Many efforts have been put to address multiple language students. A number of inconsistencies that remains deeply entrenched within the inefficient system. Firstly, parents are left to determine whether a child should be taken to a bilingual class or not. Of course, this is the greatest undoing of the California system because parents do not understand the fundamental principles of learning. In addition, leaving the decision entire for parents is a sign of a failed system because it pays no attention to the child’s abilities. Secondly, appear to lean towards western traditionalist ideology as compared to the modern multiculturalist’s approach in education (Friend and Loyce 2013, 367). One of the key issues that the system fails to recognize is the existence of rights of a student to be taught in a language they understand. In contrast, we find that this partial implantation of multicultural education systems captures the Norton of sympathetic westernized tendencies. In reality, the schools are failing in enhancing systematic education training using the right channel. Studies show that many Asian students have poor scores, not because they have limited potential but because teachers and California State Department of Education has failed to develop a comprehensive policy and provide necessary special facilities that is adequate and appropriate to the student’s needs. The future of multiple culture approach remains bleak with this K-12 system if the system of purposeful discrimination.
In the essay “Reforms for K-12 California Education System” the author seeks to evaluate using the K-12 grade system. While systems and regulation might have existed, the proposal has established that students with limited proficiency in English continue to be prejudiced through the K-12 system…
These broad categories are converted into ten specific performance standards for Grades 6-8 students. These specific grade level standards involves the students troubleshooting both hardware and software problems. They are not only required to utilize the relevant and necessary ICT tools to support their learning but they are also required to demonstrate appropriate ICT behavior.
A Comparative Analysis of k-12 Education in the United States and Japan Introduction In the past few years, k-12 education has surfaced as a major concern at all public and private sectors in the United States. Even though usually considered as a local accountability, in the recent decades, k-12 education increasingly becomes a major political concern at the federal and state levels.i In general, that development has implied that responsibility has transitioned from the local to the national stage.
Academic Success in a K-12 Classroom A teacher is a person who provides education to his/her pupils, mostly children, and students. The role of a teacher is often decorous and evolving which is carried out at a school or any other place of formal education.
That no matter how hard he works, he will never be able to measure up to the people he looks up too. That no matter how fast he moves or how many steps he takes, he will always be a step behind. Some days that person might stand strong and hope to prove everyone wrong, but in others, he might fail.
According to the project one of the problems that the American schools are facing right now is how teachers as leaders can adapt to this cultural diversity. The current curriculums in American schools have not changed and this sometimes poses a problem in terms of academic achievement both for the teacher and the student.
In order to achieve this, parents and teachers have to collaborate. Firstly, the parent should encourage the child to openly talk with them as well as the teachers and people around them. This would help us establish
lized learning plan for each student initiates a complete program modified for helping students learn in an innovative and flexible way (National Academy Press 7).
There are various challenges facing K-12 education in United States. For Example, teaching creationism that
Firstly, the types of schools in both continents differ. In Europe, schools are not divided into sections. Elementary and secondary schools are combined as one. The system flows from the first grade to the last grade at
The dropout rate is high and many of the schools do not have basic learning facilities such as science equipments for carrying out experiments. The teacher-student ratio is high with one teacher for every 21 students and teachers are not comfortable
6 pages (1500 words)Essay
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