Analysis of the Aspects That Promote Learning in the School - Assignment Example

DATA COLLECTION/ANALYSIS TASK I carried my ethnography at Carnation, a place located in suburb of Sydney. Teenagers meet at this place for various leisure activities. The place has Ring’s Pizza, Janice Ice Cream Parlour, Java Coffee House and Romeo’s Video. The place was enticing. There was a scent of coffee beans, ginger and chocolate which (coupled with the music of Abba in the background). There was a group of five boys and four girls inside the java coffee house. The two boys were taking coffee while one was taking coffee and reading a book. Other two boys were chatting one another. Two girls of about twenty years were seated in another corner taking coffee, while another one sat alone with a cup of coffee and a novel on her hand. Another girl who looked like 17 years was busy on a laptop, taking a glass of juice. I looked around and sat in one of the corners. A cheerful staff approached me, I ordered for coffee and continued with my observation within the coffee house. At around 3.00 pm, more people were streaming in, mostly aged between 16 years to 50 years. Some came with children aged as young as five years. I finished my coffee and decided to move to the Janice Ice Cream Parlour for further observation. A girl of about eight years caught my eyes. She was carrying two large ice creams. Another child approached her and she gave him one of the ice-creams. In this area, some children played with others while others played alone. In another corner, there was a group of about six teenagers aged between sixteen and 20 years, they chatting loudly while holding ice-creams in their hands. Some of them hand their school bags and it can be speculated that they came direct from their classes to the parlour. They conversed about fashion, sports and their daily activities in addition to school work and parties. The Ring’s Pizza within the Carnation, however had all groups of people. There were families, women, children, men and teenagers. It is evident that people come to Ring’s Pizza for lunch and early evening lunches. In one table, there is a young family comprising of a couple aged between 28 and 33 years with two children, a boy and a girl, aged three and five years. The coupled seemed to be engrossed in a conversation while the children ate their pizza happily. In another table, there was a group of five girls and three men. They were in their mid-twenties. Two of them wore Manchester jerseys and they were discussing English premier league while enjoying their pizza and a glass of juice. Two girls had their sport bags and hence it can be pointed out that the group was sport people and were from their training sessions. Due to the fact that, the place had a television and there was a match scheduled for 8.00 pm, they were waiting to watch the match between Man-City and Manchester United. I concluded my observation at 7.00 pm and went home. TASK TWO Q1: Do you Recall hearing about these so-called cuts to university funding? Yes, I heard about in on the television, radio and read about it on the newspapers. Q2 a: Do you think that the government should redirect money fund from universities to primary and secondary schools? The government should looks for ways of allocating national funds to primary, school and university instead of redirecting those allocated for university. Additionally, primary and secondary schools should come with a way of generating their own income so as to ensure sustainable education. This is because university pay their school fees and hence in return they expect high quality of education that meet the international standards. Redirecting the university money is likely to affect research in addition to innovation which is required in the globalised economy. Q2 a. Should monies be redirected to the early childhood sector? No funding should directed to the childhood sector either. The government should concentrate on university education. The federal government should allocate funds from state budgets.   Q3: Are there any other ways that the government could fund schools? Yes.  Just as private schools, the government should make it compulsory for all students to pay levy for their education. This will ensure availability of resources that will ensure that the schools can develop and meet standards of private and international schools. Q4: Is the increase in school funding necessary?             I think so. Q5: Why do you think so? In order for the nation to be productive, there is need to invest in education. Consequently, Australian young population require education that meet the international standards. Furthermore, there is great difference between the standards of city schools and country schools. This issue can only be addressed through increase funding. There is need to high teachers for county schools. Parents should be included in this decision and education policies. Q6: Would you like to make any other comment?       Less time should be spend debating on Gonski and other reviews.  Instead, the government and the society should focus on ways of improving the education sector. Additionally funding to the primary and secondary schools should not be a key aspect, rather how to make teachers improve.   Debating on to make the teachers more motivated should be paramount and how to involve the parents in ensuring students wellbeing.      TASK THREE The case study is on the relationship between cognitive abilities of children and social class. Studies have proven that early cognitive differences assists in a child’s progress through school. The study indicates that students coming from low income families are likely to fall behind academically compared to their counterparts from socio-economically advantaged families. Number of explanations have been provided for the inequality including disparities in neighborhood resources, family, schools as well as the persistent associations between race and social class. The research uses different case studies to determine the relationship between cognitive abilities of children and social class. One of the case studies is on the family background, children’s health and school attendance. This study compared affluent students and disadvantaged students in relationship to school attendance. According to the case study, there is likelihood of disadvantaged children changing schools within a year. The mentioned is essential as students’ mobility is associated to school attendance and their cognitive development. For instance, children with unstable housing or are homeless are likely not to attend school (Ready, 2010, p. 273). In other words, socioeconomically disadvantaged children are more likely not to have regular school attendance. Another case study is on the school attendance and academic outcomes, whereby a relationship between children’s cognitive development and elementary school attendance was examined. The study applied longitudinal study method. The study proven that there is a negative relationship between academic performance and student absences (Ready, 2010, p. 273). Nonetheless, the study did not put into consideration the hierarchical nature of the used data, that is, children are nested within the school. Another case study used was on the differential effects of school exposure. The study examined the existing differences between low-and-high quality schools. It proven that there is a close relationship between children’s cognitive abilities and social class. Methodology The study has used data drawn from the early childhood longitudinal study, Kindergarten Cohort. The study was sponsored by the National Center for Education Statistics. The selected study was ideal for studying the existing relationship between social attendance, children’s academic development and the social class. The primary sampling units consisted of group of countries or countries whereby about 1000 private and public schools providing kindergarten programs were selected. From every school, a target of 24 children were selected. Sample selected An analytical sample was constructed in a number of stages. Another sampling was conducted through assessment outcome whereby the ECLS-k cognitive were individually administered. The adult assessor spend about 50 to 70 minutes with every child at each data collection stage. The assessment measured reading comprehension skills and basic literacy skills. Another sampling used was based on child characteristics. The ECLS-k data used entailed separate measures which indicated the days children were absent from first grade and kindergarten. Findings In analyzing the collected data, the study applied hierarchical linear modelling on a three-level growth curve framework. The findings indicated the opportunities for children to learn differed both between and within schools. Furthermore, it is evident that the school attendance rate is related to other essential socio-demographic characteristics. In addition there is a link between ethnicity/race with school attendance. For instance, whites and Asian children were less absent from school compared to non-Asian children. However, the study did not indicate any relationship between children’s age and attendance as well as gender and attendance. However, the study fail to address two essential issues regarding school attendance and socioeconomic disadvantage. The first is how students and teachers utilize the time they are allocated. TASK FOUR The researcher is trying to establish factors that promote learning in the school. Structured questionnaire is used. Whereby the respondent is asked to provide information on the teacher’s performance. The researcher uses the students’ scores on tests and other measurable student’s outcomes. The researcher further seeks to establish effective initiatives for attracting, developing and retaining staff. The respondent is provided with a structured questionnaire and he/she supposed to choose an initiative based on degree of effectiveness where options such as not at all effective, somewhat effective, highly effective and not applicable. Through a structured questionnaire, the researcher seeks to establish the effectiveness of initiatives used in determining students learning outcome. The researcher gives various student learning outcome. The researcher seek to establish whether providing students with access to learning-support services is not at all effective, somewhat effective, highly effective and not applicable in determining the students learning outcome. The researcher asks questions about performance and support development, which is an indication of the objective of assessing evidence-based criteria in the school. Given the distributed nature of responses on evidence-based practice, it would seem the researcher is calling for more research on issues in both testing and assessment and support from teachers and parents. The questionnaire establishes initiatives that towards the students well-being. Through initiatives are proposed: Providing professional learning for all staff on student-wellbeing initiatives and access to counselling services. The respondent is asked to provide effectiveness of each of the initiatives. In conclusion, this questionnaire is a good indicator of the intentions of the researcher in the analysis of the aspects that promote learning in the school. The intentions are divided into two important classifications, which show the objectives of the researcher: (1) the relations of parents, teachers and the community to the promotion of learning in the school, and (2) how teacher practice can be made more effective, which includes aspects such as retention, development and student assessment for better teaching and learning outcomes. References Ready, D.D. (2010). Socioeconomic Disadvantage, School Attendance, and Early Cognitive Development: The Effects of School Exposure. America sociological association. Sage online publication. Appendix Survey Questionnaire How important is each of the following in providing an evidence base to guide teacher-performance support/development at this school? Evidence of Teacher Performance Not used Not very important Rather important Very important Test scores of students Other measurable student-learning outcomes Please indicate your assessment of the effectiveness of each of these initiatives in attracting, retaining and developing staff. Initiative to adopt best-practice performance management and staffing arrangements Not at all effective Somewhat effective Highly Effective Not Applicable Implementing revised staff-performance review procedures Supporting early-career teachers professionally Please indicate your assessment of the effectiveness of each of these initiatives in attracting, retaining and developing staff. School operational arrangements that encourage innovation and flexibility Not at all effective Somewhat effective Highly effective Not Applicable Employment of additional paraprofessionals in learning-support roles Employment of Highly Accomplished Teachers (HATs) or the sectoral equivalent (Teacher Educators, Leaders of Pedagogy, etc) Please indicate your assessment of the effectiveness of each of these initiatives in improving student learning outcomes. Initiative to provide individual learning support for students Not at all effective Somewhat effective Highly Effective Not Applicable Providing professional learning for teachers on meeting individual learning needs (e.g. training teachers in how to create Individual Learning Plans for students) Providing students with access to learning-support services Please indicate your assessment of the effectiveness of each of these initiatives in promoting student wellbeing. Initiative to promote student wellbeing Not at all effective Somewhat effective Highly effective Not applicable Providing professional learning for all staff on student-wellbeing initiatives Providing students with access to counselling services Generally speaking, to roughly what proportion of students in this school do the following statements apply? Proportion of students whose parents/carers: 0–24% 25–49% 50–74% 75–100% Not Applicable Have the confidence to engage with school staff Are active partners with this school in supporting their child’s learning Thinking of all the ways in which parents and carers can engage with this school, roughly what proportion of the students of this school have parents or carers who participate in the following activities? School activities that involve parent or carer participation 0–24% 25–49% 50–74% 75–100% Not Applicable Parent/teacher interviews Canteen duty and administrative roles (e.g. library duty) Please indicate the extent to which you agree with the following statements: Strongly agree Agree Disagree I feel supported by the parents of students at this school I feel connected to the broader community that this school is part of   Read More