Edu100 Artefact Analysis

What does it mean to be a teacher in the 21st degree Celsius? Schoolteachers provide savants with education and preparation for adulthood. However, what it means to be a teacher in the 21st carbon is rife with ambiguity. An analysis of educational artefacts result attending in answering this question. One is a system-level chronicle titled determination the Gap (Appendix A), while the other(a)wise is a school-level scroll outlining the tuition guidelines at Siena Catholic College (Appendix B).Discussion on these records allow for relate to angiotensin-converting enzyme of quartet educational talk ofs and the effects of policies on schoolchilds, teachers and the schooling milieu. The intrave nos feeding educational handlings include pedantic rationalism, genial and frugal efficiency, child centred acquire, and brotherly reconstruction (Morris, 1998, p. 12). The Department of direction and Training produced the document Closing the Gap in July 2009. This docu ment outlines an initiative to reduce endemical disadvantages down the stairs the pretence of education as a prevailing catalyst for rectifyd wellness and personal tender-hearted capital.Ross & Wu (1995, p. 719) advocate this pretence, stating high educational attainment improves wellness directly, and it improves health indirectly finished work and sparing conditions, amicable-psychological resources, and health lifestyle. Halving the sally for Indigenous reading, writing, numeracy, and course of instruction 12 attainment at bottom a ex is the predominant goal for the Closing the Gap scheme. essentially then, a talk over of social reconstruction under(a)(a)pins this document, as it focuses on community interaction, injustices, social problems and inequalities.Generally, the policies introduced enforce a foundation of inclusivity and anti-discrimination in the actions of teachers. The effects on students, however, allow be more(prenominal)(prenominal) profound. Hig her levels of education toy wealth and changes in social row, which in round of golf allows resources for besides education (Orr, 2003, p. 282). This will fix the social classes in the midst of students, encouraging collaboration between Indigenous and non-Indigenous students. Although a sermon of social reconstruction is familiar throughout this document, some policies that are introduced are base on other confabulations.Academic rationalism is a nonher dialogue that digest be associated with the policies in Closing the Gap. The lethal Maths initiative encourages high expectations of attendance, behaviour and deed to raise numeracy education outcomes for Indigenous students. This policy aims to improve schoolteacher understanding of the nature and pedagogy of mathematics, e supererogatoryly the role of symbols and pattern recognition. It too aims to improve the teachers understanding of the nature and pedagogy of Aboriginal and Torres Strait island-dweller experie nce, culture, diction, and out of school life.Initially, this may seem unrelated to mathematics, or any academic discipline. However, teachers are not removed from traditions other than science, that is, rational inquiry and the attend for truth. As Moran (2005) states, An historian or a sociologist who is unspiritual of religion will be hampered within his or her own field of scholarship. The classroom is not a place for proselytising but the traditions of the students deserve respect and the tradition of the teacher needs acknowledgment.Differences in literacy and numeracy levels between Indigenous and non-Indigenous students were revealed through NAPLAN and will continue to be tested this way in the future. This method of interrogation can be attributed to the academic rationalist educational discourse and can be detrimental to achieving the goals and ideals en hulky throughout this document. The potentially destructive changes of such information on school, teachers and students self-esteem was suggested as a substantial negative of NAPLAN for Indigenous students (Lingard, 2011, p. 230).Ironically, the use of these tests is in impedance to a discourse of social reconstruction, the discourse which underpins the total of Closing the Gap. From a social constructivist perspective, five explanations for the literacy movement gap appear plausible linguistic differences, heathenish differences, discrimination, inferior education, and rationales for schooling (Au, 1998, p. 297). Aus nett three explanations prone are now in the process of rectification. However, English is a second language for legion(predicate) rural Indigenous students, self-aggrandising them an neighboring(a) disadvantage in IQ and NAPLAN tests.Figueroa & Garcia (1994, p. 10) state that tests and examination need to be racially and culturally non-discriminatory and should be provided in the primary language. If NAPLAN is used to measure the gap in literacy and numeracy skil ls, an overwhelming burden will be placed on schoolteachers. Indigenous parents will be encouraged to speak in English to their children from accept in order to close the gap, eventually hint to the abolishment of their primal language. Alternatively, NAPLAN tests can be getable in the native language.In this scenario, schoolteachers will be indispensable to learn the native language otherwise large numbers of teachers who are proficient in the native language will need to be trained. other(prenominal) educational discourse presented in this document is one of social and economic efficiency. Closing the Gap also introduces some policies establish on a discourse of social and economic efficiency. An example of this is the introduction of wraparound oppose for Indigenous school- found apprenticeships and traineeships (SATs).These services assist in the federation and completion of SATs, mentoring, and successful transitions from school to employment or further training. This c an be categorised into the social an economic efficiency discourse, as it focuses on live and future labour needs. This discourse adopts a active approach for students, expanding on vocational knowledge and skills. Teachers be surrender a major role in the advertising of such services and the modification of computer program and co-curricular activities for students dynamic in SATs. When detailing their research, Smith & Wilson (2002, p. 7) reported that more than half of the students had learned or so the school- base new apprenticeship through school, either through a teacher or co-ordinator (58%) or from a notice board at school (6. 7%). These services positively opposition on students, particularly those at risk of decorous socially isolated or disengaging from school. When speaking on students who are unlikely to pursue a bachs degree, Bishop (1995, p. 14) states that at-risk students should be advised to start building their foundation of occupational skills and know ledge while they are still in school.Another policy presented in this document may also have a positive impact on Indigenous students. The pliant Alternative study Program presented in Closing the Gap is designed for students who are at-risk of separating themselves from school. This program delivers culturally relevant and cap strength appropriate curriculum, whether vocational or academic. The full range of student needs will be addressed, including basic material needs, travel requirements, health and nutrition and personal support requirements.This initiative is based on a child centred culture discourse as it focuses on the individual, providing opportunities for personal growth. However, all quaternary educational discourses characterise different areas of this program. This program will allow students with special needs to have more time with teachers, ensuring teachers maintain a caring and nurturing environment. However, to further clarify the role of teachers in the 21 st deoxycytidine monophosphate, another document will be analysed. Siena Catholic College produced the document Homework Guidelines in 2007.This document outlines what readying is, wherefore it is necessary, the amount of business firmwork given, and categorises the different types of preparedness. This document introduces readiness with two definitions as a method of consolidating or preparing for class studies, and as formal assessment that may be sweep throughd using both class time and time outside normal lessons. Against this depression definition, Otto (1957, p. 367) states, homework is not significantly related to skill as measured by teacher label or standardized tests. However, many academics praise homework. Goldstein (1960, p. 22) believes that authors have a tendency to frame their conclusions of the values of homework in terms that favour preconceived notions about homework and for subsequent authors to cite these unfavourable conclusions kind of than the act ual research findings. The second definition given in this document is founded in a discourse of academic rationalism, where teachers test students on their ability to complete set tasks. This discourse can affect students negatively, giving those with more resources, such as access to tutors, ICTs, and textbooks, a distinct advantage.Also, teachers should be cautious when conducting this form of assessment, as plagiarism can occur when students are not under direct supervision of the teacher. Although academic rationalism may impact negatively on teachers and students, other discourses presented in this document will not. A discourse of social and economic efficiency is prevalent throughout this document. The document praises homework for fostering good learning habits, self-discipline, planning, organising, ICT skills, resource collection and multimedia knowledge.These tacit skills can be utilised in many life pathways. Teachers have a duty to foster these skills in students, ens uring the homework tasks address these skills. Teachers also have an contract to facilitate the acquisition of these skills, enforcing the use of planners such as diaries or timetables. As well as this discourse, social reconstruction is depicted throughout the homework guidelines. An educational discourse of social reconstruction is apparent in this document.The document states that homework strengthens the partnership between home and school, providing parents with insights as to what is being taught. This encourages cooperation between schoolteachers and parents, especially when resources such as ICTs are not available to the student outside of school. Students are also encouraged to balance homework with family, social, work and extracurricular activities. This promotes collaborative learning and community interaction, which are also categorised under a discourse of social reconstruction.Lastly, the child centred discourse is also contextualised within this document. Homework Guidelines states that homework provides an prospect for students to be responsible for their own learning. According to this document, homework also challenges gifted students to explore open-ended tasks, development self-learning and free lance inquiry. This quasi-acceleration rescues talented students from the boredom of insufficient challenges, fortune them to develop better study habits and more hardheaded self-concept (Kulik & Kulik, 1984, p. 10). This teaching method is based on a child centred discourse. In taking this discourse to its extreme, teachers may set different homework tasks for each student according to their aptitude and future prospects. What it means to be a teacher in the 21st century is still to be determined. However, an answer to this question has been act through the use of academic artefacts which summarise policies and procedures at both the school and system level. The Department of reading and Training developed he document, Closing the Gap, wh ich outlines initiatives to narrow the academic gap between Indigenous and non-Indigenous students. As this document focuses on community interaction, injustices, social problems and inequalities, it is based on a discourse of social reconstruction. This document delves into other discourses however, with the Deadly Maths and Parents as outset Teachers initiatives being founded on a discourse of academic rationalism. The use of NAPLAN for testing students also falls under this category.A discourse of social and economic efficiency is portrayed in the use of SATs and the Flexible Alternative learn Program presents a child centred approach. The homework guidelines at Siena Catholic College are also embedded within the four discourses. Although the testing of students on homework is based on an academic rationalist discourse and may produce negative results, the tacit skills and knowledge gained from independent study can be applicable to many career pathways. The document outlines o ther positive outcomes of homework, such as parent-teacher interaction, and the challenging of gifted students.These policies and discourses may affect the teachers inclusiveness, knowledge of other languages and traditions, knowledge of alternative educational pathways, ability to cater for those with special needs, understanding of resource limitations, fostering of work habits, ability to talk to parents, and development of aptitude based homework. prolongation List Au, K 1998, Social constructivism and the school literacy Learning of students of diverse backgrounds, Vol. 30, no. 2, p. 297, viewed 1 may 2012, journal of Literacy Research. Bishop, J 1995, Vocational education and at-risk youth in the United States, Vol. 5, no. 19, p. 14, viewed 4 May 2012, sum total for Advanced Human Resource Studies. Goldstein, A 1960, Does homework help? A review of research, Vol. 60, no. 4, p. 222, viewed 1 May 2012, The Elementary School Journal. Kulik, J & Kulik, C 1984, Effects of accele rated instruction on students, Vol. 54, no. 3, p. 410, viewed 4 May 2012, Review of Educational Research. Moran, G 2005, On being deeply conservative, viewed 5 May 2012, http//old. religiouseducation. net/member/05_rea_papers/moran_2005. pdf. Morris, P 1998, The Hong Kong school curriculum Development, issues and policies (2nd Edition), p. 2, Hong Kong University Press, Aberdeen, Hong Kong. Orr, A 2003, Black-white differences in achievement The importance of wealth, Vol. 76, p. 282, viewed 4 May 2012, Sociology of education. Otto, H 1957, Elementary education-Ill Organization and administration, p. 367, encyclopaedia of Educational Research, Macmillan, New York. Ross, C & Wu, C 1995, The think between education and health, Vol. 60, no. 5, p. 719, viewed 29 April 2012, American Sociological Review. Smith, E & Wilson, L 2002, Learning and training in school-based new apprenticeships, p. 27, viewed 29 April 2012, National nub for Vocational Education Research.