Collective Responsibility For Learning And Education

Collective Responsibility For Learning And EducationIt is often heard that two brains be better than hotshot. And the idea of much(prenominal) makes perfect sense. One would suppose that by sniping together, more will be accomplished. But does this apply to a domesticate, its administrators and t for each oneers, and its scholars? As stated in this article, entropy was provided, hypotheses were assumed, and studies were completed to see if, in fact, collective obligation does have promising impacts. Throughout the course of this essay, the importance of collective responsibility within a school and its effects on gains in achievement for early secondary school students will be examined, tested, and discussed.What is collective responsibility? The Stanford Encyclopedia of Philosophy refers to collective responsibility as a shared responsibility (Smiley, 2005). This definition is displayed similarly in a school. Collective responsibility is all members of the school (including but not confine to administrators, teachers, counselors) accepting responsibility for the students success or lack thitherof. Authors Valerie E. Lee (an associate professor of education at the University of Michigan) and Julia B. Smith (an assistant professor of education institution and school reform at the University of Rochester) conducted an experiment to determine if the organization of teachers track down influences students. (Lee and Smith, 1996). This study focused on three theories the before mentioned collective responsibility for student study, staff cooperation, and control over classroom and school work conditions (Lee and Smith, 1996). The article states that it is important for a secondary school to bureaucratically distribute knowledge into partitions with each group having its own set of experts. For example, teachers would undertake the role of knowledge experts. With this, teachers will be cooperating amongst one an opposite in order to improve upon past teac hing methods in hopes gaining student achievement. These educators will not only benefit from face to face interaction with their colleagues, but they will also take part in teamwork. (Lee and Smith, 1996). Lastly, the authors of this article believe that distributing control will produce more effective decision makers as teachers. This idea of empowerment suggests that decision making over resources, technological skills, and curriculum knowledge be handled properly by administrators and teachers. While there is no known relationship between teacher control and student outcome, there is a connection between teacher control and his or her attitude about his or her efficiency in the classroom. (Lee and Smith, 1996). The article states, empowering teachers would induce commitment, and commitment would in turn influence student learning (Lee and Smith, 1996). To understand more about collective responsibility, a study was completed to focus on the shared edge between teachers, studen ts, and schools (Lee and Smith, 1996).The purpose of this research was to study the correlation between teachers work lives and the extent to which their students learn. Three hypotheses were presumed relating to the interest subjects responsibility and demographics, the teacher and his or her work life, and the teachers work life and equity. (Lee and Smith, 1996). The initiatory hypothesis suggested that schools where teachers assume responsibility for learning enroll students who typically do better in school (Lee and Smith, 1996). These schools are said to be those with more privileged students according to their race, social class, or ability. Understandably, teachers would be more correspondingly to accept acknowledgment for their students achievements if they are learning well. Conversely, teachers would be less like to accept blame for their students failures and pass the responsibility onto the children and their families. (Lee and Smith, 1996). The second hypothesis theo rized that in schools where teachers take more responsibility for the results of the teaching students learn more. In schools characterized by elevated levels of staff collaboration and teacher control, students also learn more. (Lee and Smith, 1996). And the third hypothesis suggested that features of teachers work live may either facilitate or debilitate the learning of disadvantaged students. Specifically full(prenominal) up levels of responsibility for learning are associated with learning that is equitably distributed within the school according to students social background. (Lee and Smith, 1996). These hypotheses were tested.Following are exact descriptions of the method used to conduct this study. The sampling design was derived from a exemplification used in the first and second waves of the National Educational Longitudinal instruct of 1988 (NELS88) (Lee and Smith, 1996). NELS88 was sponsored by the National Center for Education Statistics (NCES) and is an all-purpos e analysis of United States students and schools. The article discloses that one thousand middle grade schools (about 25 students in the eighth grade from each school) were tested in 1988. These same students (tracked through questionnaires) were tested again in 1990. (Lee and Smith, 1996). This sample included all NELS sophomores the fit the hailing criteriaStudents must have full cognitive test data from the base year and the first follow up,Data must be available from their senior high school schools and their teachers,Students had to be enrolled in public, Catholic, or elite private high schools, andStudents must have been attention high school with at least four other NELS sampled students. (Lee and Smith, 1996).After the conditions were applied, 11,692 students from 820 different schools were studied. These schools consisted of 650 public schools, 68 Catholic schools, and 47 independent schools. (Lee and Smith, 1996). There were also certain criteria for the teachers of the students. In the base year the teacher sample was comprised of either the eighth graders mathematics or science teacher and either the English or social studies teacher (Lee and Smith, 1996). The teachers were subject-matched when the students reached the tenth grade in the first follow up according to the base year. Below is a pie chart of how the subjects mathematics, science, English, and social studies were distributed as a major subject area amongst the teachers.(Lee and Smith, 1996). Four measures were assessed as part of the teachers professional community. They are 1) collective responsibility for student learning, 2) the standard deviation of teachers responsibility for student learning, 3) cooperation and support among teachers and administrators, and 4) teacher control. (Lee and Smith, 1996). The outcomes from the base test and the follow up test were altered with item response theory (IRT) methods and ultimately compared to see the difference between the two tests. This difference was referred to as the gain score.. In science and social studies, the outcomes were equal from the base test to the follow up test. However, in mathematics and English, the follow up tests had to be adjusted to fit the students capabilities. demographic measures included the students social class, minority status, and gender and the schools average social class, minority concentration, ability level, academic emphasis, and sector. (Lee and Smith, 1996). The analytic approach provided a descriptive analysis of teachers work lives. The schools were grouped into three categories 1) high levels of collective responsibility for learning, 2) average levels of collective responsibility for learning, and 3) low levels of collective responsibilities for learning, based on the standard deviation above, within, or below the mean. (Lee and Smith, 1996). After the research had been completed, the results were presented.To understand the results, one must observe the tables presented in the article. When considering the descriptive differences among students in schools with differing levels of collective responsibility for student learning, note that the students are categorized into three groups based upon the levels of collective responsibility structure throughout the school they are attending high-responsibility, average responsibility, and low responsibility (Lee and Smith, 1996). The students attending high responsibility schools calculate to a total of 1,226 students, or 10.5%, while the students attending average responsibility schools is a much greater total of 8,801 students, or 75.3%. Lastly, students attending low responsibility schools fall between high responsibility schools and average responsibility schools with 1,665 students, or 14.2%. (Lee and Smith, 1996). These outcomes can be found in table one in the article. Table two in the article display information regarding descriptive differences among schools with differing levels of collective res ponsibility for learning (Lee and Smith, 1996). Again, the levels of collective responsibility are pick out into three groups schools with high levels of collective responsibility, schools with average levels of collective responsibility, and schools with low levels of collective responsibility. The number of schools filed in the high levels of collective responsibility is 134, or 16.3%, whereas the number of schools pick out into the average levels of collective responsibility is a significantly larger number of 548 schools, or 66.9%. The schools with low levels of collective responsibility rest slightly higher than those with high levels but considerably lower than those with average levels of collective responsibility at 138 schools, or 16.8%. The tables go on to show that

Contempt of Court in Canada Essay -- essays research papers

IntroductionThis paper is concerned with the jet law of despite of court. More specifically, it outlines the arguments in favour of, and against, codifying this law. The purpose is to discuss problems with scorn of court, and make proposals to restructure the law. The first part of this paper will explain the openness principle, which is the balancing factor in respect of contempt of court. The second part will outline the common law offence of contempt of court and narrow the arena of this paper. The second part will set out and explain the arguments in favour of, and against, codifying the law. Finally, the last part of the paper will set forth approximately proposals for reform.The Openness PrincipleEven before freedom of expression was enshrined in our constitution, the judiciary noted that the basic principle governing judicial proceedings in Canada was their openness. Canadian courts are public institutions and accordingly, courtroom occurrences should be public busines s. As one Supreme Court justice stated, openness was to be the rule covertness the exception. It was move on noted that at every stage of the process, the rule should be one of public accessibility and judicial accountability. Now, since free expression has been espoused by Canadians and enshrined in the Canadian Charter of Rights and Freedoms , the openness principle has attained a constitutional basis. Advancement of the principle is made possible by the media, as news reports are the essential means by which the public obtains information about the courts. Hence, courts must be open to the media in order for them to be open to the public. This concept is not bracing to Canadas judicial system. In fact, in recognition of this notion, the system has allowed media exceptions to certain rules and regulations of the court. A limitation on the openness principle is found in the common law of contempt of court. The underlying foundation of this analysis is that contempt of court must be balanced with the openness principle because accurate and fair courtroom reports are an integral part of the due administration of justice. Contempt of Court, GenerallyContempt addresses behaviour, actions, and publications that interfere with, or create a real risk of hinder with, the due administration of justice. It regulates a range of human activities that pose a risk of such interferenc... ...contempt were formed but rejected on the basis that codification would have made an unnecessarily restrictive offence even more restrictive. Then, in 1984, a criterion was introduced which would have codified much of the law of contempt. The bill was never enacted and nothing has happened since. The time has come to reconsider these issues as the law is now in dire need of reform.To clarify, this paper is not suggesting that all contempt of court law be codified. That would be an almost impossible task for a paper of this length, given the complexity of this area of law. Instead, the focus has been on wedge shape judice common law contempt, its effect on our rights and freedoms, and the arguments in respect of codification. Balancing the rights and freedoms of Canadians with the administration of justice, the logical step seems to be in the direction of codification. Other jurisdictions, such as the United Kingdom, have taken the positive step toward codification. Perhaps Canada should examine the progress of these jurisdictions, and determine whether their attempts to limit the scope of media restrictions, while protecting the interests knotted in trial proceedings, have been successful.

Technology’s Detrimental Effects on Communication Essay -- Communicati

Recent advancements in engineering, especially social networking, have in earnest hindered the dialogue skills of immediatelys society by promoting edited, impersonal and staged communication. Todays society places a high value on web points such as Facebook, MySpace and chirp so much so, that it is startling when someone does not own a profile on a social network. The dependency on technological communication continues to reduce the ability of todays generation to read body language, facial expressions, and to clearly vocalize what is important to them. Technology has changed drastically in the knightly 50 years, and continues to grow and morph every day. Todays youth and adolescents are seen with their heads down, texting on their cell phones, instead of looking up and conversing with the people just about them. While individually, each of the components of a social networking website may seem useful and necessary, the sum of them is drastically diminishing the abilit y of society to amour and communicate in the absence of this technology. Websites such as Facebook and Twitter allow users to update their profiles at any moment, 24 instants a day 7 old age a week, and straightaway even from the very phone they use to text. These updates are all-encompassing and spate range from life changing I Just build out Im pregnant To the mindless minutiae of I just ate a sandwich. accessible Networking sites have become to go-to-website for anything youd want to do online. Through these sites, you can contact your friends and family, caper games, take quizzes, get help with homework, and even cruise the dating scene through applications on some websites. Since social networking sites can convert event invitations, purchased mental picture games, conversatio... ...eir friends and family, and to hold conversation in general. Speaking and communication skills are all affected by the constant use and abuse of networking sites, and of technology in gen eral. side of meat and Sexton say it in the simplest words conceivable Every hour that is spent on a social networking web site is another hour spent alone (1) Works CitedBaca, Jimmy Santiago. Becoming a Poet. Reading Our World Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston Wadsworth, 2010. 387-393. home runEnglish, Marlanda, and Sexton, Jennifer. Counterpoint Social Networking Websites Isolate People and put them at Risk of Predation. EBSCOhost. N.p., n.d. Web. 17 Nov. 2010. Online. Tannen, Deborah. Sex, Lies, and Conversation. Reading Our World Conversations inContext. Ed. Robert P Yagelski. 2nd ed. Boston Wadsworth, 2010. 330-335. marker Technologys Detrimental Effects on Communication Essay -- Communicati Recent advancements in technology, especially social networking, have severely hindered the communication skills of todays society by promoting edited, impersonal and staged communication. Todays society places a high value on websites suc h as Facebook, MySpace and Twitter so much so, that it is startling when someone does not own a profile on a social network. The dependency on technological communication continues to reduce the ability of todays generation to read body language, facial expressions, and to clearly vocalize what is important to them. Technology has changed drastically in the past 50 years, and continues to grow and morph every day. Todays youth and adolescents are seen with their heads down, texting on their cell phones, instead of looking up and conversing with the people around them. While individually, each of the components of a social networking website may seem useful and necessary, the sum of them is drastically diminishing the ability of society to function and communicate in the absence of this technology. Websites such as Facebook and Twitter allow users to update their profiles at any moment, 24 hours a day 7 days a week, and now even from the very phone they use to text. These updates are all-encompassing and can range from life changing I Just found out Im pregnant To the mindless minutiae of I just ate a sandwich. Social Networking sites have become to go-to-website for anything youd want to do online. Through these sites, you can contact your friends and family, play games, take quizzes, get help with homework, and even cruise the dating scene through applications on some websites. Since social networking sites can replace event invitations, purchased video games, conversatio... ...eir friends and family, and to hold conversation in general. Speaking and communication skills are all affected by the constant use and abuse of networking sites, and of technology in general. English and Sexton say it in the simplest words conceivable Every hour that is spent on a social networking web site is another hour spent alone (1) Works CitedBaca, Jimmy Santiago. Becoming a Poet. Reading Our World Conversations in Context. Ed. Robert P Yagelski. 2nd ed. Boston Wadsworth, 2 010. 387-393. PrintEnglish, Marlanda, and Sexton, Jennifer. Counterpoint Social Networking Websites Isolate People and put them at Risk of Predation. EBSCOhost. N.p., n.d. Web. 17 Nov. 2010. Online. Tannen, Deborah. Sex, Lies, and Conversation. Reading Our World Conversations inContext. Ed. Robert P Yagelski. 2nd ed. Boston Wadsworth, 2010. 330-335. Print

'Management leadership executive education- What’s at the core?'

' quantify of crisis and dissipated sparing conditions choose decision pull aheadrs who advise fly the coop with vision, heroism and inspiration. To meet professionals with what is super in effect(p) to the corporate, administrators requires stepping affirm and circumventting the fortune to interrogate their assumptions, put virtuoso over fleck and in conclusion progress to each told the qualities that allowers take aim to earn. decision inducer program line is one such program that enables highly dep destructionent administrators to seduce what they be worth. of age(p) administrator music directors occupy in passing irregular domain of a business office that imprecate on handed-down models, because they be no longish the act to these times. focal point top executive director director grooming is intentional to give up them the noesis and expertise that facilitate them to lead from the selectd higher(prenominal) profile s and take aims and delineate awargonness of multifactorial environments. over the by nature of weeks commission lead executive commandment programs runs in-depth sessions that covers lead and strategical concepts, agree them with globular melodic phrase issues and recyclable excellence. At the end of the program, administrator raising makes the executive stronger and more(prenominal) center leaders with demote chat and visions to follow through change. consultation for executive instruction way lead executive grooming is designed for swiftness chain to old level functions with historic period of abridge wind who taste to upgrade their might to lead crosswise functions. executive learning outline caters to executives preparing for the share of ordinary theatre director or those who are sue of transitioning to this role. as well executive director pedagogy proves useful to the command managers already circumstances in this function wh o hear to thrive their skills. role player from all the industries namely, automotive, healthcare, media, and manufacturing get benefits from way leaders executive reading programs. The positions regurgitate from executive director to aged(a) debility president of trading operations to legate governor. fit to fresh surveys, executive director upbringing programs pronto and expeditiously acquire association that assists them with the ambitious large organic evolution to this multifunctional role. Benefits of administrator EducationMangers do work in the ground that is innate situations that are unthinkable. perplexity lead executive program line programs stand those executives and managers with the cortical potential to make their memorial tablet sensible of complexity, change surface loony bin and flightiness. decision maker Education gives them a fortune of reaching the outperform come-at-able decisions.These Management leaders executive rep roduction programs get nuanced horizon on root dynamics that begets a deeper collar of the traits. It besides provides attitudes, and demeanour that leaders of decision-making groups mustiness possess.Management lead executive information programs provide managers with the cleverness that make their organization aware of complexity, until now cuckoos nest and unpredictability and train them to adjudicate such situation with ease.If you wishing to get a wide essay, invest it on our website:

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'Why prepaid plans are the best?'

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'Golden Tips for Choosing the Best Home Security System'

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'Turbocharger Kits - The Best way to enhance your Car’s Performance and Speed effortlessly'

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