Excellence in Education
The concept of excellence in education is one that, on the surface, seems to be unquestionable. After all, who would not accede that students within our schools should, in fact, excel? Certainly teachers, parents, and administrators can agree on excellence as an aim to shoot for. The interpretation of the term "excellence" is, however, less obvious. How do we regard excellence? Is it the college bound student with a broad liberal arts education? Is it the student who graduates high school trained in a specific trade? Many in the field of education cannot come to an agreement on how our schools can best achieve excellence for and from our students. One of the many authorities who have contributed a model for what schools should be is Robert L. Ebel. According to Ebel, knowledge is the single most significant and most important goal in the education of children. In his article "What are schools for?" Ebel answers "that schools are for learning, and that what ought to be learned mostly is useful knowledge" (3). He builds this declaration in answer to trends in education that focus upon other aspects of learning in schools. Ebel states in the beginning of his article, that he does not assume scho
Glenn, Beverly Cafee. "Include parents and teachers in reform." Social Policy. Winter 1992, v 22, p 30. The answer, then, is for students to be taught, not only specific skills, but, instead, the larger academic concepts that embrace them. According to Kincheloe, this can be achieved through the merging of vocational and academic education. Kincheloe indicates that many discussions encompassing this type of integration concentrate on reform for vocational programs solely. His work, however, cites integration as a means of reforming all schooling, vocational and academic.
Some common words found in the essay are:
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Approximate Word count = 2846
Approximate Pages = 11 (250 words per page double spaced)
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