The Main Aspects Of Politics - 1760 Words

One of the main aspects of politics is theory. A theory is a deep, abstract thought or speculation. Philosophers over the years have come up with many theories ranging from a variety of topics. Two of these philosophers, Jean-Jacques Rousseau and John Locke, came up with their own theories that contributed to political theory. Locke was born in 1632 in the United Kingdom. His view on government was that every citizen involved in the society consents to the government once they have benefited from it. Locke focused his theory of private property in that it is important to society. Rousseau was born in Switzerland in 1712. His major belief was that a government is truly free if all citizens were able to speak out and have the right to vote.†¦show more content†¦The executive has the job of enforcing laws and has the power to carry out any sentence. They also have the power to fix details of legislation. Executive power is limited in the way that it cannot go beyond the limits of natural law. Natural law is the philosophy that certain rights are inherent to humans. Locke says that the law must be founded on the will of a superior. It must also perform the function of establishing rules of behavior, and be binding on humans. He believes that if a government oversteps their authority they forfeit their power to rule the people. This belief comes from Locke’s view on the government is a government of consent which means both parties are in agreement (Tannenbaum, 180) Rousseau disagreed with Locke’s view in many ways. Rousseau believed that the purpose of a government was to bring people into harmony and to unite them under the â€Å"General Will.† He denounces Locke’s belief in a representative democracy. Rousseau believes that sovereignty is unalienable, legislative power cannot be a legitimate form of power delegated to representatives. This power must be exercised by the entire population or there would be no republic. Rousseau also disagrees with Locke about who should be able to vote. He believes that no man should be excluded from participation in politics (Tannenbaum, 205). Rousseau fails to mention women, which can be implied that they may be excluded from participation. Rousseau believes in aShow MoreRelatedSimon Hix s The European Union1519 Words   |  7 Pageshis that he researches are, ‘European Union Politics and Policy, The EU legislative process and the European Parliament, Parties and elections and Rational choice theory’ (LSE, 2014). His primary aim when writing this book was to give readers an understanding of how the European Union, as a political system works and how the institutions within it function and why they function in the way that they do and this is the general field of the book. The main contribution the book is making is that theRead MoreSimon Hixs The European Union1519 Words   |  7 Pageshis that he researches are, ‘European Union Politics and Policy, The EU legislative process and the European Parliament, Parties and elections and Rational choice theory’ (LSE, 2014). His primary aim when writing this book was to give readers an understanding of how the European Union, as a political system works and how the institutions within it function and why they function in the way that they do and this is the general field of the book. The main contribution the book is making is that theRead MoreHow Democratic Is The American Consitution?1310 Words   |  6 Pagesâ€Å"How Democratic Is the American Consitution?† written by Robert A. Dahl is a novel that’s main purpose is to â€Å"suggest changes in the way we think about our constitution† (Dahl 2003, p.1). Robert A. Dahl revolves his book around a few questions. However, the main focus of all the questions are â€Å"why should we Americans uphold our constitution† (Dahl 2003, p.1)? This question is asked because he questions why we uphold something that was written more than two centuries ago. He also questions how democraticRead MoreDefinition Of Democracy And Governance1586 Words   |  7 Pagesclosed concept in theory as well as practice. Term â€Å"democracy and governance† are complicated and dynamic concepts in social sciences discipline. It has a long historical background and goes back to human history. Ancient Athens p olitics and their philosophy has provided main base for those concepts and practical perspectives. There is no a concrete definition or interpretation about democracy or governance. Many scholars have presented different kind of definitions and interpretations based on theirRead MoreWith Respect To The Concerning Question, There Has Been1473 Words   |  6 PagesStudy of Politics is a science. Aristotle described politics as the â€Å"master science†; Hobbs, Pollock, Bryce and many others have long considered Politics to be a scientific study. Inversely, Mosca, Comte and Maitland, among others, question its eligibility. †¨According to the Oxford Dictionaries, Science can be described as, â€Å"A systematically organised body of knowledge on a particular subject† where Science is split into two key types: natural and social. It can be claimed that Politics is a socialRead MoreAnalysis Of The Movie House Of Cards 1448 Words   |  6 Pageslook at US politics. This is further proven by the fact that Frank Underwood thrives in this system. The main critiques of t he system come from the importance of the media and how public perception is a driving force in influencing politics, with many scandals making or breaking various politicians throughout the show. Another criticism is how modern politics has turned into its own version of Theater. Also, the show criticizes the lack of genuine democracy that is shown in current politics. AnotherRead MoreConflicts And Fusions Of The United States1189 Words   |  5 Pagesnorthern United State in the aspect of some main industries such as the economy, politics, and culture. And more to the point, this friction also got to the highlight during the period of the civil war. The differences between the south and the north can be divided into three parts. In the aspect of the economy, the northern United State took industry as the principal thing as the southern United State took plantation agriculture as the principal thing. Conflicts in the aspect of the economy were theRead MorePolicies and Politics of Government in Charge of a Public Agency646 Words   |  3 PagesPolicies and Politics of Government in Change of a Public Agency: Government policy can be described as the declaration that defines the objective of the priorities and goals of the government. Since these policies outline the rules, role, and procedures, they develop a framework in which the government and its citizens can carry out their specific duties. The public policies are created by all governmental levels and target the entire population or particular groups. The process of developingRead MoreInternational Relation Theories of Realism and Liberalism Essay534 Words   |  3 Pagesrealism in term ‎of, realist view on realism, types of realism and finally realism and the globalisation. ‎Secondly, will move on liberalism three main topics which are; liberalism, types of ‎liberalism and concludes with liberalism and how it effect globalisation. ‎ Realism is an international theory that state interest in international politics .the ‎basic reason to know about realism is that , many realism have inflict retrospectively ‎in term of inter war scholar .The Most attention of realistRead MoreIs Politics A Science?1058 Words   |  5 PagesIs politics a science in the first place? Numerous scholars believe politics is too normative to be considered a â€Å"Science† and that the generalizations made in science cannot be implemented in politics, furthermore, some say it is more of an art than science. Aristotle described politics as the â€Å"Master Science† as it relates to all other disciplines such as economy and philosophy. Personally I had my doubts in the beginning of the course of how much science can be in politics and if it is truly a

Wacquant - From Slavery to Mass Incarceration - Critique...

From Slavery to Mass Incarceration: Necessary Extremes Of the supplementary readings provided, I found â€Å"From Slavery to Mass Incarceration† by Loà ¯c Wacquant the most intriguing. This particular article is based on â€Å"rethinking the ‘race question’ in the US† and the disproportionate institutions set apart for African Americans in the United States. The volatile beginnings of African Americans presented obvious hardships for future advancement, but Wacquant argues that they still suffer from a form of modern slavery. Wacquant introduces four â€Å"peculiar institutions† that are responsible for the â€Å"control† of African Americans throughout United States history: chattel slavery, the Jim Crow system, the ghetto, and arguably the dark ghetto†¦show more content†¦However, Wacquant brings the term â€Å"inner city† to light, breaking down its meaning: â€Å"black and poor.† Living in Chicago gives one an exemplary example of the term â€Å"inner city† mean ing â€Å"poor, black ghettos.† The references to â€Å"inner city† schools being synonymous with â€Å"poor quality† and â€Å"mostly African American† are damaging to urban terminology and creating a predetermined perspective of those who call the â€Å"inner city† home. The â€Å"hypersegregation† of the city of Chicago is a topic within itself, but the institution of segregation is, without question, existent here. In addition, â€Å"inner city† is becoming a label which implies unavoidable incarceration. â€Å"As the walls of the ghetto shook and threatened to crumble, the walls of the prison were correspondingly extended, enlarged and fortified. . .† (Wacquant 2002:52). In his account, Wacquant implies that once ghettos began to disperse, American society required a new place for African Americans to reside: prison. Reading this article, one would never know that African Americans existed outside ghettos and prisons. The concept of African Americans in suburbia or anywhere of decent living standards is ignored completely. There is no dispute over the â€Å"racially skewed mass imprisonment† (Wacquant 2002:56) of black men and women, but not only African Americans inhabit ghettos and the â€Å"inner city.† However, the â€Å"centuries-old

Bilingual Education - Free Essay Example

Sample details Pages: 14 Words: 4235 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). Don’t waste time! Our writers will create an original "Bilingual Education" essay for you Create order In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problem s to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section -Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this in strument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs.

Changes Throughout The Past East Asia - 1968 Words

In life change happens every day, new becomes old and there a new definition of the present. Change is the consist state of evolving and gain new values to a culture. Change has always been a part of the human race, people evolving to the future, the influence of others and hopes for change of the present state. In history culture have change so much into what they are to do. In the past East Asia have one of the most rapid changes to their society in late 19th and early 20th centuries. A change that brought the new and old together but also caused some tension. They have evolved so much, the country’s themselves, the people, culture, customs and relations. These country live in a constant state of striving to evolve, grow to become†¦show more content†¦A big transition in life and a culture cause excitement but also cause confusion for a person that feels like they are not change with the time. This feeling of confusion in this time of the late 19th and early 20th centuries in East Asia was caused by the transition from one era to another. The change was so immense that for many it was hard to grasp and realize this was the new ideal of the present society. A transition like the one in East Asia was so immense that it cause many people to feel confused, anxious, unsure of their place in society, and uncertain about how to act or feel. They might be living in different countries but they share the share resistant’s to change. This sudden change that happen so quickly is change the way there world once was. It hard to embrace change when you are still holding on to the past. In the short story â€Å"Creation† By Gladys Yang, the main character Junshi is going through this transition with society but he having a hard changing with the times and embracing the new culture. Which leaves him stuck in the middle between this two views. The author writes, â€Å"They should be broad-minded but they concentrate on outside affairs neglecting their duties at home as wives and mothers. Of course traditional ideas are no good, but unfortunately most of them have new-fangled notions which don’t make sense† (creation19). This rapid change in East Asia caused people to be in this in between state of

Introduction To Marketing Mr B Free Essays

Club Cards The creation of the Tests club card was a advantageous idea, but the club card can provide incorrect information about the customer who handles the art and give Tests Mobile the wrong image Of the customer, in terms Of knowing what that customer likes and want when they’re shopping at Tests Mobile. This can occur if the club card is handled by someone else who is not the owner(e. G. We will write a custom essay sample on Introduction To Marketing Mr B or any similar topic only for you Order Now The owners son), resulting in the actual owner receiving offers and information about things they did not actually purchase. For example lets say the son of the owner of the card it is bought a video game then the actual owner may a lot receive emails/letters about that game or things that are in relation to that game. Tests believe that everything bought on the card is researched by its owner, which is not the case sometimes, resulting in invalid information being produced on the club card. Questionnaires Questionnaires can be helpful for a company when the questions are produced correctly and given to the right people. Questionnaire have a low response rate in general, therefore Tests Mobile shouldn’t have a high expectancy rate of receiving questionnaires back when they send them out to their customers. When questionnaires are posted people tend to just chuck them in the bin because they can’t be bothered filling them in a posting it jack to Tests Mobile, even though they got a Freeport envelope alongside the questionnaire. Due to the lack of response back with questionnaires you wouldn’t be able to generalizes e. If Tests Mobile sent out 3000 questionnaires out and only received 300 back then they would be unable to generalizes. This would make it difficult for Tests Mobile to figure out what merchandise to sell. People may give out false answers on questionnaires because they may just tick any answer or they may be intimidated by the question etc. This would result in Tests Mobile stocking product people do to actually want. When Tests Mobile conduct questionnaires, the ques tions asked are usually closed questions, this is so that it is easier to generalizes and analyses the customer answers. Tests Mobile may also choose to put in leading questions as it gives the person the impression that their opinion is valued. Interviews Having interviews conducted it valuable to Tests Mobile but what is said and what is asked can have limitations. Tests Mobile could invite some of their customers in for an interview and the interviewee could feel intimidated by he interviewer, this Is called the observer effect; resulting in the interviewee hesitating and giving the interviewer the answer they think they want to hear. In addition to this people may feel the need to lie so that they don’t look inferior to the interviewer, and in fact sound more superior. People may be unwilling to tell the truth because they may feel vulnerable this may because they feel they’re being judged on their ethnicity, age, appearance or gender. This likely to become apparent when personal questions are being asked during an interview. For example 21 year old may feel uncomfortable in talking to some who is 65, as they may feel they’re inferior or superior to them. Depending on the type of person interviewed, they may tend to give short answers in order to get the interview over and done with, which could limit the amount of research being collected. Short answers would also make it harder to analyses because there would be enough information. On the other hand the interviewee may be garrulous and feel comfortable with the interviewer and begin to start a conversation which is off-topic; having an effect on the data collected. Having a talkative interviewee could mean that it will be harder to analyses information due to the amount of content they’ve given. If the interviewer answers the questions in the wrong way it could result in incorrect answers, meaning that time and money has been wasted on conducting an interview. Secondary Research Many limitations are involved when using secondary research such as, the date the research was conducted, as it may be out of date when you want to use the research and many companies who provide that data will tend not to eddo market research as it’s already been done. A limitation that may also occur is that you don’t know the exact set of questions that were being asked, as the exact questions aren’t displayed when you buy the secondary data nor are the exact answers. Only the concluding results and the amount of people involved in the market research are given to the buyer. The cost of secondary data can be extremely expensive depending on how recent the research is and the company who’s selling it. How to cite Introduction To Marketing Mr B, Essays

Intro to Music essay Example For Students

Intro to Music essay Floyd is one of the most well-respected and influential rock and roll bands of all time. Pink Floyd brought something new to the table of Rock and Roll. They created a sense of psychedelic hallucinations through their music and the lights they used during their performances. The band did not immediately come up with the name Pink Floyd. The group first went by Sigma 6 then Architectural Bedaubs before finally settling on the name Pink Floyd. Pink Floyd is comprised of four members. Sad Barrett and David Glamour both play guitar and are the vocals of the band. Nick Mason is on drums, while Roger Waters plays bass, synthesizer, and sings some vocals. Rick Wright also plays the keyboard and the synthesizer. Sad Barrett passed away on July 7, 2006 and Rick Wright passed September 15, 2008. All of the other members are still alive today. The early Pink Floyd did not play the music we would expect to hear from them today. In the beginning years of Pink Floyd the band mostly played Blues and Rhythm covers. Sad Barrett created most of Pink Floods early music including the songs including See Emily Play and Arnold Laymen. Pink Floods debut album, Piper at the Gates of Dawn is thought to be their most playful, creative, and whimsical album (Rockwell. Com). A British music magazine Q said Piper at the Gates of Dawn was a defining album in the psychedelic rock and roll submerge of music. The most well-known song from this album was a nine minute long instrumental titled Interstellar Overdrive. Sad Barrett, one of the most significant and important m embers of the band, dug himself into drug filled hole. His intense use of the hallucinogenic drug LSI took him from a brilliant and unique song writer and composer to mentally unstable. Barrett eventually left the band in 1968 and created two of his own albums with the help of his former band members. The albums were titled The Madcap Laughs and the other was self-titled Barrett. These two albums were both very eccentric due to his heavy drug experimentation. Not long after the Barrett album was released Sad Barrett completely disappeared from the music scene. Pink Floyd did dedicate an album to their former band leader called Wish You Were Here in 1975. After losing Barrett, the band replaced him with David Glamour and stayed strong for another fifteen years. The band released a double album titled Managua which I found very interesting. The album had two discs, the first was many of their live performances and the second was and individual piece by each band member. In all, Pink Floyd released eighteen different albums but one album stands out from the rest. In 1973 the band released an album titled Dark Side of the Moon. This album broke all records and stayed on the Top 200 charts for an astonishing seven hundred and forty one weeks! The album was released in 1973 and stayed on the Top 200 chart until 1988. But the band did not stop there. Pink Floyd released another wildly popular album titled The Wall. Roger Waters told Rolling Stones magazine in 1982 that he wanted to make comparisons between rock and roll concerts and war and Intro to Music essay By Journalese Walters, is The idea that we, as individuals, generally find it necessary to avoid or deny the painful aspects of our experience, and often in fact use them as bricks in a wall behind which we may sometimes find shelter The band performed the song Another Brick in the Wall, which has three different parts, twenty four times all over the country, in a very theatrical manner. .u515801d3e0a859ae25976f562f405c1f , .u515801d3e0a859ae25976f562f405c1f .postImageUrl , .u515801d3e0a859ae25976f562f405c1f .centered-text-area { min-height: 80px; position: relative; } .u515801d3e0a859ae25976f562f405c1f , .u515801d3e0a859ae25976f562f405c1f:hover , .u515801d3e0a859ae25976f562f405c1f:visited , .u515801d3e0a859ae25976f562f405c1f:active { border:0!important; } .u515801d3e0a859ae25976f562f405c1f .clearfix:after { content: ""; display: table; clear: both; } .u515801d3e0a859ae25976f562f405c1f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u515801d3e0a859ae25976f562f405c1f:active , .u515801d3e0a859ae25976f562f405c1f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u515801d3e0a859ae25976f562f405c1f .centered-text-area { width: 100%; position: relative ; } .u515801d3e0a859ae25976f562f405c1f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u515801d3e0a859ae25976f562f405c1f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u515801d3e0a859ae25976f562f405c1f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u515801d3e0a859ae25976f562f405c1f:hover .ctaButton { background-color: #34495E!important; } .u515801d3e0a859ae25976f562f405c1f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u515801d3e0a859ae25976f562f405c1f .u515801d3e0a859ae25976f562f405c1f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u515801d3e0a859ae25976f562f405c1f:after { content: ""; display: block; clear: both; } READ: Rap Music causes violence against Women EssayEach time the band performed this song an actual wall was built in front of the band which collapsed at the end of the song. The Wall is said to be the most pessimistic album to ever reach number one. The Wall was the last album put out by Pink Floyd with the four members Waters, Glamour, Wright, and Mason. The Final Cut was released by Pink Floyd in 1983, but Glamour was absent from the album. All of the songs and the music in this album were written by Waters. Glamour had asked Walters to delay the release of the album so he could write a couple of pieces but Waters refused. The album received five stars by Rolling Stones maga zine. Soon after Glamour released a solo album titled About Face. The band broke apart for a few years after that and remained silent until a bitter court battle broke out between members of the band. After that the band ended up releasing two more albums, Momentary Lapse of Reason in 1987 and Delicate Sound of Thunder and 1988 without Wright. During the nineties Pink Floyd released The Division Bell and Pulse which went straight to the top of the charts. On July 2, 2005 Pink Floyd performed together for the first time in twenty four ears with the four members Wright, Glamour, Waters, and Mason in Loons Hyde Park.