Educational Paradigms or Models

Strayer University

Assignment 3 Submitted in Partial Fulfillment

Of the Requirements for the Course

EDU 558: Seminar in Teacher Leadership

Valentina Belle

February 25, 2018

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Educational Paradigms or Models

Introduction

Education plays an essential role in shaping the lives of students. For this assignment, this

writer will discuss the professional learning community (PLC's) model and the constructivism

paradigm. This constructivism paradigm and the professional learning center model are closely

related, and both ultimate goals are to help transform a school into a learning community and to

improve student learning. According to Crockett (2002; Stanley 2011), the use of learning in

communities is an increasingly popular model of professional development, particularly about

teacher effectiveness and student learning. Learning is shared, and the opportunity to practice

expands the knowledge base of group members (Van Driel, 2012).

Professional learning communities in schools have established their permanent place in

education as one of the key drivers of teacher professional development for the last two decades.

Many researchers define PLCs in a variety of ways. For instance, many of them tend to describe

as groups of individuals who:(1) engage in ongoing collaborative activities to identify and work

towards common goals, (2) co-construct, share, and disseminate knowledge, and (3) share and

reflect on individual practices (Hord, 2009; Lieberman & Miller, 2011 Pella, 2011). Effective

PLCs are often said to have shared norms, beliefs and values, leadership among its members

(Hord, 2009), and involving engagement in the collaborative inquiry (Stoll et al., 2006).

However, Horn and Kane (2012) argue that more knowledge is needed on the

development of teacher communities to successfully and effectively cultivate professional

learning communities in schools. Constructivism is defined as an approach to teaching and

learning based on the premise that cognition learning is the true result of mental construction. In

other words, students learn by making new information relevant to the information that they have
Educational Paradigms or Models

already acquired. Using the paradigm students can control their learning. This process put the

student in control and makes them experts in their learning. Similarly, the teacher plays a part in

creating various situations where the students feel safe questioning and reflecting on their

processes. The teacher also creates individualized activities that lead the student to reflect on his

or her prior knowledge and experiences. Constructivism gives students total ownership of what

they learn. In preparing a constructivist assessment, it has to be put together in a manner that the

assessment benefits students by engaging them to take an initiative to invest in their learning.

Using this approach the students can determine whether or not what they are learning is relevant

to real-world experiences. As stated by Olusegun (2015) where assessments are concerned the

students work, and observation is an important process in the constructivism classroom.

Knowledge is dynamic and an ever-changing experience where students are graded and work in

groups.

Economic Factors on Schools

The effect of economic factors on school when implementing an educational paradigm

and or model to help transform schools into learning communities can be challenging. In the

educational setting school leaders who come from homes and communities that may have been

deprived may tend to look at the economic factors differently. For example, the experiences are

different than those who may have come from a more affluent household and community.

Also, students who come from low-income backgrounds are more likely to engage in some

unfavorable or complicated path in school, for example, their academic performance may not be

up to par because of certain economic factors, or they may be forced to delay or put on hold their

education due to financial difficulties. This may result in the students being withdrawn out of

school or delaying their education for a period.

Educational Paradigms or Models

Moral Order Factors on Schools

According to Chein, (1972).morals are caught, not taught. They take shape not through

precept, but rather through the uncountable ordinary and informal contacts we have with other

people. The moral factor in school may be attained in several ways. According to Chein (1972)

in education students, moral development is both implicit and inevitable. However, teachers still

are faced with challenges when it comes to moral and students. The moral factor sometimes

helps empower and enable students to make the right choices. Consequently, the actions by the

students will lead to high attachment to enhance school performance and school attendance that

will elevate the student commitment to the school.

School Board Leadership on Schools

The school board is an important factor in the leadership of schools. The school board

leads in many ways, mainly by making and setting policy. The school board is leadership is

essential from the top down. This lead to the superintendent and the school administrators do

what they are supposed to do. For instance, the school board holds the school and the

administrators accountable for the academic performance of the school. When A school board is

active, and on top of current educational issues and reforms, this will bring about a positive

impact on the school. Also, a school that is efficiently led by the school board and the

superintendent has a positive impact on its members and staff and faculty. School board that

gives sound leadership is highly respected and effective. The school board must show a firm

hand. The school board, the superintendent, and the principals must stay focused and remain

firm, fair and consistent at all times. This will motivate the staff to meet the educational needs of

the students so that they will excel and make significant academic progress. High experience and
Educational Paradigms or Models

well-educated school board use data to make decisions and to drive instruction, and this will

assistant the school and the district to perform better.

Social Capital on Schools

Social capital has resonated strongly with communities all across the United States

According to Bourdieu (1986) social capital is based on individual relations that emerge as a

result of and are shaped by individual group membership. Social capital is a powerful predictor

of student achievement gains than any of the measures of teacher knowledge, ability, or

experience. Also, rural schools have long faced challenges in recruiting and retaining highly

effective teachers and leaders (Monk, 2007).

According to s Johnson and Strange (2009) over nine million students attend public

schools in rural areas and these students face some challenges as they prepare for the future,

including high poverty, geographic isolation, limited access to postsecondary educational

institutions, and restricted employment opportunities in their hometown communities. However,

some researchers have extended the concept of family social capital to the school context. For

example, Parcel, Dufur, and Zito(2010) highlighted the importance of bonds between parents and

schools that can combine to facilitate educational outcomes. They considered (a) private school,

(b) teacher-student and counselor-student ratios, (c) various dimensions of school environment

(i.e., school social problems, school physical environment, communicate, and teachers care), and

(d) parental involvement in school activities as measures of school social capital (Parcel and

Dufur 2001).

According to Hartas (2012); Muir (2012) children's social class is still the most

significant factor in determining whether children succeed or fail in education. Low-income

parents find it difficult to help their children, especially at home without the needed resource.
Educational Paradigms or Models

Although, parents may not have the physical resources are still a beneficial resource for their

children. Parental involvement in primary schools is greater than that in secondary schools, with

parents developing a connection to the school when dropping children at and collecting them

from school (Harris and Goodall 2008).

My Educational Model

The educational model that this write would create is a model will be centered around

technology and professional learning communities. This model will incorporate shared learning

and high expectation for both students and teachers. We will work to instill in all students that if

you believe you can achieve. This is under the assumption that all students can learn, but at

various paces. The teachers will have open communication in an effort to remove all barriers that

prevent student learning. Teachers will plan together and communicate regularly with each other

about their teaching strategies.

This model will incorporate the assessing for teaching and learning model. This will

ensure that student’s assessments and other data will be used to make decisions to improve

teaching and learning. Teachers will use a variety of techniques to reflect on and support

learning. Professional learning communities will be used so teachers can share, discuss and

meditate on the positive effect on teaching. Various technology hardware and software will be

available to support students and teachers. The curriculum will be visited often to ensure that the

instruction includes interventions for students who are not mastering the objectives and

benchmarks set forth by the school district and the state department of education.

As stated by the American Federation of Teachers (2013) effective professional

development along with the use of professional learning communities can be an essential factor

in transforming schools into learning communities.

Educational Paradigms or Models

Conclusion

In conclusion, initiating, effective change in the school setting and transforming a school

into a learning community does not come easily or just happen. Any successful effort to initiate

change poses a challenge and must work is required. Using the model that this writer created will

be a driving force in transforming a school into a learning organization. Shared learning and

opportunities to practice that learning over time expanded the knowledge base of teachers (Van

Driel and Berry, 2012). According to Salas Velasco (2014) teaching has change and there are

many challenges when one way of teaching shifts to another way.

Change is hard and teachers have to be prepared to meet the demands of a more rigorous

teaching style. The school improvement and improving the learning outcomes of students is

possible. Teacher must shift the focus of teaching learning process on concept development and

deeper understanding.
Educational Paradigms or Models

References

American Federation of Teachers. (2013). Center for school improvement. Retrieved February

19, 2018 from http://www.aft.org/issues/schoolreform/csi/institute.cfm.

Bourdieu, P. (1986). The Forms of Capital. In John G. Richardson (Ed.), Handbook of Theory

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Chein, I. (1972). The Science of Behaviour and the Image of Man. New York: Basic.

Crockett M. D. (2002). Inquiry as Professional Development: Creating Dilemmas Through

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Dagar, V. & Yadav A. (2016) Constructivism: A Paradigm for Teaching and Learning. Arts

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Harris, A., and J. Goodall.(2008). Do Parents Know They Matter? Engaging All Parents In

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Hartas, D. 2012. Inequality And The Home Learning Environment: Predictions About Seven-

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Educational Paradigms or Models

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Johnson, J. Strange, M. (2009). Why Rural Matters 2009: The Realities of Rural Education

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