Documents relating to educational issues such as effective teaching and professional development
Proposal to Reform ECE
Public education in America can trace its roots back as far as 1642 to the then-colony of Massachusetts (Butts, 1978, p. 3). Not until 1776 did the concept of a true public and free education for all children begin to distance itself from a religious requirement (p. 7). A century later, labor unions began lobbying for universal education for the working people (p. 170). This educational reform movement had its foundation in the agrarian form of society that then existed in the United States (p. 171). Truly, the wheels of genuine change in the public education system grind excruciatingly slow.
The diversity of California’s students presents unique opportunities and significant challenges for instruction. Students come to school with a wide variety of skills, abilities, and interests as well as varying proficiency in English and other languages. The wider the variation of the student population in each classroom, the more complex becomes the teacher’s role in organizing high-quality curriculum and instruction in the language arts and ensuring that each student has access according to the student’s current level of achievement. The ultimate goal of language arts programs in California is to ensure access to high-quality curriculum and instruction for all students in order to meet or exceed the state’s English–language arts content standards. To reach that goal, teachers need assistance in assessing and using the results of that assessment for planning programs, differentiating curriculum and instruction, using grouping strategies effectively, and implementing other strategies for meeting the needs of students with reading difficulties, special education students, advanced learners, English learners, and students with combinations of special needs.