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BIBLE SCHOOL
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PARENTS TEACHERS ASSOCIATION
MIGRANT EDUCATION
MIGRANT EDUCATION

EDUCATION FOR ALL
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NURSING

DRUG ADDICTION IN SCHOOLS

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BIBLE SCHOOL

Posted: 30 Apr 2019 06:51 PM PDT

FOOD AND NUTRITION

Posted: 30 Apr 2019 06:49 PM PDT

Food and nutrition are the way that we get
fuel, providing energy for our bodies. ... Water
is an important component of nutrition. Fats,
proteins, and carbohydrates are all required.
Maintaining key vitamins and minerals are
also important to maintaining good health.
Food & Nutrition - Healthline

FOOD AND NUTRITION

Posted: 30 Apr 2019 06:49 PM PDT

PARENTS TEACHERS ASSOCIATION

Posted: 30 Apr 2019 06:47 PM PDT

MIGRANT EDUCATION

Posted: 30 Apr 2019 06:41 PM PDT

A school for the children of white migrant farm
workers, circa 1945
Children of migrant workers struggle to achieve
the same level of educational success as their
peers. Relocation causes discontinuity in
education, which causes migrant students to
progress slowly through school and drop out at
high rates. Additionally, relocation has negative
social consequences on students: isolation from
peers due to cultural differences and language
barriers. Migrant children, defined as those who
relocate because of involvement with agriculture-
related industries or other seasonal work, [1] are
also at a disadvantage because the majority live
in extreme poverty and must work with their
parents to support their families. These barriers
to equal educational attainment for children of
migrant workers are present in countries all over
the world. Although the inequality in education
remains pronounced, government policies, non-
governmental organizations , non-profits , and
social movements are working to reverse its
effects.
Barriers to educational
success
Cultural differences
Cultural differences that cause difficulties in
assimilation and also lead to prejudice and
xenophobia against migrant families are
common deterrents from receiving equal
educational opportunities. These prejudices can
be formalized by restrictive regulations, or they
can be informal but negatively affect the learning
atmosphere of a school. Students who don't feel
welcome or wanted because of their migrant
status are less likely to remain in school. [2][3]
[4] Additionally, students who struggle with
cultural adjustment often fail to form connections
and make friends in school, which affects their
academic achievement. [5]
Language differences
Language differences are another common
barrier to educational success. Migrant students
that speak a language other than the region's
dominant language struggle with basic
comprehension and literacy , which affects
success in school. [2][3] Even students who are
fluent in the regions dominant language but face
challenges with the written or academic form of
the language are often placed in lower-level or
special education classes that have the potential
to undermine their academic proficiency.
Additionally, while a student may have a high
level of language acquisition, cultural differences
that include short answer responses, unexpected
expressions, and mannerisms, can be
misunderstood as language deficit. Schools that
have contemplated a separate program for
second language learning face challenges with
limited resources and an insufficient amount of
participating students. Language challenges
amongst migrant students create a significant
barrier given that language deficiency is often
tied to alienation and ridicule from peers, and in
some cases, academic punishment. [6]
Lack of information
Migrant parents are often unaware of their
children's right to education or are unfamiliar
with the structure of the local public education
system. For example, many migrant farmworker
parents in the United States do not know they
have a right to hold copies of their children's
transcripts and school records, which are needed
to enroll students in new schools. This makes
transferring schools more difficult, taking time
away from the student's education. [7] After
moving to a new place, parents must focus their
energy on finding work and providing for their
families, which often means that they do not
have time to explore educational options for their
children. Additionally, most migrant parents
speak a different language, which also affects
their ability to receive information. [3]
Psychological difficulties
Trauma and other psychological difficulties are
common among migrant populations, especially
refugees who are forced into migratory status
due to political, social, or religious turmoil at
home. Adjustment to a new culture, language,
and home is also difficult and can lead to
psychological strain on migrant families. [3]
According to a 2008 study conducted by the
Universities of Melbourne and Hong Kong,
migrant students are more prone to depression
and separation anxiety than their non-migrant
peers. [8] This is apparent in the United States
where undocumented students who succeeded in
making the difficult journey across the border
face psychological difficulties due to fear of
being separated from their families through
deportation. [9] Another factor contributing to
increased rates of depression and anxiety among
migrant youth is discrimination in school. In the
University of Melbourne study, the demographic
that faced the most psychological difficulties
were migrant teenage boys who had experienced
discrimination in school and/or domestic
conflict. [8]
Residential dislocation
Many difficulties arise due to the movement of
migrant students from one school to another.
Children often must adjust to new curricula,
testing requirements, and they also must
navigate different systems of credit accrual. [10]
When migrant students move during the middle
of a school year, they are often discouraged from
enrolling mid-way through a semester, which
disrupts education and has lasting psychological
effects. Additionally, when students (especially
those in migrant farmworker families) anticipate
frequent dislocation, they are less likely to enroll
in advanced classes that would increase their
prospects of attaining a post-secondary
education. [7]
Living conditions
This large field is filled with mobile
homes. Temporary accommodation for
many migrant workers working on the
acres of orchards of Selling Court Farm.
Migrant and immigrant children are four times as
likely to live in substandard, crowded housing
conditions than are non-migrant and non-
immigrant children. [9] Many migrant
farmworkers live with a large number of
extended family members in migrant camps or
temporary housing. This density of people in a
small, poorly lit and sparsely furnished space is
not conducive to studying. Migrant farmworker
camps are located close to agricultural fields
and not necessarily within walking distance of
the local schools, which poses a problem when
reliable transportation is also an issue for some
families. [7] Many living accommodations have
minimal cooking appliances or refrigeration,
which for many migrant students means more
time spent preparing meals than studying. [5]
Some of the migrant worker's accommodations
also lack fresh drinking water or sanitation
facilities, which increases migrant student's risk
of getting sick. [5]
Cost
The cost of schooling can also prevent equal
access to education. Migrant families, especially
migrant farm-working families, have low
socioeconomic status and can't afford to pay
extra fees on schooling. Even in countries where
there are no extra fees for migrant students,
there is often an economic disincentive to
sending a child to school when they could be
working to supplement their parents' incomes. [2]
[3][4]
In the United States
Demographics
The exact demographics of migrant students in
the United States are difficult to calculate
because they move across state and national
borders, have different levels of citizenship
status, and have limited English proficiency,
complicating survey and census data. [2][11]
However, in 2002, the US Department of
Education , estimated that there are 783,867
migrant children who meet the federal definition
of "migrant" as set forth in the eligibility
requirements for government support (see
Government programs below). This refers to
children who have moved school districts within
the last 3 years due to agricultural work or work
in related industries.
Race
The racial breakdown of these migrant students
is 86% Hispanic, 8% White, and less than 3%
Black, American Indian/Alaskan Native, and
Asian/Pacific Islander. [1]
Language
84% of these students speak little to no English,
and about 90% speak a language other than
English in their homes. The states with the
highest level of students with limited English
proficiency are Arizona (with 51% LEP migrant
students) and Texas (with 37% LEP migrant
students). [2]
Location
Distribution of migrant students in the U.S. [2]
State/
Territory
Number of
MEP
Percentage of U.S.
Total
California 166,793 30.8%
Texas 95,703 17.6%
Florida 33,068 6.1%
Puerto Rico 21,224 3.9%
Michigan 19,167 3.5%
Oregon 18,494 3.4%
Education
Of all of the foreign-born migrants in the United
States, 22% have less than a 9th grade
education. This percentage breaks down
differently by country of origin, with migrants
from Asia arriving with the most education and
migrants from Latin America arriving with the
least. [12]
Region of
Origin
Percent of population 25+ years
with less than a 9th grade
education
Total
foreign
born
22.2%
Europe 12.7%
Asia 10%
Latin
America 34.6%
Other
regions 7.3%
Native 4.7%
Region of
Origin
Percent of population with
Bachelor's degree or higher
Total foreign
born 25.8%
Europe 32.9%
Asia 44.9%
Latin
America 11.2%
Other
regions 36.8%
Native 25.6%
With regards to educational attainment, only six
percent of foreign-born migrant farmworkers
have completed 12th grade. [13]
Legislation and policy
Starting in the 1960s, the United States'
government has passed a series of legislation
intended to improve the lives of migrant and
immigrant students. In 1968, the Bilingual
Education Act allocated funding to individual
school districts for the creation of bilingual
education programs. As part of the Equal
Educational Opportunity Act (EEOA) of 1974, the
federal government required schools to
recognize the language barriers in migrant
communities and offer support for non-English
speaking students. [14] The No Child Left Behind
Act , however, created new testing requirements
that make it difficult for migrant students who
might transfer school districts before taking a
required test, negatively affecting their ability to
progress in school.
Government programs
Migrant Education Program
In 1965, as part of President Lyndon B.
Johnson's "War on Poverty ", Title I of the 1965
Elementary and Secondary Education Act (ESEA)
was framed to help support economically
disadvantaged students within the United States.
However, this act failed to address the specific
non-economic barriers faced by migrant workers
and their families so it was amended in 1966 to
include the Migrant Education Program
(MEP). [1] MEP provides support for children of
migrant workers through educational services
such as extended school days, summer
programs, ESL classes, etc. Eligibility
requirements are solely based on the mobility of
children and not on their economic or cultural
struggles as migrants. This was because Title I
already focuses on economically disadvantaged
children, so it was assumed that children who
qualify for MEP would be receiving benefits from
those pre-existing anti-poverty programs. To be
included in the Migrant Education Program,
children must have had moved school districts
for temporary or seasonal agricultural work
within the past 3 years. [1] The definition of who
qualifies has changed several times since 1966.
In 1974, the MEP expanded in scope by
including migratory fishing, meat-packing, and
other agriculture-related jobs into the categories
of eligibility. This was also the year that the
period of eligibility was increased from 3 years
to 6 years after relocating school districts;
however, in 1994 with the passage of the
Improving America's Schools Act , it was returned
to 3 years. In 1994, the definition of who
qualified for MEP was further limited to those
children who moved school districts for
agriculture-related work that represented their
family's "principle means of livelihood." [1]
In 2001, the No Child Left Behind Act re-
authorized MEP and mandated that the federal
funding is focused on the "neediest students"
with the "highest risk of academic failure". [2]
Although NCLB re-authorized MEP, the main
goals of the program reflect what was already
laid out in the 1960s. These goals include
supporting educational programs to address
educational disruptions, protecting migrant
children from being penalized for the differences
between State curriculums and graduation
requirements, designing assistance programs to
address the special needs of migrant
children. [15] The Migrant Education Program
also facilitates coordination of educational
services between states. [2] The Migrant Student
Record Transfer System (MSRTS) and the New
Generation System (NGS) collect students'
records and mails them between school
districts, which helps provide continuity in
education for students who move across state
lines. [1]
The primary criticism of the EDEA's Migrant
Education Program is its constantly evolving
definition of "migrant student", which makes
counting the number of migrants and analyzing
statistics difficult. Second, not all migrants are
treated equally by the EDEA: former migrant
families that have permanently settled down are
not included in the definition of "migrant" so they
aren't eligible for the benefits of MEP despite
still being at a disadvantage. Third, the MEP
doesn't resolve the problem of students moving
schools across state lines, learning different
curriculums, and then struggling with state-
specific standardized tests. [16]
High School Equivalency Program
The High School Equivalency Program (HEP) is
designed to assist migratory and seasonal farm
workers to obtain the equivalent to a high school
diploma, to find additional skill training or post-
secondary schooling, or to find employment.
Each year, it serves at least 7,000 students who
qualify for the program by being 16 years of age
or older and not currently enrolled in school. [17]
The HEP is tailored to the needs of migrant
workers by being flexible and allowing students
to attend classes based on their own
convenience. Additionally, the HEP provides free
transportation, and all of its staff members are
bilingual. [18]
College Assistance Migrant Program
The College Assistance Migrant Program
(CAMP) is the only national support program
aimed at supporting migrant students through
the college experience. CAMP was originally
created through the U.S. Office of Economic
Opportunity program of 1972 before being
shifted to the U.S. Department of Labor the
following year and to the U.S. Department of
Education in 1980. CAMP is funded through
discretionary grants that are granted to different
non-profit organizations and institutions of higher
education. These grants are awarded so that
different institutions can provide financial aid,
career counseling, tutoring, summer enrichment
programs, etc. for migrant students. [19] One of
the criticisms of CAMP is that there are not
enough spaces available for every eligible
student who applies for support. Right now,
CAMP only supports roughly 2000 college
students per year. [20] Furthermore, due to an
increase in undergraduate tuition rates, the
number of students supported by CAMP has
decreased. [19]
Migrant Education Even Start
The Migrant Education Even Start Program is
focused on improving the literacy of migrant
children and adults by supporting existing family
literacy projects that operate through the
government, universities, private organizations,
etc. [21] The Even Start program is focused on
increasing children's and families' capabilities by
using migrant families' existing resources,
cultural traditions, and networks to jumpstart
their success. The instructional services included
in this program include Adult Basic Education,
Adult Secondary Education, English as a Second
Language, and GED certification. The downside
to the Even Start program is that many adults are
not able to complete their education due to time
constraints and lack of childcare. [22]
Nonprofit assistance
In addition to government programs, many non-
profit organizations work to help migrant workers
and their children achieve educational success.
Many programs focus on assisting migrant
workers to secure work and decent living
conditions, while other programs focus on
education. Non-profit organizations offer different
types of educational services for migrant workers
and their children. Some work with migrants to
upgrade or teach technical skills that would be
helpful for finding employment. Other
organizations aim to educate migrants on
workplace rights, so that they are knowledgeable
on how to handle workplace abuse, which is
common among undocumented migrant
workers. [23]
The most widely utilized form of non-profit
assistance is English as a Second Language
(ESL) education. Of the 20% of crop workers that
have taken at least one adult education class,
10% took English language classes. [24] After
English language education, many non-profits
offer GED education and tutoring because
passing the GED can increase educational and
occupational opportunities. [25] Organizations
such as Project Avanzando in California provide
GED instruction, and services to help students
transition into college. [26]
For adult learners, participating in these
programs can be difficult due to lack of
transportation, childcare, confidence, or flexibility
in work schedule. [26] Chances of attending adult
education classes are higher for crop workers
with the most previous educational experiences
as well as for authorized workers. Unauthorized
workers have a 10% chance of participating in
classes versus the 32% chance of authorized
workers. [24]
Educational success
The educational achievement gap between
migrant children and non-migrant children is
prevalent across the United States. Migrant
students generally have lower standardized test
scores than the district or state-wide
average. [27] In addition to inequality in test
scores, there is a persistent graduation gap
between migrant and non-migrant students. The
national drop-out rate among migrant farmworker
students is 50%. [15] In the population of
Hispanic immigrants, graduation completion
rates correlate to the age in which the student
migrated to the United States. The earlier a
student immigrates to the United States, the
higher their chances are at completing high
school. [25]
Age when immigrated to US
from Mexico
Graduation
rate [25]
15 – 21 years 28%
5 – 15 years 40%
0 – 5 years 78%
These high drop-out rates are often the result of
too many school absences, which is common
for students who need to support their families
by working in the fields or babysitting younger
siblings. Before dropping out, increased
absences can lead to migrant students being
held back a year in school. The more this
happens, the wider the age discrepancy between
students becomes, which furthers the likelihood
of dropping out of school. [5]
Possible solutions
Because of the complex and interwoven nature of
the different issues facing migrant students,
there is no consensus of how to solve the
inequalities in educational opportunity,
attainment, and achievement. Members of the
University of Texas at Austin argue that the
creation of "advocate educators," whose role it is
to support the rights of migrant students and act
as a solution for bridging gaps between
educational institutions and students. [28] A
2001 study conducted along the Texas-Mexican
border concluded that advocate educators who
demonstrated cross-cultural empathy and an
understanding of the nature, context, and needs
of migrant farmworkers fostered the educational
success of migrant students. [28] Teachers who
are better educated on the experiences of
migrant farmworkers will help eliminate prejudice
and low expectations of students, which in turn,
will encourage students to perform better in
school. Along these lines, it is also argued that
combatting prejudice and racial stereotypes
within the wider community will help decrease
prejudice in school and help migrant students. [5]
Other suggested interventions include finding a
more efficient way of making up absences or
missed curriculum due to school transfers and
increasing the minimum wage of migrant
farmworkers. Studies suggest that students have
to stay after school constantly to make-up
missed work lose motivation and become
quickly discouraged with the educational system.
By raising the minimum wage of migrant
farmworkers, policy makers would decrease the
opportunity cost of education because children
would no longer be needed to financially support
the family. [5]
In China
Classroom in a school for migrant students in
Beijing (Dongba district).
See also: Migrant School
The primary form of migration within China isn't
that of rural-rural farming migration, but that of
rural-urban migration. Through the hukou system,
a form of citizenship registration, the Chinese
government divides citizens into one of two
categories of: urban or rural. Historically, this
has created a hierarchy between urban and rural
citizens because strict regulations give urbanites
more access to healthcare, education, food, etc.
Migration has led to a changing demographic of
cities. According to the 2010 Census, 210
million urban-to-rural migrants are living in
cities, without official hukou registration. Of
these migrants, about 20 million are children
between the ages of 6 and 14 years struggling
to receive quality education because they are not
registered within the school district. [29] Many
local governments require that everyone
complete at least 9 years of education; however,
migrant children weren't allowed to enroll in
urban schools until 1996. The Ministry of
Education issued "Provisional Measures for the
Education of Migrant Children" in 1998, but
because this was not actually legally binding,
many factors continue to prohibit migrants from
receiving education:
The hukou system requires that rural children
must pay extra fees to attend urban
schools. [30]
School administrations require migrant
children to show at least 9 official documents
before enrolling, including a temporary
residence certificate (which requires that the
child's parents have a work permit and money
to pay for the certificate).
Many public schools require fees like the
"education compensation fee" and the
"temporary schooling fee" specifically for
migrant children. [4]
For rural migrant children who do succeed in
enrolling in state schools, discrimination is
prevalent: in most schools, migrant children do
not receive official grades and can not receive
academic honors. Because of this, many parents
choose to send their children to unlicensed,
privately run migrant-specific ("black") schools.
The quality of education in these schools is poor
because they lack the same resources as state
schools—specifically qualified teachers.
Depending on the region, these "black" schools
are also under threat of closure. In 2007 in
Shanghai , every unlicensed migrant school in the
center of the city was closed. However, schools
on the outskirts of the city and in the majority
migrant Xiamen Special Economic Zone , 34
unlicensed schools were allowed.
Researchers cite the Chinese government's quest
for "population quality" as the primary reason for
continued exclusionary policies against rural
migrants. However, there are other
consequences to the continuation of these
policies, as explained by Charlotte Goodburn:
In South Africa
School children in Hermanus, South
Africa
South Africa's migrant population is mainly
composed of refugee groups from other
countries in Africa. The South African
Constitution guarantees refugees and asylum
seekers the right to education. However, in
addition to the widespread xenophobia and
prejudice, migrants face many systemic barriers
that reduce their educational attainment. [31]
One such barrier in South Africa is that many
migrants are turned away from public schooling
because of a lack of documentation (such as
report cards, transfer forms, birth certificates,
etc.) Second, language difference is a significant
barrier for students from French or Portuguese-
speaking countries who must continue their
education in the predominantly English-speaking
South Africa. Third, according to the Gauteng
Department of Education, the recent influx of
migrants has "led to enormous pressure on the
education system, resulting in overcrowding in ...
schools." [3]
South African civil society organizations, such as
People Against Suffering, Oppression and Poverty
( PASSOP ) and Agency for Refugee Educational
Skills and Advocacy are working to combat the
issue of migrant education. Community based
social movements such as the Equal Education
movement are fighting for educational equality in
South Africa through research, analysis, and
activism. The Three2Six Project, which is donor-
funded, also helps by offering free schooling to
migrant children who are turned away from
public schools. [3]
See also
Achievement gap in the United States
Educational attainment in the United States
Educational inequality
Job migration
Migration in the People's Republic of China
Multicultural education
Office of Migrant Education
Racial achievement gap in the United States
Working class education
References
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(2003). "Children of the Road: Migrant Students,
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Negro Education. 72 (1).
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States". Directions in Language and Education. 1
(8).
3. ^ a b c d e f g Hlatshwayo, Mondli (2014).
"The Right to Education for Child Migrants in
South Africa". School Psychology International.
35 (3): 266–279.
doi: 10.1177/0143034313511004 .
4. ^ a b c d Goodburn, Charlotte (2009).
"Learning from migrant education: A case study
of the schooling of rural migrant children in
Beijing". International Journal of Educational
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j.ijedudev.2009.04.005 .
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"Migrant Farmworker Students and the
Educational Process: Barriers to High School
Completeion". The High School Journal. 80 (1):
28–38.
6. ^ McBrien, Lynn (2005). "Educational Needs
and Barriers for Refugee Students in the United
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Review of Educational Research . 75 (3): 329–
364. Retrieved 3 February 2018.
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Center for Farmworker Health.
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Research Agenda". Harvard Educational Review.
71 (3).
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Employment Profile of United States Farm
Workers" (PDF). U.S. Department of Labor .
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Migrancy: Migrant education in our courts and
government". Scholars in the Field: Challenges in
Migrant Education.
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Education. Retrieved 19 October 2014.
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Government . WP AEL Inc. pp. 13–27.
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Equivalency Program" . ed.gov . U.S.
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19. ^ a b "Invisible Children: A Portrait of
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21. ^ "Migrant Education Even Start" . ed.gov .
22. ^ Ward, Patricia (2004). "An Integrated
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California: Public Policy Institute of California.
26. ^ a b Pablo, Jasis (2010). "All for Our
Children: Migrant Families and Parent
Participation in an Alternative Education
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27. ^ Marcus, Kenneth. "Migrant Students:
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successful academic programs for Chicana/o
High school migrant students: the role of
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External links
Office of Migrant Education
Content is available under CC BY-SA 3.0
unless otherwise noted.
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MIGRANT EDUCATION

Posted: 30 Apr 2019 07:00 PM PDT

EDUCATION FOR ALL

Posted: 30 Apr 2019 06:38 PM PDT

Education For All (EFA) is a global movement
led by UNESCO (United Nation Educational,
Scientific and Cultural Organization), aiming to
meet the learning needs of all children, youth
and adults by 2015.

EDUCATION TERMS

Posted: 30 Apr 2019 06:33 PM PDT

TEACHER AUTONOMY
LAST UPDATED: 08.12.14
The concept of teacher autonomy refers to the
professional independence of teachers in schools,
especially the degree to which they can make
autonomous decisions about what they teach to
students and how they teach it.
In recent years, teacher autonomy has become a
major point of discussion and debate in American
public education, largely as a result of educational
policies that, some argue, limit the professionalism,
authority, responsiveness, creativity, or effectiveness
of teachers.
While teacher autonomy is most frequently
discussed in terms of what teachers teach to
students and how they teach it, the issue may also
manifest in other ways. For example, some schools
are entirely led and managed by teachers—i.e., the
schools do not have formal administrators; teachers
assume administrative roles, usually on a revolving
basis. In addition, the composition and negotiation
of teacher contracts may also vary significantly from
place to place. For example, local teachers unions
will negotiate annual contracts with school districts
in some states, while most states have statewide
teacher contracts that are negotiated by state
teachers unions. Depending on its provisions,
teaching contracts can directly affect professional
autonomy, given that contracts may, for example,
determine the specific number of hours that
teachers can work each week or limit the roles that
teachers can play in a school or district.
For a related discussion, see autonomy.
Debate
While debates related to teacher autonomy vary
from place to place, the professionalism of teachers
is typically a central issue in the debates. Many
educators, and groups such as teachers unions or
membership-based professional organizations for
teachers, may argue that infringing on teacher
autonomy in the classroom undermines the
professional status and expertise of teachers. In
this view, attempts to micromanage teaching
strategies or teacher performance through more
prescriptive policies, greater administrative
oversight, or strict curriculum requirements will
undermine job satisfaction or the perception that
teachers are skilled professionals who have earned
a degree of public trust in their abilities.
Advocates of greater teacher autonomy may also
argue that because teachers are in the best position
to make informed decisions about a student's
education, they should be given as much autonomy
as possible when it comes to choosing instructional
strategies, designing lessons, and providing
academic support. In this view, more stringent
regulations, tougher job requirements, greater
administrative oversight, or more burdensome
teacher-evaluation procedures, for example, will
inevitability stifle the instructional creativity and
responsiveness of teachers, which could produce a
variety of negative results, including lower student
performance or higher job dissatisfaction and
attrition rates among teachers. Given that no policy
that is applied to all teachers can take into account
the myriad abilities and needs of students, the
reasoning goes, important decisions about
educating students should be left to teachers.
Similarly, local school leaders and administrators
are better positioned to determine the performance
of teachers, rather than blanket policies that are
applied to all teachers in a district or state, such as
valued-added measures —i.e., formulas used to
estimate or quantify how much of a positive (or
negative) effect individual teachers have on student
learning during the course of a given school year.
Critics of teacher autonomy tend to cite evidence
that teaching quality is uneven, and that problems
such as achievement gaps or low graduation rates
indicate that measures need to be taken to improve
the effectiveness of teachers and public-school
instruction. While the proposed solutions to
ineffective teaching are numerous, proposals may
include greater administrative oversight, increased
educational and professional requirements for new
teachers, prepackaged or "scripted" curriculum
materials, more demanding evaluation systems for
job performance, or penalties for poor-performing
teachers, for example.
The following examples will help to illustrate a few
of the primary issues giving rise to debates about
teacher autonomy:
Testing policies: High-stakes tests—exams used to
make important decisions about schools, educators,
or students—are widely considered to cause a
phenomenon known as "teaching to the test"—i.e.,
educators focusing their instruction on the topics
that are most likely to be tested, or spending
classroom time prepping students for tests rather
than teaching them knowledge and skills that may
be more important. If penalties are imposed on
schools, educators, students, or teachers due to test
results, critics argue, teachers will inevitably have
less autonomy over the instructional process
because they will be forced to "teach to the test."
As the use of standardized tests has grown in the
United States in recent decades, educators have
increasingly expressed concern about the
consequences of such policies, including the
consideration of student test scores in the job-
performance evaluations of teachers—a highly
controversial subject among educators and teachers
unions.
Standards policies: All fifty states in the United
States have developed and adopted learning
standards—concise, written descriptions of what
students are expected to know and be able to do at
a specific stage of their education—that establish
learning goals for students in kindergarten through
high school. Consequently, when schools " align "
their academic programs and curriculum with the
learning goals described in standards, some argue
that teachers will have less "autonomy" in
determining the knowledge, skills, and content they
teach to students. The extent to which learning
standards limit the autonomy of teachers remains a
subject of ongoing discussion and debate, but
many educators argue that standards do not impose
significant limitations on the professional autonomy
of teachers. For example, some argue that
standards only describe broad learning expectations,
and that they do not tell teachers how to teach or
even, to a great extent, what to teach. For example,
a standard that requires students to demonstrate
understanding how "checks and balances" and
"separation of powers" work in American
government does not require teachers to teach
those ideas in any specific way—they can use any
number of instructional approaches, learning
materials, or historical examples to teach students
the concepts described in the standards.
Curriculum policies: Some states, districts, and
schools have policies related to curriculum that may
affect teacher autonomy to a greater or lesser
extent. For example, some districts and schools
require teachers to use "scripted curriculum"—i.e., a
prescriptive, standardized, prepackaged form of
curriculum that may require teachers to follow a
particular sequence of prepackaged lessons and, in
some cases, read aloud from a teaching script in
class. Though the term is now considered
pejorative and rarely used, forms of scripted
curriculum were called "teacher-proof curriculum" in
past decades. Clearly, the professional autonomy of
individual teachers will be significantly limited when
such a curriculum system is mandated. In other
districts or schools, teachers may be required to
use certain texts or instructional approaches, or
follow "pacing guides" that outline a specific
sequence of lessons and content. For example,
teachers may be required to have students reading
a designated chapter in a particular textbook on a
certain day of the school year. Depending on the
level of prescription, and whether they are voluntary
guidelines or mandates, curriculum policies can
directly affect the instructional autonomy of
teachers.
Promotion policies: Some states, districts, and
schools have policies related to grade promotion or
graduation that may limit the ability of teachers to
play a role in the process of deciding how and
when students will be promoted. For example, a
district policy may require that students be
automatically held back if they fail a course, which
could, in some circumstances, supersede a
teacher's recommendation that the student be
promoted due to certain extenuating factors. Some
states may also require students to pass a
standardized test before they are promoted to the
next grade level or eligible to receive a high school
diploma (for a related discussion, see high-stakes
test). Other policies may require a particular course
of corrective action when students fail a course,
which could also have implications for teacher
autonomy. For example, students who fail a course
may be required to complete a credit-recovery
program—such as an online course or summer-
school program—that may not mirror the content
taught in the course the student failed. In this case,
the teacher may not have a say in how their
students "recover" the credit they failed to earn in
the teacher's class.
Evaluation policies: Discussions and debates about
"teacher evaluation" and "teacher accountability"
have grown more prominent—and contentious—in
recent years. Depending on the systems, methods,
and criteria used in the job-performance evaluations
of teachers, evaluation policies may affect teacher
autonomy. If evaluation processes, expectations,
and requirements are more stringent or
burdensome, it could influence the way that
teachers instruct students. For example, if
standardized test scores are used in the evaluation
process, and if compensation decisions (salaries,
bonuses, or "merit-based" pay) are connected to
test scores, teachers will be more likely to modify
how and what they teach to improve student test
results.

Posted: 30 Apr 2019 07:00 PM PDT

NURSING

Posted: 30 Apr 2019 07:00 PM PDT

Nursing is a profession within the health care
sector focused on the care of individuals,
families, and communities so they may attain,
maintain, or recover optimal health and quality
of life.
Nursing schoo

NURSING

Posted: 30 Apr 2019 06:26 PM PDT

NURSING

Posted: 30 Apr 2019 06:26 PM PDT

Posted: 30 Apr 2019 07:00 PM PDT

DRUG ADDICTION IN SCHOOLS

Posted: 30 Apr 2019 06:22 PM PDT

Talking About Drugs With Kids in
High School
(Ages 15-18)
By the time teens enter high school, they have
likely had many opportunities to try drugs,
alcohol, and/or tobacco. Even if they have
resisted the temptation, they've probably seen
their peers do it—sometimes to excess and
perhaps even with serious consequences. In
fact, they may know fellow classmates with
addiction issues. You can't choose your
children's friends— although parents have been
trying for years! But you can encourage them to
develop friendships with kids who do not
smoke, drink, or do drugs.
1. What they're thinking. Teens this age
typically understand how substance use can
affect unborn children, how combining drugs
can be deadly, and how easy it is to go from
casual use to abuse to addiction. Enforce these
concepts when talking with your teenager.
During the last few years of high school, teens
are thinking about what their future holds, so
this is a great time to keep reminding them
that substance use can ruin their chances of
getting into college, being accepted by the
military, or being hired for certain jobs. Also,
remind them that keeping the community drug
free will make it a nicer place to raise a family
if they decide to put down roots there.
2. Debating what's legal. An important issue to
discuss with your teenager (and with your
preteen in middle school) is the debate over
medical marijuana. Make sure your child knows
that "smoked marijuana" has not withstood the
rigors of science—it is not medicine and it is
not safe. Marijuana is harmful and it is illegal.
3. Granting independence—with love. Children
this age want independence, but you need to
set limits. Set curfews and other expectations
for your child's behavior, establish appropriate
consequences for breaking rules, and
consistently follow through with enforcement.
Finally, tell children often that you care about
them and that they are important to you. Show
them you mean it by regularly spending one-on-
one time with them. Developing this strong
bond will make your child more likely to come
to you with questions or concerns about drugs,
alcohol, or other sensitive issues—encourage
that openness. Remember, even as children are
pushing for independence, they need someone
they love and respect to be involved. They need
YOU!
4. Know what's trendy. Talk with your teen
about what you learn here and elsewhere about
the dangers of abusing prescription drugs.
Non-medical use of prescription medications to
get high is rising dramatically. A Pill
Identification Database is a good way to help
you identify some prescription drugs, but other
medications become trendy at times, and other
drugs may be specific to your community that
aren't shown. Routinely ask your teen which
prescription drugs are an issue at school, in
friends' homes, and at parties.
5. Drinking or drug use while driving. As teens
begin to drive and become even more
independent, establish clear rules about
drinking or using drugs while driving. Ask for
their input; then develop a written agreement
that spells out expectations for behavior and
specific consequences for breaking the rules.
For example, you may want to limit the hours
your teen can drive and grant (or deny)
permission to transport younger siblings.
Whether or not your city or state restricts the
number of passengers in your teen's car, you
can do so as part of your written agreement.
You and your young driver should sign the
agreement to give it more credibility, then keep
it in a public area of the home to serve as a
constant reminder of what is expected. Here
are a few other examples you might include.
I will not drink alcohol and drive.
I will drive only from ____ a.m. until ____
p.m.
I will not stay at a party where alcohol is
served or drugs are present.
I will not ride in a car with a driver who has
been drinking or using drugs.
6. The "at home" party. Some parents
mistakenly believe "My teens and their friends
are safer drinking at home because they aren't
out driving while intoxicated." Even if state law
permits teens to drink at home at certain ages
under a parent's supervision, it doesn't mean
you should let them. Doing so may be setting
a dangerous example—essentially signaling you
approve of what may be illegal consumption of
alcohol in other settings. And if you give your
teen permission to host a party in your home,
never supply alcohol to your child's friends.
Not only is it illegal, but you may well be held
liable for anything that happens to the minors
and any damage they cause— including what
happens when they leave the premises. Make
sure two responsible adults are present to
monitor the festivities in your home.
7. Continue to praise and encourage teenagers
for the things they do well and the positive
choices they make. Knowing you are proud of
them can motivate them to maintain a drug-free
lifestyle and to serve as a positive role model
for younger siblings.
Parenting doesn't stop when a child goes to
college. Find out if there is a program during
freshman orientation that educates students
about campus policies, and health and
wellness or prevention programs related to
alcohol and other drug use. If so, attend with
your child, or at least be familiar with the name
of the person who is responsible for campus
counseling or prevention programs. Learn about
the college's standards of conduct. Federal
regulations require any institution of higher
education receiving federal funding (most of
them do)to have a drug prevention program
that prohibits, at a minimum, the unlawful
possession, use, or distribution of illicit drugs
and alcohol by students on campus property or
while participating in its activities. Colleges
must enforce these standards or risk serious
consequences, including loss of federal student
financial assistance. Ask about and understand
the college's parental notification policy for
standards of conduct violations.
Make sure your child understands the penalties
for underage drinking, public drunkenness, illicit
drug use, using a fake ID, driving under the
influence of drugs or alcohol, assault, and other
alcohol-related offenses. Make certain your
child understands how alcohol and other illicit
drug use and abuse can be associated with
date rape, violence, and academic failure, as
well as have consequences after graduation.
This is also an important time to stress the
importance of the responsible consumption of
alcohol for when your college-age children are
of legal drinking age, and if they choose to
drink.

Posted: 30 Apr 2019 07:00 PM PDT

TEAMWORK

Posted: 30 Apr 2019 06:18 PM PDT

Teamwork is the
collaborative effort of a
team to achieve a
common goal or to
complete a task in the
most effective and efficient way. This concept
is seen within the greater framework of a
team, which is a group of interdependent
individuals who work together towards a
common goal.

NOVEL

Posted: 30 Apr 2019 06:14 PM PDT

a fictitious prose narrative of book length,
typically representing character and action
with some degree of realism.

ACTING

Posted: 30 Apr 2019 06:13 PM PDT

Acting is an activity in
which a story is told by
means of its enactment by
an actor or actress who
adopts a character—in
theatre, television, film, radio, or any other
medium that makes use of the mimetic
mode.

BUSINESS IDEAS FOR STUDENTS

Posted: 30 Apr 2019 06:10 PM PDT

College can be a great time to explore
entrepreneurship. And there are plenty of different
business opportunities that college students can
start without a lot of upfront expense or time
commitment. Here are 50 potential small business
opportunities for college students.
Business Ideas for College Students
Blogger
Blogging can offer great opportunities for college
students. You can choose a topic or niche that
interests you and work to build up an audience on
your own schedule.
Virtual Assistant
You can also work from your home or dorm room
as a virtual assistant , offering services like email
communications and social media management.
Tutor
If you have expertise in a specific academic topic, you could
offer your services to other college students as a tutor to
help them get through specific courses.
YouTube Personality
YouTube is a great platform for building a business.
You can earn money through ad revenue or work
with brands as an influencer .
Social Media Manager
For those who have a fair amount of social media
knowledge, you can offer your services to
businesses that need help managing their social
media accounts .
Social Media Influencer
You could also build up your own social media
accounts and then work with brands as an
influencer .
Social Media Consultant
Or if you'd rather simply offer your expertise to
brands so that they can work on their own social
media accounts, you can offer your services as a
consultant.
Podcaster
Podcasting is another potential business
opportunity that you can work on from your home or
dorm room and set your own schedule.
Child Caretaker
If you're looking for a more low - tech business
opportunity, you could offer child care services to
parents in your community.
Housesitter
Or you could serve as a housesitter for people
traveling out of town.
Dog Walker
If you like spending time with dogs, you could start
a business as a dog walker and appeal to local pet
owners.
Pet Groomer
You could also start a pet grooming service where
you offer to wash and groom animals for a set fee.
Inventor
There are also plenty of opportunities for college
students to invent brand new products and then
license or produce those items to sell.
Graphic Designer
If you have some design skills, you could start a
business as a graphic designer, working on logos,
branding elements or other designs for clients.
Web Designer
Web savvy designers could also set up a business
designing websites for businesses or individual
clients.
App Developer
Or if you're really skilled with mobile technology,
you could start a business developing mobile apps
for clients or even making your own and then selling
them in app stores.
Clothing Designer
Fashion savvy college students, you could start
your very own clothing line out of your home or
dorm and then sell your designs online or in local
boutiques.
T-shirt Designer
Or you could use online marketplaces to offer t-
shirts with your own custom designs for sale.
Jewelry Maker
If you want to make some other unique wearable
creations, you can make your own jewelry and sell
it online or at local events.
Flea Market Vendor
You could also sell a variety of different products at
flea markets in your area on the weekends.
Farmers' Market Vendor
Or if you grow or can any of your own food
products, you could sell items at farmers' markets
on the weekends.
Soap Maker
Soap is another product that you can easily make in
your own home or dorm and then sell online or at
craft fairs or events.
Candle Maker
Or you could make your own scented candles and
sell them in one or more of those avenues.
Vintage Clothing Seller
If you have an extensive vintage collection, you
could set up your own online shop where you can
sell vintage clothes. Then you can scour resale
shops and flea markets for even more vintage finds
to sell.
Ebook Author
If you have enough vision or expertise to write a
book, you could self- publish your own ebook and
sell it on platforms like Amazon.
Ecommerce Reseller
You can also pretty easily set up your own
ecommerce business on sites like Amazon or eBay
and then sell a variety of different types of
products.
Event Photographer
Photographers, use your weekends off from school
to start an event photography business where you
could photograph weddings, conferences or other
events.
Portrait Photographer
Or you could offer portrait photography services and
sell various packages for family photos, senior
portraits and more.
Recycling Service Provider
If you want to start an eco-friendly business, you
can offer to pick up select items from people and
take those items to local recycling facilities.
Book Seller
College students often have a lot of books lying
around. You could start a business by selling some
of those books online and maybe even open up
your own shop.

PRISON EDUCATION

Posted: 30 Apr 2019 06:06 PM PDT

Prison education - Wikipedia
https://en.m.wikipedia.org › wiki › Priso...
Prison education is any educational activity
that occurs inside prison. Courses can include
basic literacy programs, secondary school
equivalency programs, vocational education
and tertiary education.
History · Challenges · Reductions in
recidivism
Correctional Education | RAND
https://www.rand.org › portfolios › corre...
Research needs to get
inside the " black box" of
what does and does not
work in correctional
education ...
Why Prison Education? - Prison Studies
Project
prisonstudiesproject.org › why-prison-ed...
"Prison education is a means of rehabilitating
and re-directing. If you release someone with
the same skills ...
Report Shows Benefit of Prison Education -
Inside Higher Ed
https://www.insidehighered.com › report-...
16 Jan 2019 · A new report by the Vera
Institute of Justice and Georgetown Center on
Poverty and ...
Benefits of Prison Education - Northwestern
University
https://sites.northwestern.edu › npep › be...
However, there is a 43%
reduction in recidivism
rates for those prisoners
who participate in prison
education ...
Correctional Education: Adult Education and
Literacy
https://www2.ed.gov › ovae › AdultEd
27 Feb 2017 · Resources for Adult Education
and Literacy in Correctional Settings.
PrisonEducation.com | Education in Prison |
College & Programs
https://prisoneducation.com
We help inmates access education in prison,
GED & job training programs to reduce
recidivism. Use the ...
FAQ: Prison Educational Programs - Prison
Fellowship
https://www.prisonfellowship.org › faq-p...
What are some of the
prison educational
programs available? Can
prisoners receive a higher
education ...

STUDENT RETENTION

Posted: 30 Apr 2019 06:04 PM PDT

Student retention will be supported across
the entire student learning journey from
recruitment to graduation. ... Academic and
career advice will be provided to assist
students to be retained or, where appropriate,
make informed decisions about future
pathways and to avoid unnecessary debt and/
or academic penalty.

Posted: 30 Apr 2019 07:00 PM PDT

Conclusion
A student must be familiar with the history,
geography, religion, culture and tradition, through
general education. Therefore, general education
should aim at educating all students up to the
secondary standard. Thereafter, depending upon
the aptitude of the student, he should either opt
for advanced academic education or join a
vocational training institute for skill-based
training.
By Vikash Chamaria (2015)

Posted: 30 Apr 2019 06:02 PM PDT

Advantages of education
1. Education makes us humble. Education
creates awareness and expands our
vision. We become more aware about
ourself, about the society, about
everything that surrounds and affect our
life.
2. It helps us develop a disciplined life.
And, discipline is essential for everything
that a person wants to achieve in life.
3. An educated person commands respect
in the society.
4. Education enables us to earn
our livelihood . Education empowers us
to get a good job. We need money to
make our living. With the advancement of
science and technology, our needs have
increased. Besides the basic needs of life
such as food, shelter and clothing, we
also need other comforts such as mobile
phones, air-conditioners, car, etc. A
fulfilling career ensures a satisfied life.
5. It is a known fact that an educated
person gets better earning
opportunities. After completing education,
we can consider starting your own
business. We can also become a
consultant in the area of our expertise.
6. The study of computer science,
software, and information technology will
empower us to make a choice in the field
of fast growing IT and internet industry.
7. We can help illiterate adults to learn the
basic skills of reading, writing and
arithmetic.
8. Education is the key to gender equality
and women empowerment . Educated
women are self-dependent, and looked
upon with dignity. They are aware of their
social, and economic rights. Further, they
can teach their children and help them in
their studies.
9. Education helps in fighting against
human rights violations. It helps in
getting rid of social problems such as
child labour, and child marriage.
Education is a fundamental right and
every child deserves to get the
opportunity for education.

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