Integrative Education Essay

Running Head : NameUniversityCourseTutorDateThe National Council for the well-disposed Studies (1994 ) provides a upstanding argument for integrative course of study . Its principles of disciplineing and leading render that instructors may already be integrating program without realizing they ar doing it . Research suggests that at that place is a rationale for interdisciplinary units . Students contrive an opportunity to spoticipate in many an(prenominal) domains in a meaningful representation . Students good deal own(prenominal)ize their apprehending by weaving together ideas from contrastive curricular domains and examining an idea from divergent prospects Improved motivation is unrivaled positive outcome of incorporated mastery When students constrain touched in a that is taught in much than 1 field of battle , they argon much in tot all(prenominal) toldy likelihood to be motivated to pay attention in these unhomogeneous classes and create a desire to learn (McDonald , 1994Renate Nummela Caine and Geoffrey Caine (1991 ) write that the expertness to see links among different aras of culture will transpose students to practice session the noesis and skills developed in one celestial sphere to learn in an opposite and to relate their learn to real-life propertys . Students motive the ability to apply existing knowledge in saucy situations to function efficaciously in an milieu of continuous change . When these children grow up and get their inaugural jobs , they will be expected to transfer the knowledge they learned in planning to many situations . Students cannot conceivably be prepared for e really situation . Students who pack experienced applying what they have learned to several bailiwick areas will be better prepared to transfer knowledge later in their lives Integrative course of study provides an enriching , intellectually stimulant experience for t for each(prenominal) oneers and students . The process of developing an integrated unit al number 1s the teacher to experiment with a unsanded area or to induce more expertise in an area with which he or she is already familiarThe purpose of integrated curriculum is to financial aid students demand together in virtually meaningful way the many pieces of experience they fall out in and out of prepare (Vars , 1993 . likewise often in the schoolroom , students view each subject as an various(prenominal) context area without recognizing that many of the less(prenominal)ons they learn are connected . There are debate views to this and explore exists that present arguments against integrated curriculum . Timothy Shanahan (1997 ) writes that successful consolidation does not occur automatically . Teachers need to think closely their units and plans accordingly . To plan cover on and develop integrated curriculum , they essential have adequate planning time . They need time to develop themes and ideas , gather necessary schooling and accomplishment collaboratively . Most teachers do not have the time inside their precept day for these requirements . Many teachers do not have planning periods that cor do with the planning period of an otherwise teacher to work collaboratively . Few teachers will give up their personal time to collaborate and form a unitAnother argument against curriculum consolidation is cost . It is difficult in many situations to smoke the goodness of integrated units beca intention of the cost of research . It is difficult to stop that the planned curriculum is being taught in the classroom . textual matter programs have the advantage of making it explicit to parents and take administrators that the mean curriculum is being taught Accountability is less certain when the curriculum is integrated (Schug 1998 . And a final argument against curriculum integration is the influence of parents . They want their children to achieve and duplicate what they learned when they were in tutor . Parents have great influence in mankind takes and can voice opinions and get the type of study in the classroom changed . Many parents are resistant to change and do not realize that times have changed from when they were in initiate . New pedagogy methods have been developed , some of which are unfamiliar to parents . Many parents will not give these naked ideas , a great deal(prenominal) as curriculum integration , a receive will oppose them from the beginning Although there is evidence both for and against integrated units though my research and personal experience , I have to conclude that the positive aspects far outnumber the opposing viewsInclusion is very different from integration in that it is the concept that all children regardless of check should attend their piazza shoal with their peers . Students with redundant inevitably are in every school and in every classroom in the United States . When beginning to teach spic-and-span teachers will have to teach students who have extra unavoidably for a variety of reasons , they may come from low income families and different racial and ethnic groups or they may have transcendent abilities and disabilities . Students with fussy ask are often discriminated against because of their disability , socio scotch reach , language , race or gender . There will be challenges to provide for all students an fosterage that is appropriate to their physical , mental , complaisant , and emotional abilities and to help them achieve their go around . Challenges includes larn as much as one can bout the special needs of your students and collaborating with other skippers to identify and develop direction strategies , programs , and curricula for them . And most of all become a strong advocate for meeting all students individual needs (Smyth , 2008Working with students with special needs teachers need to know nigh laws that define cost and give special rights to children with special needs and their families . They will as well as use terms that apply to students and to run provided for them and is very important to know these terms and use them properly . For example , children with disabilities replace the term handicapped children . Public law of nature 94-142 the schooling for All Handicapped Children Act , was passed in 1975 and was reauthorized in 1990 as the Individuals with Disabilities Education Act (IDEA . This polity set guidelines for providing for the needs of students with disabilities . Providing an appropriate reproduction means student s gentility must occur within the to the lowest degree restrictive up diddleingal environment . Least restrictive environment means the environment in which the student will be able to receive fostering that meets his or her specific needs , such as the rule-governed classroom , if this is the environment in which the student can learn best . The least restrictive didacticsal environment is not always the regular classroom (Keffeler 2008Exceptional student education replaces the terms special education and refers to the education of students with special needs . adaptative education is educational cash advancees aimed at providing breeding experiences that help each student achieve desired educational destructions Education is adaptive when school reading environments are modified to respond effectively to students differences and to enhance the individual s ability to postdate in learning in such environments Mainstreaming means educating exceptional students in the least restrictive environment , or natural environment , for them . essential environments are those environments in which students would be if they did not have a disability , such as child-care center , Head jump-start and preschool programs . Today , the philosophy and practice of meeting student s special needs is to educate exceptional students in the neighborhood school and in the prevalent educational classroom . Inclusion supports the right of all students to participate in natural environments . Full cellular inclusion is the inclusion of all children with disabilities into natural environments such as playgrounds , family day-care centers , preschool and general education classrooms in elementary , midway , and high schools (Smyth , 2008Change is one of the constants of belief and knowledge . Areas such as the curriculum , how students are taught , and the organization of instruction change as a get out of clean up efforts that occur about every ten to 15 years . It is important to check the current climate and gone patterns of school tidy up . For example , during the late 1960 s and early 1970 s , rough education became popular in the United States The open education movement attempted to restructure education to make learning more students centered and relevant . It inspired nongraded programs , classrooms without walls , the use of learning stations multiage grouping , active learning , individualized instruction and team teaching . Although much of these reforms fell out of opt in the 1980 s , teachers at once use many of these ideas in new forms . So while change brings new ideas and concepts , change also brings the recycling of ideas and processes to fit sensed needs of the time . scarce as metaphors describe teaching , the metaphor of shakes can be used to describe educational reform efforts . To help to understand just try picturing reform as waves regularly rolling on the sandy shores of the educational establishment , with differing effectuate depending on the nature and electrical capametropolis of the reform proposal and the willingness of teachers and others to use up the reform proposals (Tyack , 2003Calls for the reform of teaching occur with regularity almost every ten years . They are often the resultant of societal , economic or international crises . Reform movements bear continuing reform efforts that often run parallel to each other and in some cases are contradictory . The first wave of contemporary school reform movements was set in motion by the launching of the Sputnik in 1957 and resulted in schooling reforms of the 60 s and 70 s . The second reform wave occurred in the late 50 s and 60 s with the passage of federal legislation to promote equal opportunity and school desegregation and to mow poverty . The Civil Rights Movement and crises of the Vietnam era influenced education reform . The Economic Opportunity Act of 1964 began Head Start , which was knowing to provide for the cognitive , mixer and health needs of unripe disadvantaged children as a means of helping them succeed in school . A third wave of reform , which is still affecting schools and educational practice , began in 1983 , a watershed year for school criticism (Pedro , 2003The fourth wave of educational reform of the 80 s and early 90 s desire change through restructuring modestd on the deregulation of education The school choice movement and school restructuring were outgrowths of the economic fit of the 1980 s . In initiate restructuring , teachers school administrators and parents all become knotty in making endings about how to improve teaching and learning . At the forefront of these reforms are school based approaches , such as school based management and shared decision making , classroom based approaches , such as reconciling learning and alter inborn forms of testing , such as military rating based on performance and product . Fifth and the very influential wave is intentions 2000 (formerly called America 2000 , passed as part of the Goal 2000 : Educate America Act in 1994 . These goals stress circle for school , high school completion , student achievement and citizenship , world-class standards in math and science , adult literacy and long learning , safe and drug-free schools , teacher s education and professional development and parental participation . The sixth wave in the late 90 s seeks to redesign schooling based on the needs and conditions of the workplace (Tyack , 2003The newest framework of educational reform focuses on the pagan impacts on teaching and learning . All students and teachers bring a heathen frame of reference to school . For some students , the frame of reference is very similar to the culture they encounter in schools School culture , or the way schools in truth operate , has emanated largely from a cultural context involving Anglo-European American values . Students from this background typically experience the greatest familiarity with the way schools operate and with school norms Students who come from cultural and language backgrounds that transmute significantly from traditional school culture often savor unfamiliar with the school environment and school norms . In a sense , these students have a double task one to learn the morns of a school environment that are already familiar to others and two , to learn the same schoolman content that all students are expected to master (Young , 2005Teachers who recognize that the complexity of learning tasks increases for students who are less familiar with traditional school culture provide a variety of teaching approaches as well as ample time for instruction . The goal for these teachers is not equal handling but equitable treatment , which is providing students with teaching approaches and attention that are proportional to their academic needs Students who come from low-income backgrounds frequently enter school speaking nonstandard varieties of face . When these students are taught to read , they must learn new grammatical constructions of Standard slope on with the language rewrite process . Meanwhile most of their incline speaking peers can focus more quickly on decoding and other reading skills , since they are already familiar with standard English grammar and hear it spoken at home (Anyon , 1991The cultural background of the student plays a major role in the learning process . Culture frequently influences how students respond to various teaching approaches . Students from Native American cultures will often not respond to questions posed openly in the lead the entire class . What may be viewed as disinterest is actually a cultural norm that one should not venture answers in humanity before one is certain For another example , a classroom that is highly teacher centered and structured may be effective with Asian immigrant s students who were accustomed to this model in their countries of origin . However , the same approach may be ineffective with Mexican American students , who prefer cooperative learning environments . While there is no single teaching approach that is uniformly effective with all students teachers often rely to a great extent on one method . This is increasingly true as grade levels get higher . What is most beneficial is to use a variety of instructional approaches that are reflective of the different learning modalities present in every classroom (Young , 2005In many schools and classrooms , educators have historically dismissed racial , ethnic , linguistic , and gender differences by saying they didn t see differences in their students . This bidding is misguided on two counts . First , in all human groups differences exist our only choice as educators is whether or not we want to recognize those differences in our teaching . instant , research in the area of school and classroom climate has consistently shown that students of different genders , races and ethnicities receive different treatment in schools . Teachers interact with , call on with greater frequency , cheering more highly , and intellectually challenge students who are middle class , male and white (Anyon , 1991The socioeconomic background of students has a significant effect on the type and quality of teaching students receives as well as on their ultimate academic achievement . The socioeconomic (SES ) of students affects the general funding level of the school district students attend as well as engagement to a particular school .

School assignment is fixed principally by where students interest . So the ability to reside in upper income neighborhoods generally gives these students access to the nation s best reality schools . Students who reside in lower income neighborhoods are much more belike to attend public schools lacking the strong infrastructure necessary for a quality education In addition , students from lower socioeconomic backgrounds are disproportionately hardened in lower academic footsteps . Tracking is generally justify on the basis that students with similar backgrounds may have teaching tailored to their needs and therefore their deficiencies can be remediated more easily (Tyack , 2003Another issue affecting students from economically deprived households who are often placed in low income chamfers is their interaction with teachers . impertinent to expectations , teachers in low track classrooms actually spend less time in direct instruction then that of teachers running(a) with middle or upper track students . Lower track students are viewed more negatively by teachers than their higher track counterparts and teachers working with upper track students use more effective teaching approaches than teachers working with lower track students When these factors are feature , they negatively affect the academic achievements of students from low socioeconomics backgrounds (Naguera 2003Four decades ago , the public school curriculum was almost entirely ethnocentric , reflecting the European roots of the majority culture in the United States and today , the school curriculum reflects the more diverse society of the unbrace States . Beginning in the 60 s monoethnic units such as mysterious History or Hispanic Literature were added to the high school curriculum mainly to benefit students from these groups . In elementary schools , heroes and holidays representing nonage groups were added to the curriculum and school calendar . While monoehtnic materials added diversity to the school curriculum , they reached relatively few students and teachers . Multicultural education , by contrast , attempts to broaden the perspective of all students at all grade levels . Global education is an effort to ensure that information and perspectives emanating from outside the United States are brought to bear in the classroom . This is particularly true for non-Western content , which historically has been underemphasized . Multicultural education is linked with global education because students must understand cultural diversity in a national context before they can understand diversity in a more complex global setting (Young , 2005The critics of multicultural and global education claim that teaching about cultural diversity nationally or internationally com heralds national unity and the national interest . In answering this critique educators should explain there is no reason why studying diversity nationally or internationally should diminish national unity or vainglory Instead America should welcome the different cultures as part of its national heritage . Multicultural education looks at academically relevant knowledge and events from the perspectives of all ethnic or cultural groups . While not everything taught in our schools has a multicultural property , most s do . Even subjects that are perceived to have little cultural content , like mathematics and science have multicultural dimensions . For example , the multicultural and glo9bal register of mathematics is seldom presented when that subject is taught strictly from a problem-solving perspective . But mathematics has a cultural aspect too . Algebra is an Arabic word meaning restitution Al-Khwarizmi , an early mathematician , acknowledge that in an equation one adds and subtracts identical quantities on both sides (Tyack , 2003Nothing is more fundamental to instruction than full communication and inclusion between teacher and student , when understandable instruction is a problem , the academic achievement of student s declines . The United States is a nation of immigrants . In the nineteenth and early twentieth centuries , non-English-speaking students and students with hold English progression were grouped with their same aged peers and given over the same instruction as native English speakers . No allowances were made for discrepancies in prior experience and cognitive base . Often children were discouraged or prohibited from using their home language and were ridiculed or punished for their accents and lack of English proficiency . Many families were impatient to shed the social stigma and economic disadvantages of their immigrant origins and to blend indistinguishably with the host culture . Other families struggled to preserve traditional languages and cultures even as their children were learning to despise them . English as a second language (ESL ) programs generally provide a special English class for students learning the language along with sheltered English approaches to other subjects . Sheltered English involves a high degree of visualization of subject matter and lexicon that is adapted to students levels of English proficiency (Anyon , 1991Transitional bilingual programs have English as a second language component and use the native language as a medium of instruction in the other subjects . As students are fully transitioned to a curriculum that uses only English . After transition , there is no further use of the native language . sustenance bilingual programs also teach English while the native language to teach other subjects . As students learn more English , it is woven into content area instruction . What makes bread and butter bilingual programs unique is that native language instruction is act after students are fully functional in English In addition to the challenges posed to teaching and learning by the increasing presence of different cultures and languages in our society and schools , other factors create special needs for some students Environmental , social , physical , and emotional elements can place students at adventure . As a teacher I will likely be working with at risk students and other exceptional learners in the inclusive classroom and will need to be familiar with the laws and practices that affect such instructionReferenceAnyon , J (1991 . Race , social class and educational reform in an inner city school . Newark , N .J : Rutgers UniversityCaine , R .N Caine , G (1991 . Making Connections : educational activity and the human brain . Alexandria , V .A : Association for Supervision and computer programme DevelopmentKeffeler , C .C (2008 . Helping students with special needs succeed Techniques : Connecting Education careers , 83 (2 ,. 6McDonald , J (1994 . Developing interdisciplinary units : Strategies and examples School cognizance and Mathematics , 94 ,. 1-5Naguera ,(2003 . City schools and the American dream : Reclaiming the promise of public education . U .S . Gov : Teachers College PressNational Council for the Social Studies , NCSS (1994 . Expectations of excellence : course standards for social studies . Washington , D C : National Council for the Social StudiesSchug , M .C (1998 . The dark side of curriculum integration in social studies . The Social Studies , 89 ,. 54-59Shanahan , T (1997 . exercise-writing relationships , thematic units head learning .In pursuit of effective integrated literacy instruction . Reading Teacher , 51 ,. 12-20Smyth , T .S (2008 . Who is no child left-hand(a) behind leaving behind Clearing House , 81 (3 ,. 113-118Tyack , D (2003 . Seeking common ground : Public schools in a diverse society . Cambridge : Harvard University PressVars , G .R (1993 . Interdisciplinary teaching : Why and how . Columbus O .H : National Middle School AssociationYoung ,(2005 . Cultural foundations of education . New Jersey Prentice HallPAGEPAGE 13 ...If you want to get a full essay, order it on our website: Orderessay

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