A Brief History of Special Education

Perhaps the largest and most pervasive issue in special education, as well as my own journey in education, is special education’s relationship to general education. History has shown that this has never been an easy clear cut relationship between the two. There has been a lot of giving and taking or maybe I should say pulling and pushing when it comes to educational policy, and the educational practices and services of education and special education by the human educators who deliver those services on both sides of the isle, like me.

Over the last 20+ years I have been on both sides of education. I have seen and felt what it was like to be a regular main stream educator dealing with special education policy, special education students and their specialized teachers. I have also been on the special education side trying to get regular education teachers to work more effectively with my special education students through modifying their instruction and materials and having a little more patience and empathy.

Furthermore, I have been a mainstream regular education teacher who taught regular education inclusion classes trying to figure out how to best work with some new special education teacher in my class and his or her special education students as well. And, in contrast, I have been a special education inclusion teacher intruding on the territory of some regular education teachers with my special education students and the modifications I thought these teachers should implement. I can tell you first-hand that none of this give and take between special education and regular education has been easy. Nor do I see this pushing and pulling becoming easy anytime soon.

So, what is special education? And what makes it so special and yet so complex and controversial sometimes? Well, special education, as its name suggests, is a specialized branch of education. It claims its lineage to such people as Jean-Marc-Gaspard Itard (1775-1838), the physician who “tamed” the “wild boy of Aveyron,” and Anne Sullivan Macy (1866-1936), the teacher who “worked miracles” with Helen Keller.

Special educators teach students who have physical, cognitive, language, learning, sensory, and/or emotional abilities that deviate from those of the general population. Special educators provide instruction specifically tailored to meet individualized needs. These teachers basically make education more available and accessible to students who otherwise would have limited access to education due to whatever disability they are struggling with.

It’s not just the teachers though who play a role in the history of special education in this country. Physicians and clergy, including Itard- mentioned above, Edouard O. Seguin (1812-1880), Samuel Gridley Howe (1801-1876), and Thomas Hopkins Gallaudet (1787-1851), wanted to ameliorate the neglectful, often abusive treatment of individuals with disabilities. Sadly, education in this country was, more often than not, very neglectful and abusive when dealing with students that are different somehow.

There is even a rich literature in our nation that describes the treatment provided to individuals with disabilities in the 1800s and early 1900s. Sadly, in these stories, as well as in the real world, the segment of our population with disabilities were often confined in jails and almshouses without decent food, clothing, personal hygiene, and exercise.

For an example of this different treatment in our literature one needs to look no further than Tiny Tim in Charles Dickens’ A Christmas Carol (1843). In addition, many times people with disabilities were often portrayed as villains, such as in the book Captain Hook in J.M. Barrie’s “Peter Pan” in 1911.

The prevailing view of the authors of this time period was that one should submit to misfortunes, both as a form of obedience to God’s will, and because these seeming misfortunes are ultimately intended for one’s own good. Progress for our people with disabilities was hard to come by at this time with this way of thinking permeating our society, literature and thinking.

So, what was society to do about these people of misfortune? Well, during much of the nineteenth century, and early in the twentieth, professionals believed individuals with disabilities were best treated in residential facilities in rural environments. An out of sight out of mind kind of thing, if you will…

However, by the end of the nineteenth century the size of these institutions had increased so dramatically that the goal of rehabilitation for people with disabilities just wasn’t working. Institutions became instruments for permanent segregation.

I have some experience with these segregation policies of education. Some of it is good and some of it is not so good. You see, I have been a self-contained teacher on and off throughout the years in multiple environments in self-contained classrooms in public high schools, middle schools and elementary schools. I have also taught in multiple special education behavioral self-contained schools that totally separated these troubled students with disabilities in managing their behavior from their mainstream peers by putting them in completely different buildings that were sometimes even in different towns from their homes, friends and peers.

Over the years many special education professionals became critics of these institutions mentioned above that separated and segregated our children with disabilities from their peers. Irvine Howe was one of the first to advocate taking our youth out of these huge institutions and to place out residents into families. Unfortunately this practice became a logistical and pragmatic problem and it took a long time before it could become a viable alternative to institutionalization for our students with disabilities.

Now on the positive side, you might be interested in knowing however that in 1817 the first special education school in the United States, the American Asylum for the Education and Instruction of the Deaf and Dumb (now called the American School for the Deaf), was established in Hartford, Connecticut, by Gallaudet. That school is still there today and is one of the top schools in the country for students with auditory disabilities. A true success story!

However, as you can already imagine, the lasting success of the American School for the Deaf was the exception and not the rule during this time period. And to add to this, in the late nineteenth century, social Darwinism replaced environmentalism as the primary causal explanation for those individuals with disabilities who deviated from those of the general population.

Sadly, Darwinism opened the door to the eugenics movement of the early twentieth century. This then led to even further segregation and even sterilization of individuals with disabilities such as mental retardation. Sounds like something Hitler was doing in Germany also being done right here in our own country, to our own people, by our own people. Kind of scary and inhumane, wouldn’t you agree?

Today, this kind of treatment is obviously unacceptable. And in the early part of the 20th Century it was also unacceptable to some of the adults, especially the parents of these disabled children. Thus, concerned and angry parents formed advocacy groups to help bring the educational needs of children with disabilities into the public eye. The public had to see firsthand how wrong this this eugenics and sterilization movement was for our students that were different if it was ever going to be stopped.

Slowly, grassroots organizations made progress that even led to some states creating laws to protect their citizens with disabilities. For example, in 1930, in Peoria, Illinois, the first white cane ordinance gave individuals with blindness the right-of-way when crossing the street. This was a start, and other states did eventually follow suit. In time, this local grassroots’ movement and states’ movement led to enough pressure on our elected officials for something to be done on the national level for our people with disabilities.

In 1961, President John F. Kennedy created the President’s Panel on Mental Retardation. And in 1965, Lyndon B. Johnson signed the Elementary and Secondary Education Act, which provided funding for primary education, and is seen by advocacy groups as expanding access to public education for children with disabilities.

When one thinks about Kennedy’s and Johnson’s record on civil rights, then it probably isn’t such a surprise finding out that these two presidents also spearheaded this national movement for our people with disabilities.

This federal movement led to section 504 of the 1973 Rehabilitation Act. This guarantees civil rights for the disabled in the context of federally funded institutions or any program or activity receiving Federal financial assistance. All these years later as an educator, I personally deal with 504 cases every single day.

In 1975 Congress enacted Public Law 94-142, the Education for All Handicapped Children Act (EHA), which establishes a right to public education for all children regardless of disability. This was another good thing because prior to federal legislation, parents had to mostly educate their children at home or pay for expensive private education.

The movement kept growing. In the 1982 the case of the Board of Education of the Hendrick Hudson Central School District v. Rowley, the U.S. Supreme Court clarified the level of services to be afforded students with special needs. The Court ruled that special education services need only provide some “educational benefit” to students. Public schools were not required to maximize the educational progress of students with disabilities.

Today, this ruling may not seem like a victory, and as a matter of fact, this same question is once again circulating through our courts today in 2017. However, given the time period it was made in, it was a victory because it said special education students could not pass through our school system without learning anything. They had to learn something. If one knows and understands how the laws work in this country, then one knows the laws always progress through tiny little increments that add up to progress over time. This ruling was a victory for special education students because it added one more rung onto the crusade.

In the 1980s the Regular Education Initiative (REI) came into being. This was an attempt to return responsibility for the education of students with disabilities to neighborhood schools and regular classroom teachers. I am very familiar with Regular Education Initiative because I spent four years as an REI teacher in the late 1990s and early 2000s. At this time I was certified as both a special education teacher and a regular education teacher and was working in both capacities in a duel role as an REI teacher; because that’s what was required of the position.

The 1990s saw a big boost for our special education students. 1990 birthed the Individuals with Disabilities Education Act (IDEA). This was, and is, the cornerstone of the concept of a free and appropriate public education (FAPE) for all of our students. To ensure FAPE, the law mandated that each student receiving special education services must also receive an Individualized Education Program (IEP).

The Americans with Disabilities Act of 1990 reached beyond just the public schools. And Title 3 of IDEA prohibited disability-based discrimination in any place of public accommodation. Full and equal enjoyment of the goods, services, facilities, or accommodations in public places were expected. And of course public accommodations also included most places of education.

Also, in the 1990s the full inclusion movement gained a lot of momentum. This called for educating all students with disabilities in the regular classroom. I am also very familiar with this aspect of education as well, as I have also been an inclusion teacher from time to time over my career as an educator on both sides of the isle as a regular education teacher and a special education teacher.

Now on to President Bush and his educational reform with his No Child Left Behind law that replaced President Johnson’s Elementary and Secondary Education Act (ESEA). The NCLB Act of 2001 stated that special education should continue to focus on producing results and along with this came a sharp increase in accountability for educators.

Now, this NCLB Act was good and bad. Of course we all want to see results for all of our students, and it’s just common sense that accountability helps this sort of thing happen. Where this kind of went crazy was that the NCLB demanded a host of new things, but did not provide the funds or support to achieve these new objectives.

Furthermore, teachers began feeling squeezed and threatened more and more by the new movement of big business and corporate education moving in and taking over education. People with no educational background now found themselves influencing education policy and gaining access to a lot of the educational funds.

This accountability craze stemmed by excessive standardized testing ran rapid and of course ran downstream from a host of well-connected elite Trump-like figures saying to their lower echelon educational counterparts, “You’re fired!” This environment of trying to stay off of the radar in order to keep one’s job, and beating our kids over the head with testing strategies, wasn’t good for our educators. It wasn’t good for our students. And it certainly wasn’t good for our more vulnerable special education students.

Some good did come from this era though. For example, the updated Individuals with Disabilities with Education Act of 2004 (IDEA) happened. This further required schools to provide individualized or special education for children with qualifying disabilities. Under the IDEA, states who accept public funds for education must provide special education to qualifying children with disabilities. Like I said earlier, the law is a long slow process of tiny little steps adding up to progress made over time.

Finally, in 2015 President Obama’s Every Student Succeeds Act (ESSA) replaced President Bush’s NCLB, which had replaced President Johnson’s ESEA. Under Obama’s new ESSA schools were now allowed to back off on some of the testing. Hopefully, the standardized testing craze has been put in check. However, only time will tell. ESSA also returned to more local control. You know, the kind of control our forefathers intended.

You see the U.S. Constitution grants no authority over education to the federal government. Education is not mentioned in the Constitution of the United States, and for good reason. The Founders wanted most aspects of life managed by those who were closest to them, either by state or local government or by families, businesses, and other elements of civil society. Basically, they saw no role for the federal government in education.

You see, the Founders feared the concentration of power. They believed that the best way to protect individual freedom and civil society was to limit and divide power. However, this works both ways, because the states often find themselves asking the feds for more educational money. And the feds will only give the states additional money if the states do what the feds want… Hmm… Checks and balances, as well as compromise can be a really tricky thing, huh?

So on goes the battle in education and all the back and forth pushing and pulling between the federal government and the states and local government, as well as special education and regular education. And to add to this struggle, recently Judge Moukawsher, a state judge from Connecticut, in a lawsuit filed against the state by the Connecticut Coalition for Justice in Education Funding, rocked the educational boat some more when in his ruling he included a message to lawmakers to reassess what level of services students with significant disabilities are entitled to.

His ruling and statements appear to say that he thinks we’re spending too much money on our special education students. And that for some of them, it just isn’t worth it because their disabilities are too severe. You can imagine how controversial this was and how much it angered some people.

The 2016 United States Presidential election resulted in something that few people saw coming. Real Estate mogul and reality star Donald Trump won the presidency and then appointed anti-public educator Betsy Devos to head up this country’s Department of Education. Her charge, given to her by Trump, is to drastically slash the Department of Education, and to push forward private charter schools over what they call a failing public educational system.

How this is going to affect our students, and especially our more vulnerable special education students, nobody knows for sure at this time. But, I can also tell you that there aren’t many people out there that feel comfortable with it right now. Only time will tell where this is all going to go and how it will affect our special education students…

So, as I said earlier, perhaps the largest, most pervasive issue in special education is its relationship to general education. Both my own travels and our nation’s journey through the vast realm of education over all of these years has been an interesting one and a tricky one plagued with controversy to say the least.

I can still remember when I first became a special education teacher back in the mid-1990s. A friend’s father, who was a school principal at the time, told me to get out of special education because it wasn’t going to last. Well, I’ve been in and out of special education for more than two decades now, and sometimes I don’t know if I’m a regular education teacher or a special education teacher, or both. And sometimes I think our country’s educational system might be feeling the same internal struggle that I am. But, regardless, all these years later, special education is still here.

In closing, although Itard failed to normalize Victor, the wild boy of Averyon, he did produce dramatic changes in Victor’s behavior through education. Today, modern special education practices can be traced to Itard. His work marks the beginning of widespread attempts to instruct students with disabilities. Fast forwarding to 2017, for what happens next in the future of education and special education in our country… Well, I guess that depends on all of us…

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Teacher Education and Teacher Quality

1.0 INTRODUCTION

One of the sectors which fosters national development is education by ensuring the development of a functional human resource. The institution of strong educational structures leads to a society populated by enlightened people, who can cause positive economic progress and social transformation. A Positive social transformation and its associated economic growth are achieved as the people apply the skills they learned while they were in school. The acquisition of these skills is facilitated by one individual we all ‘teacher’. For this reason, nations seeking economic and social developments need not ignore teachers and their role in national development.

Teachers are the major factor that drives students’ achievements in learning. The performance of teachers generally determines, not only, the quality of education, but the general performance of the students they train. The teachers themselves therefore ought to get the best of education, so they can in turn help train students in the best of ways. It is known, that the quality of teachers and quality teaching are some of the most important factors that shape the learning and social and academic growth of students. Quality training will ensure, to a large extent, teachers are of very high quality, so as to be able to properly manage classrooms and facilitate learning. That is why teacher quality is still a matter of concern, even, in countries where students consistently obtain high scores in international exams, such as Trends in Mathematics and Science Study (TIMSS). In such countries, teacher education of prime importance because of the potential it has to cause positive students’ achievements.

The structure of teacher education keeps changing in almost all countries in response to the quest of producing teachers who understand the current needs of students or just the demand for teachers. The changes are attempts to ensure that quality teachers are produced and sometimes just to ensure that classrooms are not free of teachers. In the U.S.A, how to promote high quality teachers has been an issue of contention and, for the past decade or so, has been motivated, basically, through the methods prescribed by the No Child Left Behind Act (Accomplished California Teachers, 2015). Even in Japan and other Eastern countries where there are more teachers than needed, and structures have been instituted to ensure high quality teachers are produced and employed, issues relating to the teacher and teaching quality are still of concern (Ogawa, Fujii & Ikuo, 2013). Teacher education is therefore no joke anywhere. This article is in two parts. It first discusses Ghana’s teacher education system and in the second part looks at some determinants of quality teaching.

2.0 TEACHER EDUCATION

Ghana has been making deliberate attempts to produce quality teachers for her basic school classrooms. As Benneh (2006) indicated, Ghana’s aim of teacher education is to provide a complete teacher education program through the provision of initial teacher training and in-service training programs, that will produce competent teachers, who will help improve the effectiveness of the teaching and learning that goes on in schools. The Initial teacher education program for Ghana’s basic school teachers was offered in Colleges of Education (CoE) only, until quite recently when, University of Education, University of Cape Coast, Central University College and other tertiary institutions joined in. The most striking difference between the programs offered by the other tertiary institution is that while the Universities teach, examine and award certificates to their students, the Colleges of Education offer tuition while the University of Cape Coast, through the Institute of Education, examines and award certificates. The training programs offered by these institutions are attempts at providing many qualified teachers to teach in the schools. The National Accreditation Board accredits teacher training programs in order to ensure quality.

The National Accreditation Board accredits teacher education programs based on the structure and content of the courses proposed by the institution. Hence, the courses run by various institutions differ in content and structure. For example, the course content for the Institute of Education, University of Cape Coast is slightly different from the course structure and content of the Center for Continue Education, University of Cape Coast and none of these two programs matches that of the CoEs, though they all award Diploma in Basic Education (DBE) after three years of training. The DBE and the Four-year Untrained Teacher’s Diploma in Basic Education (UTDBE) programs run by the CoEs are only similar, but not the same. The same can be said of the Two-year Post-Diploma in Basic Education, Four-year Bachelor’s degree programs run by the University of Cape Coast, the University of Education, Winneba and the other Universities and University Colleges. In effect even though, same products attract same clients, the preparation of the products are done in different ways.

It is through these many programs that teachers are prepared for the basic schools – from nursery to senior high schools. Alternative pathways, or programs through which teachers are prepared are seen to be good in situations where there are shortages of teachers and more teachers ought to be trained within a very short time. A typical example is the UTDBE program, mentioned above, which design to equip non-professional teachers with professional skills. But this attempt to produce more teachers, because of shortage of teachers, has the tendency of comprising quality.

As noted by Xiaoxia, Heeju, Nicci and Stone (2010) the factors that contribute to the problems of teacher education and teacher retention are varied and complex, but one factor that teacher educators are concerned about is the alternative pathways through which teacher education occur. The prime aim of many of the pathways is to fast track teachers into the teaching profession. This short-changed the necessary teacher preparation that prospective teachers need before becoming classroom teachers. Those who favor alternative routes, like Teach for America (TFA), according to Xiaoxia, Heeju, Nicci and Stone (2010) have defended their alternative pathways by saying that even though the students are engaged in a short-period of pre-service training, the students are academically brilliant and so have the capacity to learn a lot in a short period. Others argue that in subjects like English, Science and mathematics where there are usually shortages of teachers, there must be a deliberate opening up of alternative pathways to good candidates who had done English, Mathematics and Science courses at the undergraduate level. None of these arguments in support of alternative pathways, hold for the alternative teacher education programs in Ghana, where the academically brilliant students shun teaching due to reasons I shall come to.

When the target is just to fill vacant classrooms, issues of quality teacher preparation is relegated to the background, somehow. Right at the selection stage, the alternative pathways ease the requirement for gaining entry into teacher education programs. When, for example, the second batch of UTDBE students were admitted, I can say with confidence that entry requirements into the CoEs were not adhered to. What was emphasized was that, the applicant must be a non-professional basic school teacher who has been engaged by the Ghana Education Service, and that the applicant holds a certificate above Basic Education Certificate Examination. The grades obtained did not matter. If this pathway had not been created, the CoEs would not have trained students who initially did not qualify to enroll in the regular DBE program. However, it leaves in its trail the debilitating effect compromised quality.

Even with regular DBE programs, I have realized, just recently I must say, that CoEs in, particular, are not attracting the candidates with very high grades. This as I have learnt now has a huge influence on both teacher quality and teacher effectiveness. The fact is, teacher education programs in Ghana are not regarded as prestigious programs and so applicants with high grades do not opt for education programs. And so the majority of applicants who apply for teacher education programs have, relatively, lower grades. When the entry requirement for CoEs’ DBE program for 2016/2017 academic year was published, I noticed the minimum entry grades had been dropped from C6 to D8 for West African Senior Secondary School Examination candidates. This drop in standard could only be attributed to CoEs’ attempt to attract more applicants. The universities too, lower their cut off point for education programs so as attract more candidates. The universities as alleged by Levine (2006) see their teacher education programs, so to say, as cash cows. Their desire to make money, force them to lower admission standards, like the CoEs have done, in order to increase their enrollments. The fact that, admission standards are internationally lowered in order to achieve a goal of increasing numbers. This weak recruitment practice or lowering of standards introduce a serious challenge to teacher education.

The Japanese have been able to make teacher education and teaching prestigious and therefor attract students with high grades. One may argue that in Japan, the supply of teachers far exceeds the demand and so authorities are not under any pressure to hire teachers. Their system won’t suffer if they do all they can to select higher grade student into teacher education programs. To them, the issues relating to the selection of teachers are more important that the issues relating to recruitment. However, in western and African countries the issues relating to recruitment are prime. It is so because the demand for teachers far outweighs that of supply. Western and African countries have difficulties recruiting teachers because teachers and the teaching profession is not held in high esteem. Teacher education programs therefore do not attract students who have very good grades. It is worth noting that, it is not the recruiting procedure only that determines whether or not teacher education will be prestigious, however recruiting candidates with high grades, ensures that after training, teachers will exhibit the two characteristics essential to effective teaching – quality and effectiveness. Teacher education can be effective if the teaching profession is held in high esteem and therefore able to attract the best of applicants. Otherwise, irrespective of incentives put into place to attract applicants and irrespective of the measures that will be put in place to strengthen teacher education, teacher education programs cannot fully achieve its purpose.

In order to strengthen teacher preparation, there is the need for teacher preparation programs to provide good training during the initial teacher training stage, and provide and sustain support during the first few years after the teachers have been employed. That is why Lumpe (2007) supports the idea that pre-service teacher education programs should ensure teachers have gained a good understanding of effective teaching strategies. Methodology classes therefore should center on effective teaching strategies. Irrespective of the pathway the training program takes, the program must be structured such that trainees gain knowledge about pedagogy, besides the knowledge of subject matter. They should also get enough exposure to practical classroom experience like the on-campus and off-campus teaching practice. Whether or not there is the need to fill vacancies in the classroom due to the high teacher attrition, many countries face, teacher preparation programs should aim at producing quality and effective teacher and not just filling vacancies.

3.0 DETERMINANTS OF TEACHER QUALITY

Teacher quality has such enormous influence on students’ learning. Anyone who has been in the teaching business will agree that teacher quality is central to education reform efforts. Priagula, Agam & Solmon (2007) described teacher quality as an important in-school factor that impact significantly on students’ learning. Quality teachers have positive impact on the success of students. Where the students have quality and effective teachers the students make learning gains while those with ineffective teachers show declines. With respect to the classroom teacher, teacher quality is a continuous process of doing self-assessment so as to have professional development and a self-renewal, in order to enhance teaching. For the teacher educator, an effective or quality teacher is one who has a good subject-matter and pedagogy knowledge, which the he/she can build upon.

Outstanding teachers possess and exhibit many exemplary qualities. They have the skills, subject matter, and pedagogy to reach every child. They help equip their students with the knowledge and breadth of awareness to make sound and independent judgments. Three determinants of teacher quality will be considered here. They are; pedagogical knowledge, subject-matter content knowledge and experience.

3.1 PEDAGOGICAL CONTENT KNOWLEDGE

Trainees of every profession receive some sort of education that will give them insight into and prepare them for the task ahead. That of the teacher is called Pedagogical Content Knowledge or Pedagogical Knowledge. Pedagogical Content Knowledge can be described as, knowledge the teachers use in organizing classrooms, delivering the content the students must show mastery over and for managing the students entrusted into their care. Generally speaking, pedagogical knowledge is knowledge the teacher uses to facilitate students’ learning. Pedagogical Content Knowledge is in two major forms – teachers’ knowledge of the students’ pre-conceptions and teachers’ knowledge of teaching methodologies. Students come to class with a host of pre-conceptions relating to the things they are learning. The pre-conceptions may or may not be consistent with the actual subject-matter that is delivered. Teachers must have a good idea of both kinds of preconception, in order to help students, replace the inconsistent pre-conceptions or build upon the consistent pre-conceptions to bring about meaningful learning. Teachers must have a repertoire of teaching methodologies for facilitating students’ learning. When the methodologies are applied wrongly little or no learning occurs in students. In effect when either of the two is weak, the teacher becomes a bad one because that teacher will not be able to execute his/her responsibility in the vocation he/she has chosen. Due to this during teacher preparation, Pedagogical Content Knowledge is emphasized.

Teachers gain Pedagogical Content Knowledge from various sources. Friedrichsen, Abell, Pareja, Brown, Lankford and Volkmann (2009) distinguished three potential sources of Pedagogical Content Knowledge. They listed the sources as professional development programs, teaching experiences and lastly teachers’ own learning experiences. During their days as students in teacher education programs, teachers are assisted in variety ways to gain Pedagogical Content Knowledge. For examples, during practice, they learn how to put the pedagogical skills they learnt. Teacher education programs and other professional development programs create avenues for teachers to gain pedagogical content knowledge through workshops, lectures, working together with colleagues, and in teaching practice. Then their experiences in their classrooms as they teach students lead them to gain insight into which methodologies work under best under specific situations. That last source is usually ignored. It indicates that the professional knowledge of the teacher begins to develop long before the teacher becomes a candidate entering into teacher education. This means, the way teachers teach influences to a large extent the prospective teachers’ professional knowledge and beliefs. This type of learning is, generally, overlooked by teachers at all levels because unintentional and informal, it is.

Pedagogical Content Knowledge can be gained through formal and informal means. Learning opportunities for pedagogical content knowledge, formally, designed by institutions, based on learning objectives which generally are prerequisite for certification, constitutes the formal means. In formal learning, students have clear ideas about the objective of acquiring pedagogical skills. Informal learning, on the other hand, is not organized intentionally. It takes place incidentally and so can be considered as ‘side effect’. As Kleickmann et al (2012) described it, it has no goal with respect to learning outcomes, and it is contextualized to a large extent. This is often called learning by experience. Informal, but deliberative, learning situations exists. This occurs in situations such as learning in groups, mentoring, and intentional practicing of some skills or tools. Werquin (2010) described informal, but deliberative, learning as non-formal learning. Unlike formal learning, non-formal learning does not occur in educational institutions and does not attract certification. Whether pedagogical content knowledge

Pedagogical Content Knowledge is used to bridges the gap between content knowledge and actual teaching. By bridging the gap, it ensures that discussions of content are relevant to teaching and that discussions themselves are focused on the content. As such, Pedagogical Content Knowledge is something teachers must pay attention to. Teachers who possess and use good Pedagogical content knowledge have good control over classroom management and assessment, knowledge about learning processes, teaching methods, and individual characteristics (Harr, Eichler, & Renkl, 2014). Such teachers are able to create an atmosphere that facilitates learning and are also able to present or facilitate the learning of concepts by even lazy students. They are able to make learning easier by students hence teacher with high pedagogical content knowledge can be classified as quality teachers. It is worth noting that it is not pedagogical content knowledge only that makes good teachers. A teacher will not be good if he/she is master of pedagogical knowledge but lacks subject matter content knowledge.

3.2 SUBJECT-MATTER KNOWLEDGE

The goal of teaching is to help learners develop intellectual resources that will enable them participate fully in the main domains of human taught and enquiry. The degree to which the teacher can assist students to learn depends on the subject-matter the teacher possesses. That is to say, teachers’ knowledge of subject-matter has influence on their efforts to assist students to learn that subject-matter. If a teacher is ignorant or not well informed he/she cannot do students any good, he/she will rather much harm them. When the teacher conceives knowledge in such a way that it is narrow, or do not have accurate information relating to a particular subject-matter, he/she will pass on these same shallow or inaccurate information to students. This kind of teacher will hardly recognize the consistent pre-conceptions and challenge the misconceptions of students. Such a teacher can introduce misconceptions as he/she uses texts uncritically or inappropriately alter them. It is the teacher’s conception of knowledge that shapes the kind of questions he/she asks and the ideas he/she reinforces as well as the sorts of tasks the teacher designs.

Teachers’ subject-matter matter content knowledge must go beyond the specific topics of their curriculum. This is because the teacher does not only define concepts for students. Teachers explain to students why a particular concept or definition is acceptable, why learners must know it and how it relates to other concepts or definitions. This can be done properly if the teacher possesses a good understanding of the subject-matter. This type of understanding includes an understanding of the intellectual context and value of the subject-matter. The understanding of subject matter generally reinforces the teacher’s confidence in delivering lessons, thereby making him/her a good teacher.

3.3 EXPERIENCE

Experience is one of the factors that account for variations in teacher salary, the world over (Hanushek and Rivkin, 2006). The fact that salary differences are based on the number of years the teacher has served, suggests that employers believe the teachers experience makes him/her a better teacher and such a teacher must be motivated to remain in the service. Though some studies like that Hanushek (2011) have suggested that the experience positively influences teacher quality only in the first few years, and that beyond five years, experience ceases to have positive impact on teacher efficacy, common sense tells us the one who has been doing something for a long time does better and with ease. Experience will therefore continue to pay, since, more experienced teachers have the propensity to know more about the subject-matter they teach, and think and behave appropriately in the classroom, and have much more positive attitudes toward their students.

Teachers who have spent more years of teaching, usually, feel self-assured in their skill to use instructional and assessment tools. These teachers are able to reach even the most difficult-to-reach students in their classrooms. They also have greater confidence in their capability to control the class and prevent incidence that might make the teaching and learning process difficult. Their experience makes them much more patient and tolerant than their counterpart with few years of experience (Wolters & Daugherty, 2007). Novice teachers progressively gain and develop teaching and classroom management skills needed to make them effective teachers. They spend time learning themselves – trying to understand fully the job they have entered. The teachers who have spent more years teaching have gained a rich store of knowledge the less experience teachers will be trying to build. Teachers’ sense of effectiveness is generally associated with good attitudes, behaviors and interactions with their students. This is something the experienced teacher has already acquired. These explain why more experienced teachers are usually more effective teachers than the novices.

Another reason more experienced teachers tend to be better teachers than their inexperienced counterparts, is that, experienced teachers have gained additional training, and hence, have acquired additional teaching skills, needed to be effective from direct experience. Usually the training of teachers does not end at the initial teacher training stage. After graduation, teachers attend capacity building seminars, workshops and conferences. These give teachers the opportunity to learn emerging teaching techniques and also refresh their memories on the things they have learnt. Such seminars, workshops and conferences mostly add to the teacher’s store of knowledge. The other advantage the experienced teachers have is that they have encountered more situations to develop the skills needed to be effective teachers through additional direct, and sometimes indirect experiences. That is to say, they have encountered challenging situations which gave them the opportunity to build their skills. Whether they were able to overcome these challenging situation or not, does not matter so much. If the teachers encounter difficult situations in their classes, they learn from them. If the teachers are able to overcome difficult situations, they get to know how to resolve such situations at the next encounter, otherwise their reflections and suggestions from co-teachers gives them ideas about how to approach same or similar situations. They also have a greater chance of being exposed to current and competent models. More experienced teachers have a higher chance of demonstrating superior self-efficacy in most areas, because they have learned the needed classroom management and instructional skills from their colleagues. Teachers who have been in active service for many years are most likely to be classified as quality teachers, because of what they have learnt from in-service training, capacity building workshops and seminars, their interaction with other teachers and what they have learnt from experience in their classrooms.

4.0 CONCLUSION

Teacher education aims at providing teacher education program through initial teacher training for teacher trainees, and in-service training for practicing teachers in order to produce knowledgeable and committed teachers for effective teaching and learning. To realize this mission, teacher education programs have been instituted for the training of teachers. These programs differ from one country to another. Even within the same country, there may be different programs training teachers for the same certificate. These alternative programs are a created, specially, where there are shortages of teachers, and attempts are being made to train large numbers of teachers at a time. These alternative programs ease the teacher certification requirement, allowing those who under normal circumstances would not become teachers. This introduces serious challenges. Because large numbers of teachers are needed within a short period, their training is somewhat fast-tracked resulting in what is usually referred to as half-baked teachers – teachers of lower quality. Applicants who did not gain admission into the program of their choice come into teaching only because they have nowhere else to go. Such applicants tend not to be dedicated to the teaching service in the end. Fast-tracking initial teacher preparation actually harm the mission for which the initial teacher training institutions were created. This is because the teacher produced through such training are usually not of high quality.

Teacher preparation has a direct impact on students’ achievement. The most important in-school factors upon which student’s success hinges, is a teacher who has been well prepared. A well-prepared teacher is one who has gone through a strong teacher preparation program. It is therefore necessary for educators to work to create needed improvements in teacher preparation. To strengthen teacher preparation, teacher preparation programs must provide strong preparation during the initial teacher training period and give support to fresh teachers until they are inducted. Pre-service teacher education should emphasize the acquisition of effective teaching strategies. This can be done in methodology classes and corresponding field experiences. Students who have quality teachers make achievement gains, while those with ineffective teachers show declines, therefore having high quality teachers in classrooms has a positive impact on students’ achievements.

Pedagogical content knowledge, subject matter content knowledge and experience determines the quality of a teacher. Teachers make subject-matter accessible to students by using Pedagogical content knowledge. Pedagogical content knowledge has two broad areas of knowledge: teachers’ knowledge of students’ subject-matter pre-conceptions and teachers’ knowledge of teaching strategies. What Pedagogical content knowledge does is that, it links subject-matter content knowledge and the practice of teaching, making sure that discussions on content are appropriate and that, discussions focus on the content and help students to retain the content. The teacher’s job is to facilitate the learning of subject-matter by students. The degree to which the teacher can assist students to learn depends on the subject-matter content knowledge the teacher possesses. Teachers who possess inaccurate information or comprehend the subject-matter in narrow ways, harm students by passing on the same false or shallow subject-matter knowledge to their students. The last of the three determinants of teacher quality is experience. Teachers who have served more years gain additional and more specific training by attending seminars, conferences and workshops and in-service training and so tend to understand their job better. They also might have met and solved many challenging situations in their classroom and therefore know exactly what to do in any situation.

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Eight Tips For Launching Your Real Estate Investing Career

Eight Tips for Getting Started in Real Estate Investing

Introduction

This article is just the basics for getting started in real estate investing. This is not a how to article but an article that gives you some information about things to do to get started. Everything in this article is tools that can be applied to helping anyone get started in real estate investing. I am going to give you my eight keys to getting started. Nothing is right or wrong but reflects the point of view of the author. Laws and legal practices vary from state to state, and laws can change over time. The author does not vouch for the legality of his opinions, nor is there any intent to supply legal advice. The author strongly encourages the reader to consult with professionals and an attorney prior to entering in any real estate transaction or contract. The author is not a writer but he is a real estate investor. There will be grammar mistakes and errors, so don’t be too critical of the grammar but focus your energy on what is being said. With that said prepare yourself to think a little differently and expand your mind. Let’s get started on an amazing adventure.

The Eight Tips are as follows

1. Desire
2. Goal Setting
3. Learning What To Do
4. Attending a Real Estate Investing Seminar
5. The Billings Montana Market
6. Finding a Mentor
7. Your Real Estate Team
8. Just Do IT

1. Desire

Before we get in to the bolts and nails of real estate investing in I want to talk to you about desire. If you are going to be successful at anything in life including real estate investing you have to have the desire to do it. Desire is defined as longing or craving, as for something that brings satisfaction or enjoyment. Desire stresses the strength of feeling and often implies strong intention or aim. In real estate investing if you don’t have a desire to learn and grow as a human being and really get satisfaction out of it, then real estate investing is going to be hard to do. When I go out and look at a property it brings me a lot of enjoyment. Every aspect brings me joy from talking to home owners, figuring out how I can make a deal work, to buying the house and to finding a good homeowner or tenant for the house. Real estate investing may not be for everyone but real estate investing can offer anyone the financial freedom we all crave for. If you do not have the desire for real estate investing that is ok, it can still help you to live your dreams and help you to get where you want to go in the future.

Why is real estate investing an amazing avenue for anyone to live out all of their dreams? Let me ask you a few questions. Do you have enough money to do anything you want? Do you have everything you want? No debt? A nice house? Great Marriage? The freedom to do anything regardless of how much it costs and the time it takes? If you have all of these things then you are one of the few people in America who does. Most people may be working fifty hours a week and making just enough to pay their bills. In today’s day and age most people are living pay check to pay check never really knowing if they will make enough to pay the bills that just keep piling up. If you cannot keep up with your monthly bills how are you going to plan for retirement or send your kids to college or have time to enjoy life. The answer to all of these questions is becoming financially free. Now it’s not going to be easy everyone will have to get off the couch and out of their comfort zone. Real estate is proven to be one of the fastest ways to get your out of the rat race of the nine to five and begin living the life you deserve to live. Everyone wants something different out of their life. Some dream of traveling the world, spending more time with family, volunteering, golfing, laying on a beach, giving back to the community, or anything that will make them happy. There are thousands of things that make people happy.

Making it in real estate takes a person who has a strong desire to change their lives for the better and think big. Anyone can become a great real estate investor. It is going to take a lot of work and can be a struggle at times but in the end it will be the most amazing feeling ever. The people that make it in real estate investing all have a few things in common. First they run their real estate investing business like any other business out there. Second they get out there and network with anyone and everyone. Some people might be like me and have a hard time talking to other people. If you are that is ok, anyone can learn how to become a people person, it just takes hard daily work. You have to push yourself past your comfort zone. The third thing is that you cannot be afraid to fail. Everyone has failed at something but the most successful people out their learn from their failures. The fourth thing is that you have to put a good team together. I will go into putting a team together in a later chapter. The concept of putting a team together is so that when you don’t know something you have team members that know what to do and can help you with questions. The can also make sure that you are not working yourself to death. You do not want to be the person doing everything in your business. Doing everything is a receipt for failure. You have to put together good people who you can trust and rely on. The fifth thing is that you need a mentor. Sixth and final is the desire to do it. No one can become successful at something if they don’t want to do it and don’t get satisfaction out of what they are doing.

2. Setting Goals

Having goals is one of the most important aspects of achieving what you want in life. You don’t want to just have your goals up in your head you want to write them down and past what you have wrote on the wall somewhere or in the bathroom mirror. You want to review your goals daily and read them out loud to yourself. This way you remind yourself everyday why you are building your business.

How should you start to write down you goals? First off you should think big, and by big I mean HUGE. If your goals are too small you will easily achieve them and have nothing else to look forward too. You should start off by asking yourself the question if I had all the money and time in the world what would I do, what would I buy, how would I spend my time, and how would I spend my energy. Are you starting to write these down? Well you should be. Think about what you want, spending time with family, traveling the world, the best cars, a castle, owning a small country, running for president, having the biggest real estate investing business in your area or in the country. Whatever your dreams and what you want out of your life, write it down. Some of my goals are becoming free, traveling the world, having a Ferrari, having 10 vacation homes all over the world. Right now I am just trying to get you out of your comfort zone of thinking and let your imagination run.

There are several ways to set goals. I have learned a lot of ways you can set you goals and there is no right or wrong way. The best ways that I have found to set your goals is to break them up into two categories. First your short term goals. This should be goals from a month out to around a year. The second is your long term goals these goals are you think big goals and what you see for your future.

For year one I like to first make a list of what I want to achieve this year and I will give you an example of how to do that. For year one you want to be very specific first you want to list what you want your income to be at the end of the year, next how much cash in the bank you want (this is money in your checking account, not assets). Next you want to list how much you are going to give. Giving is a very important, this can be giving to charity, giving of gifts to friends and family, giving to your school or anything you can dream of. As long as what you give brings joy to others who need it more than you. Next list what bad habits you have that you want to eliminate. Weather is be quitting smoking, spending too much on junk, drinking too much, working too much, not spending enough time with family, too much TV, not exercising and many more. We all have bad habits that need to be changed in order for use to grow as human beings. Under each of these bad habits list out some steps that you can take in order to quit them. If you bad habit is being lazy and not exercising enough what can you do to change that. Well you can get a gym membership or a home work out program. Commit yourself you following through with a plan to work out 3-5 days a week. For you to change these bad habits you have to be totally committed and follow through with a detailed plan you set for yourself. After you have your plans in place you should start listing several things you want to achieve or do in the next year. This can be start a successful business, spend time with family, travel to 2-5 places and so on. Now under each of these you should also write a detailed plan on what you need and what you need to do in order to achieve these goals. Finally you should take all of this information you have a write on page on what you see your life being over the next year. Doing this is a great exercise to really see what you want out of life.

Goals Year One

This is what I am going To Do This Year
Income: $500,000
Cash: $100,000
Give: $20,000

Bad Habits that will be changes:

Over Sleeping 1. Go to bed at 11 p.m. 2. Use a timer and set it for 8 hours 3. Set the timer on the other side of the room

Buying things that you don’t need: 1. Going out shopping less 2. If you have the urge to buy something think to yourself is thing item going to help me to achieve my goals of becoming financially free? 3. Tell friends what you are doing, so they can help to stop you.

What I want to Achieve:

Start a successful Real Estate Investing Business: (you should write a detailed step by step plan of everything you need in order to achieve your goal)

Travel: Where do I want to visit? 1. Gators football game (what I need to do it, money, etc)

And last your own page about what you want to achieve using words like I will and only positive words.

For long term goals you don’t need to be as specific right now, but you should list them and under them list a few steps or smaller goals that need to be achieved before you are able to achieve them. With the long term goals always think big. Another good exercise for long term goals is to make a collage of you goals. Put pictures of the house you want on it, places you want to travel, a picture of your family, a number of what income you want in or anything you can think of.

3. Learn

Knowledge builds confidence and destroys fear. If you are starting any kind of business you need to learn the ins and outs of that business. The best way I have found to learn about real estate investing is to read all about it. But once you know it you have to apply what you have learned. Learning and reading is just one step to take. There are thousands of books on the market about real estate investing and everyone has something you can learn from. You don’t just want to read real estate investing books though. You also want to fill yourself with motivational and leadership books. Every successful person that I know if a reader and they all spend at least thirty minutes a day reading something that will teach them about improving their business or helping themselves to become a better person. Some of the best books that I would recommend reading are listed below.

1. Rich Dad Poor Dad by Robert Kiyosaki (read this first and also ready everything in the rick dad poor dad series, great books to start with and will expand you mind)
2. Be a Real Estate Millionaire by Dean Graziosi
3. Flip your way to financial freedom by Preston Ely (this is an E-Book)
4. Four hour work week by Timothy Ferriss
5. The Attractor Factor
6. Short Sale Pre-foreclosure Investing by Dwan Bent-twyford and Sharon Sestrepo
7. Keys to success, by Napoleon Hill
8. Think and Grow Rich by Napoleon Hill
9. How to win friends and influence people
10. Any Book by John C. Maxwell (he has tons of amazing leadership books)
11. Getting Started in Real Estate Day Trading by Larry Goins
12. The E Myth by Michael Gerber
13. How to be a quick turn real estate millionaire by Ron Legrand
14. The Power of Full Engagement
15. The It Factor
16. Anything by Anthony Robins

There are tons more you can read but these will give you a great start. You should also read books on negotiating, sales, motivation, and biographies on American business people.

I hope this list gives you the knowledge it has given me. If you learn and apply what you have learned from these books there is no reason that you should not become very successful.

4. Attend a Real Estate Investing Seminar

Attending a Real Estate Investing Seminar can be one of the best places to learn about real estate investing from some very well known experts. There are several seminars going on all over the country every weekend. If you live in a big city it will be very easy to find one. If you live in a town like Billings Montana you might need to travel a little ways to find one. Now most of the best meeting cost money to attend them. Some range from five hundred dollars for three days and some can be up to $20,000. There are a few that I would recommend. Than Merrill is a great speaker to go hear. I have learned a ton from him. You can find his company online by Google searching him. Also rich dad poor dad has seminars all over the country. I attended one of their seminars in Billings Montana for only $500 dollars and learned a ton from it. There is also Preston Ely, Larry Goins, and hundreds of speakers out there. If you find a great book that you really enjoyed, then just simple search for that person online and see if they are speaking somewhere or offer a seminar close to you.

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College University

College University

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What Travel Agents Need to Know About Corporate Travel Today

This is rightly named as the age of traveler-centricity and with the evolution of the new era of personalized travel; it is leading to research and development of a host of new so-called intelligent services. The command-and-control perspectives of traveling have changed a lot from the past and the focus has shifted more on the traveler and the productivity of each trip. It has become essential to maintain that the travelers have the greatest return on investment on each trip. New generations of young employees and managers, who have been growing up and dwelling in a digital age, are moving up the ranks as travelers. It has become essential to recognize the need for greater flexibility acknowledging that the employees who travel on corporate trips also consider a percentage of their trip to be a leisure outlet. With increasing globalization and rise in companies sending their staff overseas to network and connect with their offshore prospects/customers/suppliers, corporate travel is a highly profitable tourism segment. Before we talk about how tourism companies can better cater to business travelers, let us first look at why they prefer to use specialized corporate agencies over traditional agents

Why do businesses use Corporate Travel Agencies?

This might be the most basic question for a travel agency as to why they need to use agencies specializing in corporate travel when there are plenty of regular travel agents in the market. Here is the importance of corporate travel agencies who have online systems which allow business travelers access to their complete itinerary.

The following information is at the fingertips of the CTAs:-

full business itinerary details
up-to-date tracking details of flights (including delays or rescheduling)
transparent details about additional costs such as baggage fees or in-flight fees
travel alerts, if any, in the destined area
complete and up-to-date details about the visa procurement policies and identification required
currency requirement and conversion rates

What do corporate clients expect from Corporate Travel Agencies?

Negotiated Fares

The Corporate Agencies tend to have tie-ups with hotels, car rentals, flights etc. giving them access to lower fares which can be used only by the frequent business travelers. Discounted prices are not the only advantage though as they also offer flight upgrades, room upgrades, and VIP check-in lines as required.

In-depth information about the travel industry

Corporate travel agents have access to many travel resources and most importantly, quickly, than any other leisure travel agent. Additional information helps to make the business trips convenient and comfortable.

Changes in Itinerary

When an airline ticket needs to get rescheduled or cancelled, chances are the airline or the online service provider will charge lofty fees. When booking with a corporate travel agent, most of the times schedule changes can be done at zero or minimal extra charges.

Viable emergency contacts

It is important for the business travelers to reach the correct person at the need of trouble. Corporate travel agents have the experience and professionalism to relieve stress for both the traveler and the company.

What you need to consider as corporate travel increases?

Business Travel Barometer reported that corporate travel is witnessing an accelerated growth. However, when poorly managed, it may be no longer an advantage to companies and may, in fact become a burden. There are some factors which the corporations and CTAs must consider to get the best out of the time spent traveling.

Adopting a travel policy

The corporate must define a travel policy which is applicable to and respected by travelers at all levels. This policy should be used to establish the standards which will help to track the improvement of business travel. It will eventually help to reduce the costs of the entire package.

Do not limit the traveler’s autonomy

The management is responsible for budgeting the travel policy which helps to improve cost management however, it is also essential to give a degree of autonomy to the traveler. The policy should be flexible enough to allow the employee to adapt the trip as per the situation.

Traveler’s security should be a major concern

Business travelers need to have security in place. The company needs to stick to its definition of standards to ensure the employee’s integrity. The CTAs should have reliable partners (travel insurance, airlines, hotel chains etc.).

Mobility and automation

To optimize time and ease the processes, the administration of management platforms should have automated processes. This means they should adopt mobile solutions where search options, travel alerts, ticket reservations etc. can be accessed quickly, easily and on the go.

Corporate Travel Trends in 2016

Corporate travel trends tend to change regularly. 2016 has also not been any different and the travel management companies (TMCs) and corporate travel agencies (CTAs) are quite focused to provide steady if not strong axis all over. A growing MICE sector, investments in mobile and big data and enhanced focus on duty of care are some of their areas of focus.

Rising prices

The consolidated buzzword among global suppliers, airfares, hotel rates etc. is the rising fares. It is sometimes the move of the suppliers to generate discounts which encourage travel if there is a strong decline in demand. A positive 2016 world economy has been bringing an increase in air fares of a few percentage points, hotels are expected to see 4%-6% rise in average global rates and the competition will remain moderate in the car rental services.

Duty of care

Risk management is one of the major points of emphasis for corporations. Corporate customers are allowing new policies and improved technologies to monitor employees’ location in case of an emergency, especially when they are travelling to foreign destinations. For instance, Concur Risk Messaging helps to identify the travelers moving around in the world and alerts them with alternate travel arrangement as and when needed.

Focusing on MICE

Meetings industry is a major growing sector and the corporate travel trend is developing on it. The corporate travel agencies should better start aligning the various meeting procurement methodologies with its transient travel sourcing. One of the ways could be to broaden the variety of meeting services by incorporating incentive trips within it.

Investing in technology

A sharper focus on increasing value and becoming more traveler-centric can be done by bringing in mobile friendly technologies. Mobile and big data are definitely the two most significant technological investments which any corporate travel agency must focus to make their platform more appealing.

Business travel analysis after Brexit

Following Brexit, ACTE and CAPA shared their speculations. According to them, the greatest short-term effects on the travel industry will come from the weakening of the pound against other world currencies. Greeley Koch, executive director for the Association of Corporate Travel Executives said that the business travel industry will trend on currency fluctuations; with some companies taking advantage of the weaker pound and traveling more, while others may withhold business travel until world markets find their own level.

Impact of terrorism on corporate travelers

Travel policy makers and administrators need to be guided by rising terrorism scare. For executives and staff undertaking travel on behalf of businesses, the travel agents and corporate travel agencies (CTAs) should prove the reassurance for their safety through the travel policies. It is more than likely that the surveys conducted over corporate travelers reflect the general concern of the global business travelers about the spate of terrorism. However, there is no denying the fact that terrorist threat is changing the patterns of business travel. The key impact of this is to keep in mind that the companies providing travel services for business travelers need to enhance their focus on security and the associated risks in delivering the services to corporate clients. According to a recent finding, travel managers have higher estimation of their policy’s effectiveness in addressing risk compared to skeptical business travelers.

Concluding

Although the corporate travel sector has continued to progress, there are a plethora of challenges faced by the industry. A rapidly changing consumer market, the emergence of new business models, the impact of technology, man-made and natural crises are some of the fulcrum points that need to be considered before planning corporate trips.

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