The ZOP refers to the space between the ability of a learner to perform a task under guidance and the ability to perform the same task without guidance. According to Vygotsky this is a major indicator of cognitive development.
The MKO is the superior source of information that impacts on an individual’s cognitive development (Kozulin, 2003). This could be a teacher or any system, group or individuals with more knowledge than the learner could. This theory emphasized on the cultural element in the learning process. Tools fashioned within a culture, such as language and speaking are important cognitive implements, according to this theory. This theory opposes the teacher-centric forms of learning where the teacher of instructor appears to be the focal point of the learning process in the sense that the students remain passive recipients of information. Instead, the theory advocates for a student-centered learning process in which the students participate actively and the teacher collaborates in the process.
Within the context of leadership in educational organizations, this theory could be appropriated in the development of inclusive and participatory policies (Firestone & Riehl, 2005). These policies would allow for consultative approaches in the leadership process. For instance, the implementation of new policies or the establishment of systems of organizational change would not be limited to the opinion and perspectives of the leader. As a leader I would seek the opinion of my subjects in a collaborative manner in order to gain consensus on matters of education development. In the context of learning system, I would use my leadership position to actively advocate for changes in the educational policies, which would promote student-centered approaches in learning. This would include revisions in the curriculum in order to promote learning schedules and modules that promote the active participation of students in the learning process.
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Thanks to the rapid technological evolutions which are developing faster than the speed of light, students nowadays are armed with extremely powerful and innovative technological gadgets and classrooms have been replaced with collaborative and interactive technology.
The value of education should be seen in the context of human development and social progress (Barrow & Woods, 2006). Within the context of human development, education provides the necessary anchorage that supports the transfer of a human being from the point of an individual to an active and resourceful player in the society.
This source examines the emergence of cyber charter schools in the United States as an alternative to public schools. The source seeks to explore the growing interest in cyber charter schools in light of their merits to the general process of education. Precisely, the source focuses on the emergence of these schools in light of the development of virtual learning in the United States.
These nurses are primarily part of health care service delivery, mostly services provided in hospitals, health clinics, and other public and private health care settings. Their main function has traditionally been to provide assistance to doctors in the latter’s delivery of patient care (Temple, 2012).
He stated that in 2003, Congress amended the Stark Law to impose an 18-month moratorium during which physician owners of specialty hospitals could not refer Medicare patients to those hospitals which they have investments. The moratorium effectively stifled development of new specialty hospitals.
Nonetheless, the most vital significance of the philosophy of education is the academic field that deals with knowledge transfer since it is the essential or the central knowledge or subject matter that aims at solving learning problems that include the philosophical methodologies that are vital for all learning processes within any education discipline (Elias 136).
One such theory is the constructivism theory of learning which looks at how the individual constructs knowledge for themselves. Constructivists argue that for an individual to be given maximum experience of learning, they must be allowed to be involved in the creation of learning and must be able to look at the various ways in which they will participate in the learning process (Jacobs, 2008).
The culture of not having or having pre-service teaching systems impacts the mental and behaviour development of child to a great extent. Several theorists have provided different essential requirements of pre-service
The argument suffices if the people to whom the education or schooling program is intended to have special needs or in a euphemized situation and state are “enabled differently.” Thus, in order for the students or people with special needs or
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