Good Example Of Critical Thinking On Scientific School Management
Reducing the public control of schools has both merits and demerits. However, the overwhelming induction from the critical analysis of fact related to the issue reveals that it would do more harm than good in regard to children’s growth in education. Unfortunately, a reduction in the public’s control of schools translates into increased power for school administrators. In fact, school administrators often welcome these changes since they translate into increased status, income and power for them (Spring, 2014). Although there are some school administrators who may have the student’s best interests at heart, some may ultimately be in it for the money. Schools may, therefore, be transformed into money-minting centers where there is little emphasis on the quality of education. For instance, out of greed, administrators may levy huge fees on students for both tuition and developmental programs. The public provides the checks and balances needed to ensure that the priority of schools is on high quality education. Schools under public control rarely go wayward as they are likely to invite the fury of the public if they do. In addition, school administrators realize that they are constantly in the public’s eye, and any action that deviates from the primary intention of a school, which is to educate children, will not be met with kindness.
Immigrants make their way into the United States every year essentially looking for a better life. They are those who are educated but have not found employment in their home nations, while others are uneducated and who come to the States hoping for the best since there is a perception that the United States has opportunities for everyone, even the uneducated. Unfortunately, research seems to indicate those people who are unemployed or who have very poor test scores only increase the problems in the country. Since these people do not have enough education credentials or have not scored the required test scores to hold sustainable jobs, most of them end up on government welfare, therefore increasing the huge baggage the government already has. This is why a policy restricting immigrants to enter the nation based on their test scores might be beneficial in the long run. Such a policy will ensure that the only people who make their way into the country are those who can actively contribute and boost the national economy due to their skill and knowledge. High test scores increase the chances of employment. In addition, people with high test scores have a higher likelihood of even engaging in entrepreneurial endeavors and once again contributing positively to the economy of the nation.
Regardless of one’s background or physical condition, everyone has at least something to offer to the society. Unfortunately, the current society is very fast to dismiss people with certain weaknesses. The society castigates such people and deems them useless and more often than not, these people are denied access to essential human resources. This is the case when it comes to special needs people. Special needs education has never been accorded the attention that it deserves, perhaps because the society is still unsure of what special needs people can offer to it. However, the society should realize that the provision and development of special needs education to those who need it helps such people to become participative members of the society. First of all, special education teaches children and adults ways of compensating for what they lack. Special education teachers understand the needs of children and adults in such classes. Consequently, they are able to utilize relevant strategies to mold these people into useful society members (Everard et al., 2014). This may ultimately not be the case if special needs students are forced to enroll in regular classrooms or education programs and, in fact, such a move accentuates the society’s castigation of these people.
Everard, K. B., Morris, G., & Wilson, I. (2004). Effective school management. Sage.
Spring, J. H. (2014). The American school: A global context from the Puritans to the Obama era. (9th edition. pp. 270-298). New York: NY, McGraw-Hill.