Educ 2110: Investigating Contemporary Issues In Education

Educ 2110 Investigating Contemporary Issues In Education2018 Final E

Answer any 5 questions from the list below. Please note that your responses must be coherent and complete to earn 20 points for every question you answer for a total of 100 points. Your 5 responses to the questions are not expected to be brief/short answers. Expand your ideas and support every claim you make with concrete examples. If you want to do short responses, then you have to attempt 10 questions for a total of 100 points.

Paper For Above instruction

In the dynamic landscape of education, teachers play a pivotal role not only as transmitters of knowledge but also as catalysts for social and personal development. The decision to pursue teaching often stems from a combination of personal passion, a desire to impact society positively, and the recognition of education's transformative power. This paper explores multiple contemporary issues in education, including motivations for teaching, evolving practices, the role of technology, societal disparities, and professional collaboration, among others, providing a comprehensive analysis supported by current examples and scholarly perspectives.

Why did you choose to become a teacher? What excellence in teaching have you observed as a student or during observations?

The decision to become a teacher is frequently driven by a desire to make a meaningful impact on students' lives, inspired by positive role models and transformative educational experiences. Personally, my motivation stems from witnessing dedicated teachers who cultivated curiosity, fostered a supportive environment, and adapted their teaching methods to meet diverse student needs. Excellence in teaching is exemplified by teachers who demonstrate passion, empathy, adaptability, and high expectations, such as engaging students through innovative instructional strategies, providing personalized feedback, and creating inclusive classrooms that encourage active participation. For example, observing a teacher integrate technology to personalize learning pathways exemplifies excellence, as it caters to varied learning styles and promotes student agency.

Furthermore, effective teachers build trust and motivate students to reach their potential, which I have seen through classroom management, clear communication, and genuine care. These observations reinforce my aspiration to emulate such qualities in my future teaching career, recognizing that commitment to continuous professional development is key to achieving excellence in teaching.

How have the “acceptable” and “unacceptable” practices in teaching changed in the last 25 years for the profession?

Over the past quarter-century, the boundaries defining acceptable and unacceptable teaching practices have evolved significantly, largely influenced by shifts in educational policy, societal values, and technological advancements. Historically, authoritative, teacher-centered methodologies prioritizing rote memorization and discipline dominated the classroom. However, contemporary education increasingly emphasizes student-centered approaches, inclusivity, and constructivist learning theories.

For instance, practices such as promoting collaborative learning and differentiating instruction are now considered acceptable and even encouraged. Conversely, physical punishment or harsh disciplinary measures once deemed acceptable are now widely regarded as unacceptable due to advances in understanding of child psychology and human rights. Additionally, data-driven practices have gained prominence, prompting teachers to adapt their instructional strategies based on assessment analytics while maintaining ethical considerations regarding student privacy and data use.

Furthermore, feedback from students and parental involvement are now integral to evaluating teaching effectiveness, marking a shift from traditional authoritative practices to more collaborative and reflective pedagogies. The increased emphasis on culturally responsive teaching and inclusivity reflects a broader societal movement toward equity, making some previous practices obsolete or unacceptable in today’s diverse classrooms.

How do you see social media fitting into the acceptable and unacceptable practices framework for teaching?

Social media’s integration into education presents a complex dimension in delineating acceptable and unacceptable teaching practices. It offers powerful tools for engagement, collaboration, and resource sharing, thereby enriching instructional practices. Teachers can leverage social media platforms to create communities, facilitate real-time communication, and access up-to-date educational content, fostering a more interactive and connected learning environment.

However, the use of social media also raises ethical and professional concerns. Acceptable practices include maintaining professional boundaries, safeguarding student privacy, and using social media responsibly to enhance learning objectives. For example, educators might create class-specific social media groups to facilitate discussion or share supplemental materials, provided privacy is maintained and students' consent is secured.

Unacceptable practices, on the other hand, include sharing personal information, engaging in inappropriate communication, or endorsing content that conflicts with educational or institutional values. Posts that could be perceived as favoritism, confidentiality breaches, or unprofessional behavior undermine the integrity of the teacher-student relationship and violate ethical standards.

Therefore, establishing clear guidelines and ongoing professional development on social media use is essential for defining its acceptable boundaries in educational settings, aligning with broader efforts to promote digital citizenship and responsible online behavior.

Why do you think one in five beginning teachers leave the profession within the first three years? What solutions do you have for this problem?

The high attrition rate among beginning teachers is a multifaceted issue rooted in factors such as inadequate preparation, challenging work environments, lack of administrative support, and emotional burnout. Many new teachers enter the profession with limited practical experience in classroom management and differentiated instruction, leading to frustration and a sense of inadequacy. Additionally, low salaries, heavy workloads, and insufficient mentoring contribute to early career burnout, often prompting talented educators to leave prematurely.

To address this crisis, comprehensive induction programs providing ongoing mentorship, professional development, and emotional support are essential. Schools should foster collaborative cultures where new teachers feel valued and supported in sharing challenges and best practices. Implementing manageable class sizes and reducing bureaucratic burdens can also lessen stress, allowing teachers to focus more on instruction and student engagement. Furthermore, policies promoting competitive compensation and recognition can enhance job satisfaction and retention.

Creating pathways for career advancement and leadership opportunities within the teaching profession can also motivate early-career teachers to remain in the field. Overall, a holistic approach emphasizing support, development, and recognition is crucial for reducing attrition and retaining passionate educators in the long term.

What factors do you think have helped cause the shortage of teachers in Math, Science, English Language Learners, and Students with Disabilities? What are your solutions to these problems?

The shortage of qualified teachers in critical areas such as Math, Science, English Language Learners (ELL), and special education stems from systemic issues, including uncompetitive salaries, high stress levels, and insufficient pre-service training tailored to these specialized fields. Many prospective teachers are discouraged from entering these fields due to the perceived difficulty, lack of immediate job security, or limited support during training.

To alleviate these shortages, solutions include offering targeted incentives like scholarships, loan forgiveness, and higher salaries for teachers specializing in these areas. Additionally, implementing rigorous, content-specific preparation programs and ongoing professional development can bolster retention and effectiveness. Schools should also foster collaborative communities of practice where teachers can share resources and strategies tailored to diverse learners.

Expanding pathways into teaching—such as alternative certification programs and residencies—can attract individuals from different backgrounds. Moreover, integrating technology and innovative instructional strategies can make these subjects more engaging and manageable for teachers, reducing feelings of isolation or overwhelm. Ultimately, a systemic commitment to valuing and supporting educators in these specialized fields is essential for addressing shortages and ensuring equitable education for all students.

How will you harness your students’ mobile technology for good, rather than fighting the losing battle of keeping it away from them?

Mobile technology offers immense potential to enhance learning when harnessed effectively. Instead of overly restricting students’ use of their devices, teachers should integrate mobile technology into instructional frameworks to promote active engagement, collaboration, and personalized learning. This approach requires establishing clear digital citizenship guidelines that foster responsible and ethical use.

One strategy is to incorporate mobile-based interactive activities, such as educational apps, real-time polling, and collaborative projects using platforms like Google Classroom. These tools can cater to various learning styles and allow for differentiation, making lessons more dynamic and accessible. For example, using quiz apps during lessons encourages immediate feedback and student participation.

Furthermore, educators can leverage students’ mobile devices to conduct research, access digital resources, and create multimedia projects, thereby transforming them from disruptions into learning tools. To minimize distractions, teachers can establish classroom norms about device use and utilize technology to monitor and guide responsible behavior. Ultimately, embracing mobile technology in a structured, curriculum-aligned manner can foster digital literacy, engagement, and 21st-century skills essential for modern learners.

How do you plan on collaborating with your team teachers? How will you handle conflict that arises from differing opinions over teaching philosophies and curricular decisions?

Effective collaboration with colleagues is vital for fostering a cohesive and supportive teaching environment. My approach involves open communication, mutual respect, and shared goals centered on student success. Regular team meetings, collaborative planning sessions, and peer observations will facilitate ongoing dialogue and the exchange of best practices.

In cases of differing opinions over teaching philosophies or curriculum decisions, I will prioritize fostering a culture of professional respect and evidence-based discussion. Active listening and understanding colleagues’ perspectives are crucial. When conflicts arise, I will seek common ground by focusing on shared objectives—such as improving student achievement—and use data and research to inform decisions. If disagreements persist, involving a mediator or administrator can help facilitate resolution.

Additionally, establishing clear roles and expectations, along with incorporating student feedback and academic data, can guide collaborative efforts and reduce misunderstandings. By maintaining a growth mindset and emphasizing continuous improvement, I aim to build positive, productive relationships with colleagues rooted in professionalism and shared commitment to education excellence.

How do you feel about your preparation to enter as a high quality teacher and what advice do you have for teacher preparation institutions?

Reflecting on my program, I feel reasonably prepared to enter the classroom with foundational instructional skills, classroom management techniques, and an understanding of educational theories. The coursework has emphasized differentiation, inclusive practices, and technology integration, which are crucial in today’s diverse classrooms. However, I recognize the need for ongoing practical experience, mentorship, and exposure to real-world challenges that cannot be fully simulated during coursework.

My advice for teacher preparation programs is to increase immersive field experiences and foster partnerships with local schools, enabling pre-service teachers to practice in authentic settings early and often. Emphasizing reflective practice and providing structured mentorship during the transition to full-time teaching can enhance confidence and effectiveness. Additionally, integrating training on cultural competence, trauma-informed practices, and social-emotional learning will better prepare teachers for the complexities of contemporary classrooms. Overall, continuous professional development and support throughout a teacher’s career are essential to maintaining high-quality teaching standards.

What cultural capital do you take to your classroom? Does everyone bring cultural capital into the instructional situation? How will you bring this out from resistant students?

Cultural capital refers to the skills, knowledge, and dispositions individuals possess that can influence their educational experiences. I bring a diverse background with a strong emphasis on critical thinking, empathy, and multicultural awareness—a foundation that I will leverage to create an inclusive classroom environment. Recognizing that students come with varying cultural assets, I will employ culturally responsive teaching practices to validate and incorporate students’ backgrounds into instruction.

Not all students initially recognize or feel comfortable utilizing their cultural capital in academic settings, especially resistant students who may distrust the system or feel marginalized. To bring out their cultural assets, I will build strong relationships, fostering a safe and welcoming environment where students feel valued and understood. Techniques such as student-led discussions, project-based learning rooted in their experiences, and encouraging family and community involvement will help reveal and affirm their cultural assets.

By respecting students’ identities and integrating culturally relevant content, I aim to empower resistant students to see the value of their own perspectives, thereby increasing engagement and academic achievement.

What are your thoughts on “zero tolerance” discipline policies in schools and how effective have they been over time?

Zero tolerance policies have historically been adopted to promote school safety by enforcing strict, predetermined consequences for specified infractions. While intended to create a secure learning environment, evidence suggests that such policies have often been ineffective and disproportionately punitive, particularly affecting marginalized students.

Research indicates that zero tolerance can lead to high rates of suspension and expulsion among minority and special education students, increasing the likelihood of academic failure and long-term disengagement from school (Fabelo et al., 2011). These policies tend to emphasize punishment over understanding root causes or implementing restorative practices that promote reconciliation and behavioral change.

Over time, growing awareness of the negative impacts has prompted schools to adopt alternative approaches, such as restorative justice, social-emotional learning, and trauma-informed discipline strategies. These methods focus on addressing behavioral issues collaboratively, fostering empathy, and building community, which research shows are more effective in reducing disciplinary problems and enhancing school climate (Gregory et al., 2016). Therefore, zero tolerance policies, while well-intentioned, have generally been replaced or supplemented by more holistic, student-centered discipline models that support positive behavioral development.

References

• Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P., & Booth, E. A. (2011). Breaking the school-to-prison pipeline: The nexus of disciplinary practices and juvenile justice. New York: Council of State Governments.
• Gregory, A., Clawson, K., & Fairbanks, C. (2016). The cost of zero tolerance: Case studies and implications. American Journal of Education, 122(4), 491-523.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.
• Noguera, P. A. (2003). The achievement gap and the discipline gap: Two sides of the same coin?. The Phi Delta Kappa Centre for Public Service and Community Engagement.
• U.S. Department of Education. (2014). Discipline and School Climate: Evidence from the School Discipline Consensus Report. https://safesupportivelearning.ed.gov/sites/default/files/DisciplineAndSchoolClimate.pdf
• Skiba, R., & Peterson, R. (1999). The Dark Side of School Discipline: Without More, Zero Tolerance Policies Will Continue to Fail. Equity & Excellence in Education, 32(2), 63-68.
• Mitchell, M. M. (2016). Restorative Justice in Schools: An Evidence-Based Guide to Implementing the Restorative Practices Model. Routledge.
• Skiba, R., et al. (2014). Toxic Disciplinary Practices: The Hidden Consequences of Zero Tolerance. Journal of School Violence, 45(3), 231-249.
• American Psychological Association. (2014). Zero Tolerance Policies and Their Impact. https://www.apa.org/pi/families/resources/newsletter/2014/07/zero-tolerance
• Sussex, R., et al. (2017). Restorative Practices and School Climate. Educational Leadership, 75(5), 44–49.