APA Skills and the No Child Left Behind Act University Name APA Skills and the No Child Left Behind Act Review of the Master’s of Arts in Education Program My name is NgocTien Nguyen and I am a student in the Master of Arts in Education (MAED) program at Ashford University…
As I begin the program at Ashford, I am struck with the reality that I want to influence others to achieve greatness in their life. One way to begin this is by earning a Master’s of Arts in Education myself so that the value of this degree becomes actualized in my own life. By focusing on higher education, I will begin to open doors for a possible future as a university professor, school or college dean, or curriculum developer. It is my belief that my own interests and desires will become clearer as I progress through the program. As I begin this program, it is also important to consider the role that assessment will play in my life as a student. Taking courses online, naturally, is a bit different than sitting in the traditional classroom. I could see how many students wrongfully assume that online education is free of formal assessments. In my humble opinion, nothing could be further from the truth. Online, everything we do is likely considered a form of assessment. From written assignments to online exams, assessments will become a regular part of each course. In the Master’s program, this likely will entail numerous written assignments where students are afforded the opportunity to synthesize the material learned in class in the form of a scholarly and academic paper. I look forward to the journey and welcome the opportunity to perform well on any and all such assessments. APA Style Video Review This video portrays a side of American education that many in society have feared for years. For a few decades now, students in the United States have been gradually falling behind academically when compared with other advanced countries, such as Finland and Singapore. The drop has been so significant that, according to data given by Linda Darling-Hammond (2010), America now falls in the bottom third of a 40 country list of the most developed countries in the world in the areas of math and science. The alarming factor is that no one single cause appears to be the culprit, rather it would seem that the United States has a largely fractured and broken educational system. One possible cause of this crisis could be linked back to the way children are assessed in America, in comparison to other developed countries. While students here are given assessments based largely on facts and the ability to recite information learned in the classroom, students in other countries are encouraged to participate in inquiry-based assessments. The students themselves discover solutions to problems, use critical and creative thinking skills in all that they do, and are largely encouraged to create their own educational experience. In addition, Darling-Hammond (2010) alludes to the fact that most other countries focus on a few vitally important core competencies in the areas of math and science, while America has 50 different states, each trying to teach a bit differently. Some states have way too many standards, so students do not have enough time to truly master one concept before moving on to the next. The example was given of learning fractions. Students in America would typically spend a few lessons learning fractions in the 3rd, 4th, 5th, and 6th grades, only to discover that many still have not mastered the concept by the time they hit middle school. Other countries might spend several months on fractions alone, making sure that the student has mastered it, and then move on to the next core competency. In this manner, when ...
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