Foundations of Learning Theories
Table of Contents
History and Philosophy of Teaching and Learning. 2
Historic and Current Theories of Leadership. 4
Philosophic relationship between assessment and accountability for teaching and learning. 5
The theories of learning, leadership, assessment and accountability. 6
Learning theories may be defined as the theoretical framework used to comprehend and frame the way information is generally absorbed, administered, and retained in learning. Considering the way learning theories reinforce the learning activities is crucial to warrant proper educational practices. This is particularly significant when embracing the new technologies like mobile technology to warrant that learning is not just a tool but also a driver to the activity. As mobile technology is comparatively new, there has been extensive debate concerning whether it is considerably distinct from modern learning to ensure its exclusive theory or simply reinforced from the existing learning theories. Learning methods address several aspects, comprising from an interactive perspective, how these changes turn comparatively permanent, whether the changes are direct or potential, the role experience takes, and the facets of support present. This paper elucidates on the theories of learning, leadership, evaluation, and accountability in the applicable remarkable and philosophical framework for their applicability in teaching and learning.
History and Philosophy of Teaching and Learning
There have been significant improvements in learning during America’s short history and the development of education systems. Education can still be categorized into such a time frame by numerous ideologies or philosophies in America. The essay focuses on the history of the United States’ education from Boston’s oldest public school in the year 1635 to free public schools of 1918. From the 1920s to 1962, there were improvements in the educational system concerning lunch programs and separate and sexual education. The fields of mathematics and science are still prevalent in 1957 (Setran, 2014). The third category of America’s education history was between 1962 and now, where further changes were occurring to make education an agency of more exceptional quality. Essential miles include federal support, Title IX, A Nation at Risk, and No Child Left Behind, which currently directly affect the school education system every day. Education has imitated what the community requests the citizenry of the United States to symbolize. Hence, there have been numerous modifications and philosophies along in assisting the education procedure.
Because of the listed events, it is essential to remember the prominent thinkers and the period of education in America. Currently, we recognize progressivism in collective communities and investigation-based learning throughout the school, as well as the application of several of Dewey’s educational philosophies as students perform study through technology or incidents. The United states environment is also a location for certain perennailists in schools and whole campuses. Teacher centered classrooms operate in primary as well as in secondary schools around the nation, which we still have focused military schools use the thinking of perennailism currently Radu, 2014). Humanism can be seen in the schools from early childhood education through school/university in both public and private, whereby students should be in contact with the emotions and develop and articulate themselves; we recognize the use of art as a unique way to convey feelings, emotions, and awareness. The education arrangement will continuously change in waves, and its authoritative to guise on the past to realize where the education procedures are derived from and where it is heading to.
Historic and Current Theories of Leadership
Many individuals normally articulate that leaders are generally nurtured and not born. Great leaders have outstanding knowledge and understanding; they have the expertise, determination, and flexibility along with the willingness to communicate to accomplish the objectives each want to achieve (Amanchuwkwu, Stanley & Ololube, 2015). With that being said, the teacher should also be a prominent, quality leader. Leadership requires the individual to be kept liable and be willing to accept responsibility for the outcomes groups of people offers.
Conferring to Charry (2012) was able to identify eight main theories of leadership: the very first theory is the “Great Man” theory in which it is believed that leaders are made and not created. Ideologies of such leaders involve depictions of a hero or an individual who was supposed to ascend when necessary. The second theoretical explanation is feature theory. According to Charry (2012), this leadership style was born with characteristics that enabled him to be better suited to have been a leader than most others. The third one is the contingency theory. This theory implies that the right leader for circumstances would rely on what precisely the case is. Some could be good leaders in specific fields where others are the best fit for other areas. The theory also means that diverse leadership styles might be needed for various forms of decision-making throughout the school classroom, structure, and region. The behavioral theory of leadership proposes that good leaders are made and not raised. From practice, personal growth, and education, leaders rise. The participatory approach articulates that leaders take feedback from everyone else into consideration and allow all community members to engage in the decision-making procedures. The partnership helps the team more influential in decision making. The management theory changes the position of the leader as a manager or supervisor. The leader sets the laws clear, and so when members of the community respect the laws, they are praised, and then when they break the rules, they get to be punished. The last theory, defined by Charry (2012), is the relationship/transformation leadership theory.
Therefore, a leader is created when they communicate with others and establish a bond. Charry (2012) describes such leaders as individuals who are then charismatic, possess self-confidence, gregarious, and claim their morals. They could indeed motivate others within the group to make the entire demographic confident about the purpose. Such leaders support the community members to see the value and the higher good of the task at hand. Many of these leaders are typically extremely moral. For virtually every school building at every time, these eight leadership theories can be seen. As each teacher/leader positions each idea in a significantly different situation, some people won’t fit as they can’t connect to designs: social expectations and tradition play a significant part in how teachers/leaders perform their schools. Those attending a school in America could see a wide variety of ideas regarding leadership. Many educators will stay in one model since that’s perfect for them, and many teachers/leaders will shift their style to conform their schools to a different lifestyle and social expectations. There’s a lot of practical student learning in some classes today. Most schools are interactive learning environments in which teachers establish a bond with learners. You also see individual classrooms as “poor guy” or as a hypothesis of traits because of the classroom material, such as physical education. We might see frequent adjustments over the years due to the extreme dynamism of America’s schooling system.
Philosophic relationship between assessment and accountability for teaching and learning
Guidelines-based education to evaluate students for whatever they have learned over an academic year is becoming the norm. Standardized assessments are a proven procedure in school systems around the nation for governments to assess what learners are doing. Many states provide financial incentives to schools’ policies to encourage student progress, and others offer fines to schools which is under-performing educationally. Evidence reveals that there are differences in what learners are doing. Statistics indicate that learners from low-income families or immigrants are sometimes left behind their colleagues educationally. The formative assessment has discussed the responsibility of instructors and learners, and we already see teachers being tested. When students fail to grasp the information, they are driven through or kept or fails to learn (Knoeppel & Brewer, 2011). They are not evaluated. The teaching staff shift, along with teaching strategies. There is a need to balance social, mental, educational, and social requirements in the school, along with an increased level of education, which places the instructors at fault. Instructors display signs of pressure and search for ways to fulfill their learners’ demands for more standardized test outcomes by coaching. The typical classroom has continuously modified education approaches from empowering learners to learn in different ways to a defined and set pace by having teachers responsible for the evaluation results.
The theories of learning, leadership, assessment, and accountability
In the United States as a whole, learning theories are the basis of education currently. The various learning theories promote the multiple personalities that effectively run the schools (pre-school to university). Every instructor has an educational philosophy that includes principles from the days of Plato and Aristotle, irrespective of leadership style. We expect continued development of schools in the united states with the various ideas available for research. The pillars of education that were introduced centuries ago empower everyone to step forward and conform to an ever-evolving global environment. Leadership will be the answer concerning historical and philosophical backgrounds, based on theories of learning. The most known phenomena generally (Amanchukwu, Stanley & Ololube 2015) are also widely underestimated. Schools fail without quality management: one can see either leaders’ power or the weakness of leaders in management and classroom practices. Management takes several forms, and what works for some people doesn’t matter to others. The specific leadership theories refer to various learning and teaching hypotheses. One will see a fusion of conventional educational philosophies and a mixture of management and educational leadership in the present classroom. Such ideas and leadership positions are used for the more exceptional performance of students.
Evaluation and responsibility in the historical and philosophical sense of education and learning often go together in hand. For regular assessments, the term assessment has a whole new meaning in the modern classroom to evaluate classrooms’ progress and weaknesses.
Hence it is essential to have prominent figures who encourage responsibility for students and instructors. It is also the basis of education and learns taxation through objective tests. With an emphasis on growing test standards and the teacher ‘s responsibility, educators must have leaders who encourage the classroom’s positive atmosphere (Brennan, 2015). The rule of its school leadership does not exceed a country. Educators are forced to increase expectations for standardized assessments. It is all snowboards: the student will performative his practice test, ensuring that the instructor guarantee that all material is provided to the student in a supportive learning atmosphere that comes from either the tone set by the management team as representatives from their directly-owned supervisor’s office. Looking at the actual status of the learners in the United States, it becomes almost surprising to know what they do and how big it is.
An outstanding festival is the juggling act conducted by everyone in the program, ranging from the learner to the philosopher. And we have an impact here: teaching and learning ideologies enable the champions of education to form and develop from the federal and state level to the educator. There, we begin seeing teachers’ tests where the instructor is the realistic individual who wants to obtain the examination results and better the students, as teachers are now kept responsible for the learners’ performance. This gives us a strong history to an instructor who has a reasonable basis in his approach for teaching and learning, and the course progresses.
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Brennan, Robert, L. (2015). Testing for accountability: a balancing act that challenges current testing practices and theories. Measurement. 13. 35-38.
Charry, K. (2012). Leadership theories- 8 major leadership theories. About.com Psychology. Retrieved from Http://psychology.about.com/od/leadership/p/leadtheories.htm.
Knoeppel, R.C. & Brewer, C.A. (2011). Education reform, equal opportunity, and educational achievement: do trend data adequately report progress? Education Policy Analysis Archives, 19(10).
Radu, L. (2018). Traditional humanism in American education. Bulletin of the Transilvania
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Setran, D. P. (2014). “History matters”: reflections on studying the history of Christian education. Christian Education Journal, 11 (2), 294-299.