What are three levels of educational control and describe their role in controlling education?
542518
Are you talking about classroom management, district policies, or government regulation?
847741
Basically, the answer to your question is:\n\nA curious and open mind.  Then, schedule and discipline.\n\nIf you have none of these you will probably not succeed in any of your endeavors to further your education.\n\nThis, from a high school drop-out to one that entered college at 38, ended with a Masters Degree and served as a school administrator until retirement.\n\nGood luck.
269975
http://en.wikipedia.org/wiki/Educational_leadership
44086
Mostly teacher, because kids dont care, parents dont have enough influence, and the State is far too removed from the day to day decisions. So the teachers are the only ones who have enough control & rewards to be dubbed stakeholders.
174737
Good one.  Education is supposed to be a preparation for a lifetime.  It also means the process by which we are "formed" as if we were dough and could be shaped like a cookie.  They also call education to the process of learning and the information which programs our future behavior.  In the new millenium, the paradigm of education is no longer to "form" or "shape" us.  No longer to program or "feed" info on us, but instead, to help us realize our true potentials and help us be free, happy and aware of our own humanity.
688975
It teaches structure, discipline and problem solving to name only three uses!
574487
Depending on the subject your teaching math ,English, etc...You may consider 3 things visual , auditory and tactual. all can be successful in certain setting, if you can incorporate all three you will reach every student.
1153260
1.  the purpose of the educational program\n2.  the level of the students\n3.  the level of the teachers\n4. the expectations of the community (parents/employers/etc)\n5.  the resources available
412423
Helping students -- making sure that each step in problem solving and skill building is taught, supported, and nurtured. Believing that all students can achieve to their own potential (not as defined by anyone else but by the final outcome of the student as an adult), and being there to help the student find that potential.\n\nEnabling students -- Brushing off student failure as due to them being helpless, incompetent, etc., in the guide of "caring."
1122901
The problem here is the definition of "proficiency."\n\nFirst, grade level standards were set by what AVERAGE, non-disabled, native Engish speaking learners could gain, through standard large-group instruction, in one school year. An average 3rd grader's reading level is what is considered "3rd grade level."\n\nThis is very much like Procrustes' bed... if you're too short for the bed you get stretched, and if you're too tall for the bed you get your legs chopped off.\n\nThen, NCLB set a standard that ALL students, including those whose environmental impacts (e.g. non-English speaking home, physical/physiological disabilities, abusive homes, low-income homes, etc.) interfere with their learning rates, be able to perform at that "grade level" marker set by students who are not contending with these other variables.  In other words, NCLB, with that "100% of all students will read at grade level" goal, demands that the following children all read English at grade level by the age of 8:\n--a child with severe learning disabilities, who cannot naturally and efficiently process visual symbology into language like his/her peers can, due to physiological wiring issues in his/her brain\n--a child with mental retardation, whose natural learning rate is 200 to 1000 times slower than the "average" child\n--a child who is blind and deaf\n--a child in a persistent vegetative state\n--a child whose first exposure to English was that year, and who never speaks English at home\n--a child who has been through severe emotional, physical, and/or sexual abuse, who is unable to concentrate due to anxiety and post-traumatic stress disorder\n\nand so on.\n\nEach and every one of these different, "non-average" children CAN LEARN....but at their own potential rates, not at some "average" marker. The whole purpose of Special Education, ESL programs, etc. is to help students whose situation is outside the "average" learn to their individual full potential.\n\nTeacher accountability should require consistent demonstrated, reasonable levels of growth in ALL their students (no plateaus or regressions), at those students' levels of potential. Average kids should be expected to make at least one grade-level gain. Gifted children should be expected to make at least 1.5 to 2 grade level gains each year. Special education students should be making gains commesurate with their IQ scored potentials combined with developmental expectations (e.g. children with learning disabilities are often not developmentally ready to learn fluent reading until the age of 10 or so....small gains in some skills can be made until the developmental "leap" happens). ELL students should make gains in their English skills based on "foreign language" learning rates, not native speaker rates.\n\nPortfolio documentation of student progress from August to May, an 80% (B) passing grade rather than 60% (D), no cap on retaining students in grade level, automatic referral for special ed services if a student has been held back 2 or more times for not earning a B average in the regular ed setting (if not already identified and tested/admitted to specialized programming earlier), real accoutability laid on parents rather than schools for student attendance and discipline, teacher professional development based on real student need and not political considerations/program adoptions, and smaller teacher/staff to student ratios in all areas and categories to give each student more individualized instruction time, would be truly effective.\n\nNCLB as it stands appears to be an attempt to cut education from the federal budget while using teachers as scapegoats.
443511
Kids mature in three domains of growth: cognitive, physical and socio-emotional.\n\nThe cognitive domain includes intellectual and academic skills, such as math, language and science; the physical domain involves factors such as dexterity and being comfortable with one's body as it changes and matures; and the socio-emotional domain is the realm of emotions, psychology and social skills.\n\nTraditional educational environments tend to focus almost exclusively on the cognitive domain, paying less attention to the other two, but it's important that your program take a "whole child" approach, incorporating age-appropriate learning in all three domains. For example, if you are doing a project on dance, don't just study it in books or watch a video—get the kids up and moving. For the socio-emotional domain, try having them talk about how they danced in a way that reinforces positive interaction. \n\nOne of the many reasons we are advocates for inquiry-based learning is that it is better at incorporating the whole child approach.\n\nDifferent age groups reach milestones in each domain at different times. Most physical competencies are achieved in the early ages, and most of the basic "hardwiring" of adult logic and thinking skills begin to appear around age 12. Match your skills components accordingly. One particular challenge for youth workers in underserved communities is that children may be lagging in one or more domains. Observe your children with an open mind and see where their specific needs and strengths lie. Also remember that other factors, such as gender, nutrition and home environment, influence the age at which kids master certain skills.\n\n Although it's important to get a complete picture of each child's strengths, challenges and competencies in each domain, avoid thinking in terms of buzz words and pop psychology. Labels can become self-fulfilling prophecies. Even if kids never hear you say words like "at risk" or "ADD," they'll respond to how you treat them and the expectations you show. \nhttp://www.youthlearn.org/learning/planning/ages.asp
941170
people/group who influence self concept,emotions,attitudes and behaviors of a person\n\nfamily,school,peer group, mass media,religion,work place, the state.
1040499
dictionary.com says\ned·u·ca·tion   Audio pronunciation of "education" ( P )  Pronunciation Key  (j-kshn)\nn.\n\n   1. The act or process of educating or being educated.\n   2. The knowledge or skill obtained or developed by a learning process.\n   3. A program of instruction of a specified kind or level: driver education; a college education.\n   4. The field of study that is concerned with the pedagogy of teaching and learning.\n   5. An instructive or enlightening experience: Her work in the inner city was a real education.\n\ngoogle search says....\n\n# the activities of educating or instructing; activities that impart knowledge or skill; "he received no formal education"; "our instruction was carefully programmed"; "good classroom teaching is seldom rewarded"\n\n# knowledge acquired by learning and instruction; "it was clear that he had a very broad education"\n\n# the gradual process of acquiring knowledge; "education is a preparation for life"\n\n# the profession of teaching (especially at a school or college or university)\n\n# Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, good judgement and wisdom. Education has as one of its fundamental goals the imparting of culture from generation to generation (see socialization).\n\n\n\nI only copied a few, for more click the links below
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1. Group dynamics.\n2. Controlling the agenda.\n3. Atmosphere, space, proximity.\n4. Communication skills of all.\n\nIf I think of more, I will add them on.
358738
With education there are two things, the curriculum and the manner in which it is taught.  The curriculum for the most part is mandated by the school, but the way in which it is presented is usually given discretion to the teacher.  Make the class entertaining so that the students attention doesn't wander.  Students remember special teachers that make learning fun.
205354
obey rules of government commercial laws and statutes\nobey rules of government education rules and procedures\nobey rules of university or college associations\nobey rules of degree granting accreditation bodies UNESCO\nhave fully qualified staff make honest program presentations\nhave fully published admission procedures and policies\nOnly top schools in Western Europe, UK, Canada, top 100 in USA, some Australia, New Zealand, S Africa, Russia, schools qualify
327539
The use of this term in the Education field is in reference to actions that are observable or inferred, that are a response to a stimulus.\n\nTeachers change students overt (observable) and covert (internal/thought) behaviors through modification of the student's environment (lecture, text, displays, guided activities, etc.).