Janet

 Janet Panek EDUC 610 Chapter Reflection April 4, 2011  Reflections on Chapters 13, 14, 15  The education system, as it exists today, is in dire need of reform. The use of technology in the classroom should be a welcome change, but with budget issues and special needs students does it impede more than help? Is it a distraction, or confusing more than a beneficial tool? Teachers are still a necessary element in the classroom, and the use of technology should be a compliment to teaching, not a replacement. The basic subjects of math and science do not seem to be affected by technology as American students still lag behind compared to Europe and Japan. Studying and research by the student can be so much more effective and imaginative with applied technologies. The use of technology, if the school district can afford it, is a compliment to any educational program, as well as the teacher. It must be used in only the situations that it will not distract of confuse the student, and this goes back to having a qualified teacher who can make technology benefit in the classroom, as well as out of the classroom. A concern would be more along the line of a teacher becoming too reliant on the use of technology and becoming complacent in the classroom. Technology simply must have its place and time. Education is a constantly evolving process just as technology is and the two need find a way to compliment each other and not impede each other, the student or the teacher.  There is and always will be an ongoing debate over standardizing testing in this country and worldwide. Will there ever be a day when the test is not in some way bias to a group? When will school districts stop teaching to the test and expand the format of the lesson to allow some creativity to take the lesson where it needs to go? Minority cultures in the United States tend to score less on these tests than do the Americans of European decent. Is this because the test is biased? Probably, but more probably, there exists a cycle where the school districts with more resources typically have a more European-American population. More resources leads to a higher quality of education. This is a cycle that needs to be eradicated, but the unfortunate reality is that it probably will always exist. The quality of the education and the level of resources need to be made more uniform in the educational process, and this will probably never happen. So, is it acceptable to “blame” standardized testing? Education in the classroom is the responsibility of the teacher. The cornerstone of any topic with regard to education will come back to this point; it is the teacher that must take on the responsibility of being the high quality educator to convey the necessary materials to the students. Resources, such as technology, are a benefit, but with or without these elements the teacher must prepare the students.  Standardized testing is a relatively effective method to get a baseline on what is happening in schools. It is not the be all, end all answer however. Often biased against minority groups, the poor, or those not proficient in English, standardized testing really cannot reflect an accurate picture of these populations. I had a student-athlete come through Holy Family a few years back. I often heard people commenting on her lack of academic excellence. Then, I saw some of her artwork. Please believe me when I say, she was nothing short of brilliant! Standardized testing does not account for this type of learner. It never will, and is not intended to account for this person. Much like technology in the classroom, when used correctly, when analyzed within the scope of what it can teach us about what or where we are academically, it can be a useful tool. Is there room for improvement? There always is, but that can be applied to any topic.  The quality of education can be sharply affected by violence in schools. A “Zero-tolerance” policy is the answer, but very difficult to enforce. Very clear guidelines must be in place and these policies must lend themselves to every situation. A friend of mine who was a physical education teacher related a story to me. At his school, there is a zero-tolerance policy. In his office he had a refrigerator and allowed the students to store their lunches or snacks. One student brought in peanut butter. Unfortunately, she also attempted to bring a butter knife for obvious reasons. She was immediately suspended and came close to being expelled. She was a good student and no prior instances of any behavioral issues. So, zero-tolerance is necessary for the safety of the students as well as the teachers, but it is important not to get too controlled by it. I often question the ramification of suspension. When I worked at the high school level, I came across a few “troublemakers”. They actually liked suspension. To them it was three days off, their parents did not care what they did, and so where was punishment? There should be penalty for bad behavior, but a lesson should be learned from it. This is the area that I think needs to be addressed. Is “in school” suspension the answer? Perhaps, but that can be costly and unsafe.  The educational system needs a boost in the quality of what it has to offer. Quality in every aspect; technology, testing and the safety of the students and teachers. There is nothing more important in our society than instilling education and values to students at every level, and every opportunity that can be taken advantage of. Nothing should stand in the way of this, and yet it is so far from being the reality of our educational system…that is in dire need of reform. 

Janet Panek EDUC 610 Chapter 9 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">March 1, 2011 <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">New Immigrants and the Schools: Unfair Burden or Business as Usual <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">This country foundation was based on immigration, much to the dismay of the Native Americans, but that’s another topic altogether! The constitution was written to protect the rights of the incoming immigrants from the tyrannies causing them to flee their nation of birth. America in its youth depended on this. Now 200 plus years later, we struggle with something that we once embraced. Bilingual and ELL students are increasing rapidly and this is a topic that must be addressed. The fact that No Child Left Behind (NCLB) does not address this is unacceptable. Children that do not speak English as their first language should not be penalized for this. As a society that at one point saw immigration as a foundation, we should now not turn our backs on these people. Legal immigration is at an all time high and illegal immigration seems to be even higher, this is not a fact that is going away. In theory the solution is very simple, control our borders better. At the end of the day however, children should not have to pay the price. If they score lower on testing procedures because of a language barrier, steps should also be taken in this area. These steps are a bit more involved and would require a larger effort than just bolstering our borders.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Janet Panek <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">EDUC 61 Janet Panek <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">EDUC 610 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 8 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">March 1, 2011

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Corporations, Commerce, and Schools: Complimenting or Competing Interests <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">This chapter deals with the question of whether a school is a business or not, or if there is a conflict of interest. Before even reading one word, my thoughts were yes, of course schools are businesses. There are budgets, administrative policies, schedules, many things encompassing a business. The one thing I did not think of was the students. Schools provide a foundation upon which a productive member of society is formed. There are many education-business partnerships that provide additional means of education and experience for these students. Since this country was founded on enterprising business people it is important for the business community to have a stake in the development of these young minds. It was interesting to note the direct correlation between educational level and success in business. If a business can genuinely help a student grow and experience things they otherwise would not, this partnership is a benefit to society. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Concerns were raised as to the education-business relationship. Can it become too manufactured? In other words, is a business coming into a particular school and buying it. For example, donating toys or contracting for one major brand of soft drinks. Is this just marketing? I watched my athletic director participate in that exact soft drink contract earlier this year, and although we are a university, there were many benefits that came from that negotiation. Scholarships money increased, new scoreboards will be put up, merchandise for the staff to be utilized at work. So if it is marketing, and the students benefit from it, it is not necessarily a bad thing. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">0 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 7 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">March 1, 2011 <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Privatization of Schools: Boon or Bane <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">The educational system as it exists today is in need of major reform. Privatization would certainly take education out of the hands of the current operators, and put it into more capable hands? One would hope. Our schools, in many cases are old and inefficient, needing copious amounts of money poured into them for any significant improvement to occur. Technology in the business world is changing, becoming more and more efficient at a staggering rate, yet it lags behind in the classroom. Would privatizing public schools solve this problem? Is the major money problem in public schools administrators sapping the funds for their own gain? This would still exist if schools were private, greed is greed. The main focus however should be on the education of the students. If I understand our educational philosophies correctly, children are being taught to the test. With privatization, there may be a short term improvement in these scores but will it continue? Breaking up the monopoly that is our public school system would not be an easy task; the unions are dead set against this and will fight it. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Between the public school system, charter schools, and the various private schools, there seems to be a good amount of choice for parents and students. Also consider the voucher program as an option. Although the money in public schools should be distributed in a far more reasonable way, privatization does not seem to provide the answers for what the public education system needs.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Janet Panek <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 4 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">EDUC 610 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">February 5, 2011 <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Gender Equity: Eliminating Discrimination or Accommodating Difference <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Gender discrimination will always be a part of our society in every aspect. This is unfortunate, however, it is a benefit that strides have been made to minimize this problem. Gender equity is the ultimate destination, and as a society there is struggle and controversy attaining this. If you were to reflect on the very early years of this country and the educational philosophies that were applied to women, namely, education is only to be able to read and teach scripture, the amount of change is very encouraging. There really cannot be black and white rules for gender equity, since as a population we are so diverse, it extends beyond gender. Title IX was developed as a Civil Rights action. Unfortunately, Title IX sometimes gets in its own way when manipulated to work specifically against men’s sports. It was developed for academic reasons but because sports in public schools are publically funded, it applies. Often instead of raising the women’s number of participants, athletic directors would instead lower the men’s numbers. This is an unfortunate use of Title IX. The ramifications clearly are worse for high school athletics than at the college level. The high school athletic population cannot be as controlled or calculated as with programs utilizing scholarship money. At a Division I or II, these ratios are easily controlled because it really is not a random chance of who and how many will show up. Athletes are recruited, specific numbers are established and gender ratios are controlled. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Janet Panek <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">EDUC 610 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 5 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">February 5, 2011 <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Standards-Based Reform: Real Change or Political Smoke Screen <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">I have started several papers with the general thought that our educational system is in need of improvement. Since I am not a teacher, I really cannot offer any suggestions, even if I were a teacher, I still think that this is such a monumental problem it would take many think tanks. Several administrations have made fair attempts, but President Clinton’s attempt made the least sense. He devised national standards but allowed the states to create their own standards; this system simply caused more confusion than benefit. With the introduction of No Child Left Behind (NCLB), the power was restored to the states which seem to be a move in the right direction, but even with this, more needs to be done. However, the NCLB act has its flaws also. The schools must meet certain minimal criteria; this is done through standardized testing. This will create a situation where the teachers will teach to the test, and perhaps not in the individualized way education needs to be. If teachers are limited either by a specific agenda or lack of financial support, the system will start to crumble from its foundation. Standardized testing does not seem to be the solution. Poverty stricken areas will not benefit from this either because of the lack of resources available to these schools. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Janet Panek <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 6 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">EDUC 610 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">February 8, 2011 <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Religion and Public Schools: Unification or Separation <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">This country was founded on the belief that you are free to worship however you choose. Probably one of the most passionately debated issues is religion. The choice to believe in a divine being is a personal one. As far as schools go, if they are publically funded, religion in a formal sense should not be allowed. If parents or a student would like to be formally educated, private religious schools are available. The practical reality with regard to religion is there will be reflective thought/prayer in school. The bumper sticker thought that states something to the effect that as long as there are tests, there will be prayer in school. It is meant as a joke, but there is a lot of truth to this. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Science and religion clash at a very crucial basic level. Creationism versus evolution is a classic argument. To contend that evolution is evil, is extreme; however that is what many people believe. As a person with a science background, this argument seems almost comical. Intelligent design as a compromise is not any more acceptable. Most people do believe in a higher being, but having said that, the specifics to which they believe make it impossible to have a generic version of their higher being. If what is presented in a public school religiously, is not in accordance with what they believe, that person or group will be upset, fell discriminated against. It is simply fair to all to leave religion out of public schools. There is to be a separation of church and state and since the public school system is publically funded, religion should formally be kept out of the public curriculum.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Janet Panek <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">EDUC 610 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Dr. Patricia Williams <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">February 1, 2011

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Whose Interests Should Schools Serve? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">This chapter discussed political views more than education. But to answer the question posed in the title, schools should serve the students’ best interest. I feel as I can end my reaction to this chapter at that one sentence. Teachers would tend to be enlightened self-interest in that they help and have others best interest in mind. This chapter points out many conflicts of interest especially regarding political philosophies. Politics basically has its foundations in different views, especially in today’s political environment. Between the Liberal and Conservative views I am more in favor of a liberal view, with more individual freedoms and ability to make my own personal decisions. A community that has too many mandates and allows the government too much control does not seem advantageous. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">From the Radical left all the way to the opposite end of the political spectrum, the Radical right, the views get rather extreme. It seems obvious that the opinions, philosophies and views, especially regarding the educational systems should stay more centered involving just the Liberal and Conservative thoughts. The radical notions are to extreme to be of any true foundation. Education is in the students’ best interest, regardless of any group’s political stance.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Janet Panek <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">EDUC 610 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Dr. Patricia Williams <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">February 1, 2011

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">School Choice: Family or Public Funding <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">This chapter deals with the topic of vouchers in school. The authors present both sides of this argument, but as with the development of charter schools in the 1970’s, vouchers appear, at least on the surface, to provide an alternative for many underprivileged families. A child’s education should not be sacrificed due to a low socio-economic status of the family. I have been in several of the local elementary schools, and the conditions are substandard. This is unacceptable. A voucher is a way out for many people. Parents who are able to choose where they send their child are typically much more satisfied with the chosen school. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Religion is a concern with regard to vouchers. A public school obviously does not have any religious affiliations, but it does have accountability. A private school very often will have religious ties, and since it is considered private, the school does not have to accommodate handicapped students. Private school will sometimes lack enough accountability. With regard to the religious aspect, if the child is getting a significantly better education and perhaps does not practice the particular religion of that school, it seems that the education he or she is receiving would still be a benefit. The child getting exposed to an unfamiliar religion is not necessarily a negative aspect. It may even help instill a ground work for acceptance of others differing from who they are. The lack of accommodation for the handicapped, both mentally as well as physically seems more of a concern. If a private school is accepting publically funded vouchers, that school should be held to some minimum of accountability. If a child cannot attend because of a handicap, that verges on discrimination. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Overall vouchers seem to provide a good alternative for families in need. Typically, no solution or program is without flaws, but the benefits outweigh the negative aspects of this program. A quality education cannot have a price fixed to it and all children are entitled to this fundamental building block for our society. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Janet Panek <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">EDUC 610 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Dr. Patricia Williams <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">February 1, 2011 <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">Financing Schools: Equity or Disparity <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">The funding situation as it exists currently is in need of an overhaul. It is grossly unfair how the monies for public schools are distributed. The text book talked about each child not being a citizen of a city or even a state but a citizen of this country. It is not fair that a child born into a lower social status should have to pay the price of a quality education. As a member of the Holy Family Athletic Department, I participate in a yearly fundraiser called “Build a Library”. The department “adopts” a local school and we collect new books and present them to the children during an assembly at that school. Three years ago I accompanied the Director of Athletics to pay a visit to the adopted school. I have never been the same since. This school literally did not have a library, they had a room with a few scattered, old, out of date texts, but that was it. I have been heavily involved with this cause ever since. The conditions that exist at some urban schools are simply unacceptable. We as a society should be embarrassed, enraged, and fighting for change. However, taxpayers do have a say as to where their tax dollars go. At the end of the day the reality is, people take care of their own. Most affluent families really have no idea what others less fortunate than themselves are going through. I did not, until I decided to take that spontaneous car ride with my boss. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">The argument against centralized funding is a harsh one, and sometimes the true reality of a situation is exactly that. Lack of support at home and expectations of being a less smart individual is a hurdle that’s not easily overcome. Corruption that is as rampant as it is in these urban schools puts progress and improvement for the student on the backburner. In this counter-point it seems clear that centralized funding is not the way to solve this problem. It reaches a much deeper level, one that I had not considered. Urban schools, minority students and their families must somehow come to understand that if they chose to, they can have the ability to succeed. The need to change the perception that these groups have is the key. Having said that, I will still be gathering books and asking for donations because at least it is a small piece of all that these urban schools need.