Future Models Of Local Education

Author : Phillip Owen
Publisher : Createspace Independent Publishing Platform
ISBN 13 : 9781544845401
Total Pages : 170 pages
Book Rating : 4.8/5 (454 download)

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Download or read book New Public Education Model written by Phillip Owen and published by Createspace Independent Publishing Platform. This book was released on 2017-07-25 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: I will present research data, my own opinions and other voices calling for a new model for public education. I hope this book will help you understand strengths and limitations of the present AS-IS model for public education. I have used on a combination of unschooled learning and recent study of research to understand why "things are the way they are." This book recalls experience gained during my early childhood as an unschooled learner; and later in my life reading, listening and doing. I hope this book will inspire you to help create a new model for public education, a model with a vision that will enable all children to achieve their full potential. Public education is too often blamed for a multitude of social and economic problems in our society. Educators (teachers especially) are blamed for failing to prepare students for college or work. In reality, too many children enter public schools unprepared for disciplined learning and limitation imposed by the AS-IS model for public education. Children enter public schools with a mind filled with "unschooled learning" constructed (some believe starting in the womb) using five senses to create language and social skills needed for survival. Unschooled learning is a term used by Howard Gardner to describe the process of self-paced learning acquired before conscious memory, and stored deep within our subconscious memory. Public schools face a difficult mission to transform the minds of young children from unschooled to academic learners. Another challenge is the reality that many children are limited before conception by social and economic factors that trap them within levels of society where they are born. Education is a proven pathway to escape poverty and gain access to higher rungs on the opportunity ladder. Some advocates are suggesting children attending charter and magnet schools will gain a better education; advocates also believe that private school competition will inspire better learning opportunities for children enrolled in nearby public schools. Many charter and magnet schools are serving as learning laboratories to refine and validate methods and tools needed to create a new model for public schools. I will present reasons why a new model for public education must be created before sustained and transferable improvements can be achieved for all public schools. Public schools are continually cross-examined from within and outside the education arena. During past decades, educators have created labels to identify children with social and economic challenges soon after they enter public schools. Labels identify children who will likely require special assistance to maintain the pace of learning in the AS-IS model for public education. The present model requires same-age cohorts to progress in lock step, pushed and pulled by fixed-time allocations within a nine-month calendar. During the past fifty-years, local school districts have gradually lost their authority to control school district calendars, curriculum, and funding. Local control of school district revenue has been exchanged for a promise of more state and federal revenue. Local school districts now receive a majority of funding from state revenue; they also receive yearly mandates from state and federal agencies to comply with new regulations and programs attempting to solve social-economic problems. Politicians and educators debate the merit of programs designed to improve public education. Instead of focusing on an education to prepare for specific careers and jobs, public schools must create a new a model to provide 21st century learners with a wide span of learning opportunities using combinations of local and global resources as learning laboratories. Children need opportunities to gain factual knowledge but equally important they must have time to discover passions and skills not presently measured by traditional achievement tests.