular belief is that Kurt Lewin is the originator of action research in the 1940s. His work was intended to change the life chances of disadvantaged groups in terms of housing, employment, prejudice, socialization and training. The combination of action and research has contributed to the attraction of this method of research to researchers, teachers, academic and educational community. Kurt was a psychologist, influenced by the work of the social philosopher, J. L. Moreno, in group dynamics and social movements in early 20th century Germany. Kurt conceived of research as leading to social action, and saw action research as a spiral of steps each of which is composed of circle of planning, action and fact-finding about the result of the action (Lewin, 1948:206, cited in Burns, 2009:58). Zuber-Skerritt (1996a) suggests emancipatory action researchis collaborative, critical and self-critical inquiry by practitioners into a major problem or issue or concern in their own practice. They own the problem and feel responsible and accountable for solving it through teamwork and through following a cyclical process of: strategic planning; actions, i.e. implementing the plan; observation, evaluation and self-evaluation; critical and self-critical reflections on the results On the basis of points 1-3 decisions could be made for the next cycle of action research. Earlier, Zuber-Skerritt (1996a:3-5) argues action research is emancipatory when it aims not only at technical and practical improvement and the participants better understanding, along with transformation and change within the existing boundaries and conditions, but also at changing the system itself or those conditions which impede desired improvement in the system/organization There is no hierarchy, but open and symmetrical communication. The emancipatory interest is based on the notion of action researchers as participants in a community of equals and as improvement to professional practice at the local, perhaps classroom level, within the capacities of individuals and the situations in which they are working. Action research is part of a broader agenda of changing education, changing schooling and changing society. A review of action research frameworks reveals several common features. An action research project seeks to create knowledge, propose and implement change, and improve practice and performance (Stringer, 1996). Kemmis and McTaggart (1988) suggest that the fundamental components of action research include the following: (1) developing a plan for improvement, (2) implementing the plan, (3) observing and documenting the effects of the plan, and (4) reflecting on the effects of the plan for further planning and informed action. New knowledge gained results in changes in practice (see also, Fullan, 2000a). Action research is often conducted to discover a plan for innovation or intervention and is collaborative. Based on Kemmis and McTaggarts (1998) original formulation of action research and subsequent modifications, Mills (2003) developed the following framework for action research: Describe the problem and area of focus. Define the factors involved in your area of focus (e.g., the curriculum, school setting, student outcomes, and instructional strategies). Develop research questions. Describe the intervention or innovation to be implemented. Develop a timeline for implementation. Describe the membership of the action research group. Develop a list of resources to implement the plan. Describe the data to be collected. Develop a data collection and analysis plan. Select appropriate tools of inquiry. Carry out the plan (implementation, data collection, data analysis). Report the results. This deductive approach implements a planned intervention, monitors its implementation, and evaluates the results. A more inductive approach, formulated by Burns (1999), is to carry out action research to explore what changes need to be made or what actions need to be taken in a specific instructional setting. Burns suggests the following interrelated activities: Explore an issue in teaching or learning. Identify areas of concern. Observe how those areas play out in the setting of the study. Discuss how the issue might be addressed. Collect data to determine the action to be taken (e.g., student questionnaires, observation reports, journal entries). Plan strategic actions based on the data to address the issue. Kemmis and McTaggerts approach focuses on implementing an action plan, whereas Burns focuses on planning for action. Commonly used data collection tools in action research projects include existing archival sources in schools (e.g., attendance reports, standardized test scores, lesson plans, curriculum documents,), questionnaires, interviews, observation notes and protocols, videotapes, photographs, journals and diaries, and narratives (e.g., stories told by teachers, see Hartman, 1998). ACTION RESEARCH IN EDUCATION Burns (2009) points out that the modern seeds of AR in educational contexts can be found in the work of John Dewey (and can be traced to Aristotle). Dewey had argued against the separation of theory from practice, and this had profoundly influenced educational enquiry in the first part of the 20th century to the present time. This has been the basis for future research by educators, academics and social scientists into their various fields with the aims of improving the human conditions. Nevertheless, in recent years a great body of literature in language teacher education has focus on teacher beliefs and reflection. Movement such as the teacher as researcher and teacher as reflective practitioner have been trying to promote the benefits of empowering teachers to take control of their professional development and curriculum development through reflection on practice. The new trend encourages teachers to carry out systematic rigorous enquiry into problematic areas of teaching, learning and curriculum in their classrooms, devise plans of action, carry out these plans of action and collect data to evaluate the revised plan in a cyclic pattern(Denny,2005:59-60). It is however noteworthy to understand that the movements teacher as researcher and teacher as reflective practitioner developed in different forms by different proponents of AR in UK, the USA and Australia, though they have much in common and strongly influenced by teacher education(Zeichner,2001 in Denny, 2005) . After all the polemics, it is obvious and important that teachers need support in order to carry on AR, streamline the research process, understand and imbibe group research ethics, ability to learn fast and become familiar with the literature on the theme of the research. Teachers on training like us, and practicing ELT/ESL with less experience or even completely unfamiliar with AR should be enlightened, given guidance on background reading in research methodology before any assignment or to initiate AR project. Where resources are available, there would be the need to organise a workshop at the beginning for a group with a varied and differing experiences to teach the principle of action research, methods of finding a focus which is realistic, selecting and designing the data gathering tools and planning the research timeline(Denny,2005). Also in line with Dennys (2005) suggestion, I feel that teacher researchers involved in group project should be also be involved in organising initial workshops and dissemination of the results of the workshop through publication. The group should include a researcher experienced in AR and with experience in applying for grants, presenting and publishing research reports. 3. MERITS AND BENEFITS OF ACTION RESEARCH Action research has made some significant positive impacts in language teaching field, especially ELT/ESL and on teachers involved in it, individually and collectively, however, the precise nature of these impacts on language teaching and learning may be difficult to ascertain in tangible concrete terms. This may not be unconnected to the argument that AR is not a research method can be sustained and replicated, because of lack of formal unified theory and training its conduct. Nonetheless, scholars such as Kemmis and McTaggart (1982:2-5, in Burns, 2005:68) claim that AR has enable teachers to develop skills in:  ¨ thinking systematically about what happens in the classroom  ¨ implementing action where improvements are thought to be possible  ¨ monitoring and evaluating the effects of the with a view to continuing the improvement  ¨ monitoring complex situations critically and practically  ¨ implementing a flexible approach to school or classroom  ¨ making improvements through action and reflection  ¨ researching the real, complex and often confusing circumstances and constraints of the modern school  ¨ recognizing and translating evolving ideas into action. Many more claims concerning the benefits of AR are made, Burns (1999: 14 15) states that the Australian teachers collaborated with her had experienced:  ¨ deeper engagements with their own classroom practices  ¨ a better understanding of research and methods for carrying out research  ¨ less sense of isolation from other teachers  ¨ a personal challenge, satisfaction and professional growth  ¨ heightened awareness of external factors impinging on their classrooms. 4. ARGUMENTS AGAINST ACTION RESEARCH Action research as a form of research is not without problems; articulation, conception and application. It has attracted a lot of criticisms; one major criticism is that research is an activity best left to academic specialists who have the training and capacity. Thus AR has no academic prestige and finesse. Jarvis (1981) is one of the proponents of this line of thinking in the language teaching field and similar views were expressed in TESOL Newsletter (2001), (see Burns, 2009:66-67). However, scholars like Borg (2002) feel differently, and reject the traditional boundaries between teachers and researchers. In fact Borg is championing the cause for teacher-researcher, has written extensively on this topic; Borg (2006) Conditions for Teacher Researcher. There is therefore need to address views such as Jarvis, if AR is to be considered as a research methodology. Many more criticisms against AR that deserve our attention are that it:  ¨ has not developed sound research procedures, techniques and methodology  ¨ is small-scale and therefore not generalizable(has low external validity)  ¨ shows low control of the research environment and therefore cannot contribute to causal theories of teaching and learning  ¨ exhibits strong personal involvement on the part of the participant and therefore is overly subjective and anecdotal  ¨ is not reported in a form that conforms to a recognisable scientific genre (Burns,2009:67). In addition to above criticisms AR has been criticised as messy, informal, and structurally unformed involving imprecise cycles of research and action. 5. CURRENT TRENDS IN ACTION RESEARCH Despite the arguments and counter arguments for and against AR as a methodology in language teaching fields, its range of activities has impacted on the participating teachers who have been engaged in it. It is now being accepted as a movement in the language teaching field, though it is not internationally widespread. This is because some essential conditions that promote AR, such as motivation, support, research knowledge, skills, and the potential for dissemination of findings are not readily available. This is in contrast to where AR has taken room, teachers are well supported, teaching in instructional contexts, such as in Australia and North America (Borg, unpublished, cited in Burns, 2009). Most ELT/ESL professional are still uninvolved in AR and despite the enthusiasm in favour of AR interest and involvement in it is on the decline. Most ELT and especially ESL teachers are not exposed to AR, and may not even have an idea of how it works. Some extensive workshops and conferences where teachers are involved in practical demonstration of teaching planning and presentation may result into AR. A case in point is my personal experience in Alfaisal International Academy, Riyadh. The Academy in collaboration with British Council organised a Training Workshop on the Teaching of Composition between the months of September and October, 2007. All participating teachers were given papers with spaces, and were asked to freely express the problems they encounter in the teaching of composition. The teachers were asked to present their views in groups and discuss the problems which include the choice of topic, sentence and paragraph development, logical arrangement of ideas, styles and soon. At the end of the month-long training most of the participating teachers were able to improve upon their composition class. The composition training was highly contextualized and localized in its attempt to investigate a situation in a specific school. We were able to convert tacit knowledge of student progress in composition writing to explicit knowledge that could be communicated clearly to other constituents, such as board members and parents. The training confirmed our individual opinions, observations, and intuitions based on investigation of our inputs in the training. If our observations were taken into considerations, it would provide impetus for changes in practice and curriculum, based on information that was systematically collected and synthesized. This information would lead to the expansion of the language capacity of the Arab ESL students through a revised curriculum that involved storytelling, sentence-level production of the language, and the use of content-based discourse-level speaking tasks. The research was participatory and collaborative, involving all of the international community English as second language teachers in Alfaisal International Academy, Riyadh Saudi Arabia. The problem is that such workshops are once-in-a-blue-moon events, wide apart and hardly sustainable. Moreover, we did not call it AR. However, it has all the features of action research. 6. CHALLENCES FACING ACTION RESEARCH AS A PRACTICE One of the major challenges of action research is to create awareness about its nature, scope, benefits in language teaching fields. Besides its inclusion as a certificatory requirement course, it should be encouraged through conferences and worldwide professional body where contacts can be maintained. Dissemination of individual and cooperative research findings would ensure the growth expansion of AR. Despite AR impacts in the language teaching learning field, more interesting challenges and tensions are still prevalent. I share Burns (2009) concerns that there are differing understandings, of ARs purpose, scope, and practices in various contexts. We should really consider finding answers to questions concerning the future directions of AR in a number of broad areas, such as: How should we envisage the primary purposes and outcomes of AR? Is it mainly a vehicle for practitioners personal and professional development, or can it also have a role in the production of knowledge for the field? Is AR simply an accessible version of research for teachers, or does it also denote an emerging paradigm with its own epistemology, methodologies and investigative practices? If so, how should standards of quality be addressed? In what ways can AR open up opportunities for collective forms of knowledge about teaching and learning that are inclusive of academic and teaching communities? What kinds of relationships between teachers, teacher educators and researchers will need to emerge to facilitate collective knowledge production? (How) can AR activity in language teaching also address broader issues of curriculum development, social justice and educational political action, thus contributing to the greater sustainability of effective educational practices? 7. CONCLUSION This research methodology, despite many contentions, criticism, arguments and counter arguments on the nature, scope and processes, is used in many fields of human endeavour such as social and health services, community development and education, to address a long history of difficulties in successfully transferring research knowledge into changes in practice. It is a means of combining the generation of knowledge with professional development of practitioners through their participation as co-researchers. It also serves as a barrier breaker between policymakers and practitioners, giving them richer insights into practice and an active role in policy development as well as its implementation respectively. This is clear in a research where teachers are involved in the identification of problem, plan on how to solve the problem in a participatory, collaborative, cooperative way. The various inputs of individual teacher researcher and all participating teacher researchers are the data t hat would inform the policy of change. Thus when teachers are part of the planning of policy and designing curriculum, its implementation and improvement would better and easier. The essay has been able to critically explore action research, teacher research, meaning, arguments and processes as a research methodology. Some suggestions have been proffered to more rigorous method of research in teacher action research in language teaching field. Altrichter, H., Feldman, A., Posch, P., Somekh, B. (2008). Teachers investigate their work: An introduction to action research across the professions (2nd ed.). London: Routledge. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 57-74. Kemmis, S., McTaggart, R. (Eds.). (1988). The action research planner (Third ed.). Victoria, Australia: Deakin University Press. Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press. Burns, A. (2009). Action research in second language teacher education. In A. Burns J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289-297). Cambridge: Cambridge University Press. Burns, A. (2010). Doing action research in English language teaching. A guide for practitioners. New York: Routledge. Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press. McNiff, J., Whitehead, J. (2002). Action research: Principles and practice (2nd ed.). London: RoutledgeFalmer. Rainey, I. (2000). Action research and the English as a foreign language practitioner: Time to take stock. Educational Action Research, 8(1), 65-91. American Council on the Teaching of Foreign Languages. (1998). ACTFL performance guidelines for K-12 learners. Yonkers, NY: Author. Burns, A. (1999). Collaborative action research for English language teachers. New York: Cambridge University Press. Fullan, M. (2000a). Change forces. The sequel. Philadelphia: Falmer Press. Fullan, M. (2000b). Leadership for the twenty-first century: Breaking the bonds of dependency. In The Jossey-Bass reader on educational leadership (pp. 156-63). San Francisco: Jossey-Bass. Hartman, D. K. (1998). Stories teachers tell. Lincolnwood, IL: National Textbook. Kemmis, S., McTaggert, R. (1998). The action research planner. Geelong, Victoria, Australia: Deakin University Press. Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall. Stringer, E. (1996). Action research: A handbook for practitioners. Thousand Oaks, CA: Sage. Wallace, M. J. (2000). Action research for language teachers. New York: Cambridge University Press.

Al Capone Essay -- Biography Biographies

Al Capone In 1920, the United States entered a new stage in its life, the Era of Prohibition. However, flaws in the planning, execution, and administration caused this noble idea to vacillate unquestionably. However, men who were willing to break the law were the ones that were able to build a lucrative life for themselves; one such man was Alphonse Capone. However, honest men such as Elliot Ness fought adamantly to defend their morals, beliefs, and the law of the land. Nevertheless, Capone was a man who took advantage of his time and lived the life of the American Dream: going from rags to riches. However, it was this very same opulence that caused his downfall and incarceration. The tireless efforts of Elliot Ness eventually paid off when On January 16, 1920, the Eighteenth Amendment to the Constitution of the United States was ratified. This legislation gave legal satisfaction to the temperance movement of the early twentieth century. It officially mandated that the transportation, manufact ure, sale, and consumption of any beverage with an alcohol content of more than .05% was illegal. However, although the U.S. government took the initiative to enact the law, the enforcement of it was severely lacking for several reasons. First, responsibility was given to the Department of the Treasury, not the Department of Justice. This resulted in agents with little to no training in the skills required to execute their duties. Second, these agents received scant salaries that eventually lead to widespread corruption and bribery. In fact, from 1920 to 1926, 148 enforcement employees were convicted of bribery or other alcohol-related offenses. Although the original intent of the Eighteenth Amendment was to lower crime and increase public morale, it mainly served as a catalyst for crime and violence. In 1926, a Senate investigation discovered that most of the illegal liquor being consumed was coming from smugglers, illegal usage of industrial or medicinal alcohol, and moonshine liquor. They concluded that increasing border security could control the smuggling dilemma. The other problems could only be solved by a more competent approach to enforcement, including the restructuring of administration as well as the officers and agents, changes in hiring practices and training, and increased salaries for all agents. However, the main reason for the failure of th... ... and Records Administration 2000). Despite the noble efforts of the U.S. Congress to end the consumption of alcohol, Prohibition was definitely a failure. Both faulty schematization and general sense of public disapproval contributed to the defectiveness of the Eighteenth Amendment. However, from this blunder rose venal men such as the infamous Alphonse Capone. These men gained both notoriety and fear through the practices of corruption and murder. Nevertheless, the tireless efforts of the U.S. government lead by the honest Elliot Ness and his men lead to the eventual downfall of this great pillar of crime. Despite the failure of the Prohibition Era, the United States learn a valuable lesson: the American mind is stubborn and it takes a little more than laws to change it. Bibliography: Bardsley, Marilyn. Al Capone - from the Crime Library. 15 May 2000. http://www.crimelibrary.com/capone/caponemain.htm Wright, Jacob C. The Enforcement Of Prohibition. 15 May 2000. http://mx3.xoom.com/jakewright/prohibition/index.html National Archives and Records Administration. Exhibit: Al Capone Verdict. (15 May 2000). http://www.nara.gov/exhall/originals/capone.html

Marking Time Essay

Marking Time is an Australian mini TV series written by John Doyle and was aired on ABC in 2003. It’s based on a small town called Brakley. The story is told through the eyes of an 18 year old named Hal. Hal falls in love with an Afghani girl, Randa, who recently fled her own country with her father to escape the Taliban. The two face racism and taunts by their community, whose views are influenced greatly by the media and politicians that are expressed during historical events taking place at the time. Soon after 9/11 occured, their home was set on fire by arsonists. Hal’s family let them stay in their home and Randa needed comforting, but Hal and Randa were found in bed together the next morning. Their refugee status got later denied and they were orderd to return to Afghanistan. Hal then went over seas to look for her. This mini-series reflects what’s happening in the world during the years 2000 and 2001 by representing the small town of Brakley as a microcosm. It shows the attitudes Australian’s have towards Asylum seekers. Hal is educated about what’s really going on by his father and his fathers girlfriend and therefore see’s Randa for the person she really is, rather than just a refugee or ‘boatie’ apparently causing trouble. Everyone else in Brackley don’t have the right education and are believing everything the media and politicians are saying about them. The aim of this series is to make us question the information we get fed us, and to hopefully change the assumptions we place on refugees. Marking Time covers the events surrounding the Afghanistan war and Australia’s involvement. This included historical and political events. These events include The 2000 Olympic games and the re-election of the Howard government, The Tampa Crisis, the 9/11 Terrror attack and the Children Overboard affair. These events also include the social aspects in Brakley which led the town to behave in such ways. Australia was the host of the 2000 Olympic games. During this period there was a lot of conflicting opinions regarding the refugee policy as more refugees headed our way. There was also a lot of argument regarding what Australia’s part in the war in Afghanistan was. These two tied together led to suspicion of other cultures, especially refugees. People had little knowledge with what was going on in the war in Afghanistan and about refugees and what they were going through. The social attitude towards what was happening was very mixed. People didn’t have the knowledge for a different view point and they found it hard to understand what was going on, and how they should be responding. Politicians have a large impact on how a society acts towards everything. It’s very easy to believe what they say about anything, especially if all the news were saying the same thing. The Prime Minister of the time, John Howard put the ideas that George W Bush was using in America on Australia. These ideas were that refugees coming to the country were terrorists.

National Dropout Rate Between Primary And Secondary Schools

Mexico is one of many Latin American countries lacking access to primary school education for all of its citizens. Due to lack of basic education and resources to continue school, Mexico experiences one of the lowest enrollment rates in higher education. According to the International Journal of Educational Development (2014), Mexico’s national dropout rate between primary and secondary schools is at 44% resulting in less students attending college (Gibbs B.G. Heaton T.B., 2014). Not only does this issue deteriorate the levels of education, it increases literacy and creates inequality. In order to solve this issue we can begin by creating a technology that reaches out to the entire population. Through the creation of a new technology such as a virtual learning device we will be able to conquer educational barriers and increase Mexico’s primary education levels. Significance Education plays a huge significance in development, both at the individual and national level. Establishing good foundations in a child’s early years through primary school will conclusively develop desires to attend college, establish a career and progress. Addressing these issues is key to breaking the never-ending cycle of poverty, which affects more than half of the population living in Mexico. Rural areas in Mexico need to improve the systems of primary education by providing no cost education to all of its citizens and by establishing easy access to facilities. Educating the population leads toShow MoreRelatedIndi The Country Of India1304 Words   |  6 Pagesthe people’s will to improve themselves through education. To provide further educational improvement, India should enact a free higher education policy once a student completes secondary schooling to ensure a better future for its people. The commitment to improve education goes back many years to the 1980s.The National Policy on Education 1986 had underscored the constitutional resolve to provide quality education to all (Geneva 2004). Although this was enacted in 1986, improvements were not seenRead MoreQuestions On Science And Science1452 Words   |  6 Pages CHAPTER TWO 2:0 LITERATURE REVIEW 2:1 Conceptual Definition of key words; 2:1:1Introduction. Through this study, the key words include science subject, dropout and students. In order this study to be well understood, the key words are defined below. 2:1:2Science subject According to secondary school curriculum (2007) science subjects include biology, chemistry and physics According to Duane T.Gish(vital articles on science/creation) Define science as search for truth. TheRead MoreHigh School Dropouts: Cause and Prevention1865 Words   |  8 PagesHigh School Dropouts Outline Thesis Statement: More and more students drop out each year. Those who dropped out have various reasons. The alarming rates of drop outs have led them to a bleak future wherein such incident requires the attention and immediate action of various school authorities. a. Major factors for leaving school • Was not motivated or inspired • Classes were not interesting • Missed too many days and could not catch up • Spent time with people who were not interested inRead MoreKbsr and Kbsm1567 Words   |  7 PagesThe introduction of the Integrated curiculum (KBSR and KBSM) is the major milestone to ensure the success of the national education policy in enhancing student academic standing to face the era of globalization. Discuss. The incisiveness of a school is closely related to the potency of teachers. The definition of teacher effectiveness and approach also differs according to individual’s clarifications. The focus is on teachers personality characteristics, behavior, attitudes, values, abilitiesRead MoreEducational Wastage: a Case Study of Upper Primary School Girl Dropouts in Otonglo Zone, Kisumu Municipality10149 Words   |  41 PagesEDUCATIONAL WASTAGE: A CASE STUDY OF UPPER PRIMARY SCHOOL GIRL DROPOUTS IN OTONGLO ZONE, KISUMU MUNICIPALITY BY SUSAN M. OMBATI. Reg No.: No: L50/70596/09 A Research Proposal Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Arts in Project Planning and Management of the University of Nairobi. March 2009. DEDICATION To my loving dad, Ombati J. Monari for the labour of love and belief in me. ACKNOWLEDGEMENT I acknowledge God’s faithfulness and amazing provisionsRead MoreThe Effect of Comprehensive School Reform On Middle School Achievement1562 Words   |  7 PagesIntroduction Schools with high dropout rates are categorized as underperforming schools. Since a majority of our children, who drop out of school, do so in middle school or the first year of high school and their ages range between 12 and 16 years (Cohen Smerdon, 2009). It is the inability of many middle school kids to make the transition to high school that contributes to an increase in dropout rates. In order to address under performing schools and the high dropout rates, school reform programsRead MoreEssay on Hispanic Struggles in American Schools3861 Words   |  16 PagesChallenges Faced by Hispanic Students in American Schools and How Schools Can Address Identified Needs I completed the work I am submitting. The work I am submitting is original and completed to the best of my ability. Abstract The United States Hispanic population continues to increase each year. In turn, school populations of Hispanics increase as well. Hispanics, although improving academically, continue to have high school dropout rates, higher than other racial and ethnic groupsRead MoreThe Universal Declaration Of Human Rights1708 Words   |  7 PagesThe Universal Declaration of Human Rights, adopted in 1948, states that everyone has the right to education despite race, religion, color, sex, national origin, ethnic origin, language, or any other status. We are all equally entitled to our human rights, yet millions of children and even adults throughout the world are left uneducated. Seven-hundred and eighty-five million adults worldwide are threatened by illiteracy alone. That translates to one in every five people who lack basic reading skillsRead MoreHigh School Dropout Rate Is Important When Evaluating Nation, State, And District School System2413 Words   |  10 PagesLiterature Introduction Considering high school dropout rates are important when evaluating nation, state, and district school systems. Dropout rates are linked to criminal activity, drug abuse, and financial dependence. Since NCLB states have been introducing legislation to lower those dropout rates at the state and local levels. Federal requirements in 2008 have made states use increasingly accurate ways of measuring dropout rates. In 2013 the national dropout rate was approximately 1.3 million studentsRead MoreSudan Essay1425 Words   |  6 Pagesinfrastructure are to name but a few. According to Unicef in South Sudan as a result of the ongoing violence about 1.8 million children are out of school and about eight percent of the schools are damaged, occupied by displaced people or closed (Unicef, 2017). Insecurity as a result of the ongoing violence is the major reason for the closure of schools. Replacing the peace and security of the country should be the number one priority for the government as all other services are dependent on peace