- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
“Some schools may subscribe to a given network because it brings them status or recognition, and in some cases they may do so because it in a sense protects them from having to participate in other, more demanding reform” (Slavin, R.E., 2005 p.271).
This statement had prompted a negative reaction from me because it is the school’s responsibility to ensure they make the right decisions with how the structure of their education system should be. The fact that some schools are only concerned with creating an image of pretending to make a difference is perplexing because it speaks of laziness and hypocrisy. Parents and children require the schools to be there for them by making the right decisions in what type of educational system they should be. While there are different types of categories of readiness for reform as stated in the article – the “seeds”, “bricks”, and “sands”, it should not matter which one a school falls into because if there is no progression or improvement in a child’s learning, amendments or changes to practices must be made for better results whether it is small or big. Schools are not only wasting money and valuable resources by not participating in the right reform or any reform at all; they are also wasting their student’s time. Skills and knowledge are developed in the school system and these are carried on through higher education and applied in an individual’s occupation and then continued on throughout life. A student’s potential is greatly hindered if performance and achievement is not monitored effectively. I understand reform is a long and difficult process but if it is necessary, it must be done because children are the way of the future.
L.L.
Reference: Slavin, R. E. (2005). Sand, bricks, and seeds: School change strategies and readiness for reform. In D. Hopkins (Ed.), The Practice and Theory of School Improvement (pp. 265-279). Netherlands: Springer.
Source of photo: http://www.haltonmosque.ca/hia-school/
Retrieved February 3, 2012.
L.L.
Reference: Slavin, R. E. (2005). Sand, bricks, and seeds: School change strategies and readiness for reform. In D. Hopkins (Ed.), The Practice and Theory of School Improvement (pp. 265-279). Netherlands: Springer.
Source of photo: http://www.haltonmosque.ca/hia-school/
Retrieved February 3, 2012.