Reflection Letter Essay

The purpose of this study is to show institutional social structure losss and similarities between Elementary Montessori teachs, Secondary claim trains, and Higher Education proficient schools. To support this research background information will be sufferd for for each one educational structure listed. The study will also hold targeted population, chassis sizes, and educational philosophies for each structure. Montessori School Montessori school was established over coke years ago by Dr. Mary Montessori.The population Montessori schools concentreed was economically challenged elementary age bookmans who were diagnosed with mental retardation. In the late 90s this particular school structure began to expand to middle and high school with intention to bear on to serve their current student population. The availability of federal financing contri excepted an increase boost to enrollment in Montessori schools. Montessori schools currently account for over 4,000 schools in the Unites States. Approximately cc-300 of the schools be classified in the public sector composition the remainder is comparable to public schools.Settings in which Montessori schools are order include but at not limited to inner city, large attractive force school areas, and areas where at-risk preschool students are placed. Lopata wrote that in the child-centered purlieu emphasis is placed on total development of the child and his or her overall unravel subprogram (Lopata, 2005). According to Lopata the countryd coating of Montessori schools was development of ardent self-directed teenage adults who pursue a lifetime love of independent learning (Lopata, 2005). This goal within itself is proven a tremendous difference between this school structure and any of the others.Montessori classroom design was created to accommodate students of multiple ages in one classroom with a acquire to meet the students were they are emotionally or behaviorally. The average educational i nstitute focuses on academic gains and student achievement. The difference between Montessori schools and other schools is the physical environment. The classroom is not the traditional desks in rows or even the table groups. The desks are arranged in raft so students send word promote several(prenominal) or minuscule groups independently (Lopata, 2005). This option provides students with choices in how he or she wishes to learn.The set up also provides a different attitude when it comes to the classroom. Educational environments were traditional designed to be teacher centered, the teacher is the focal point, but Montessori schools are actually supportive of student centered structure. Instructional methodology is the third difference put in Montessori schools. Montessori schools shake their take specific curriculum compose by Montessori persons. The curriculum does not permit the use of influencesheets, grades, textbooks, or punishments or rewards for achieving academic s uccess or failure.Students usually spend 3-4 hours in self-selected individual or small group work and little than an hour in whole group this practice is totally opposite of other educational structures (Lopata, 2005). Educators are trained to conduct a 15-20 minute lesson to introduce the lesson and students chance on into individual or small work groups. Lopata included some(a) determine points of view in Montessori structure such as students direct their induce learning versus teachers being the authoritarians student achievement is seen as a simile versus competition, and human potential versus skill development (Lopata, 2005). pick out Schools In the read of Minnesota the first legislation was passed in 1991. There are approximately 5,000 get schools in the United States of America, this equals to 2. 4 % of all. There are more than six pass ons with over 200 charter schools. The laws vary greatly from state to state a keen-sighted such dimensions as the year of passa ge, flake of schools allowed number and identity of chartering authorities, eligible charter applicants or sponsors, types of charter schools allowed (Lawton, 2009).Charter schools are public schools that must comply with most of the federal and state regulations that impose to traditional public schools (Lawton, 2009). Charter schools have the privilege to develop their own policies as it relates to discipline, personnel, and attendance, this autonomy awards Charter schools have what is referred to as zero perimeter. Charter schools are choice schools that parents elect to send their children to this educational institute, the educational structures have a discipline plan in place but for major offences students are expelled and are encouraged to return to his or her radix school.The demand for parental involvement was created to minimize behavior problems but some cases this does not deter the problem. Charter schools participate in gathering info from The National Assessment of Educational Attainment (NAEP). This data along with state mandated competency tests are used to drive the instruction in Charter schools. The success or lack there of is hard to determine payable to techniques used to compare reliability of the tests vary from state to state.Charter schools deliver the regular per student amount from the state, but to ensure that students have opportunities that may not be available in traditional schools their board set ab off outside financial support heavily from alliance partners and other funding sources such as grants and clandestine investors. Lawton wrote, factors that positively impact a charter school whose mission is to address the needs of at-risk populations may very salutary differ from those that benefit a charter school whose mission includes strong but narrow academic focus (Lawton, 2009).Some districts are comprehend a rise in charter schools with over 80% having a academic focus such as MAHS in Memphis, TN that has a f ocus on health and science, Memphis Business Academy (both elementary and high) that have a business focus in Memphis, TN, and Mountain Education Center in Blairsville, GA that provide evening schools for students seeking a regular atomic number 31 Diploma but the traditional setting is not accommodating. Each environment has approximately 120 student teacher ratio. Technical Schools Artifacts found to support this research combined vocational and expert education in the post subaltern structure.The growing need for technical positions Mupinga and Livesay referenced technical and medical field positons as the highest paid fields therefore the need to attend four year colleges will become obsolete. The researcher found this statement interesting because most educational structures both public and private goal is preparation for college. Vocational-Technical schools provide courses related directly to the program of study. traditional programs will not always provide content specifi c undeniable to compete in occupations that they are preparing for.A few occupations found in vocational-technical schools are auto mechanics, barber/beauticians, shoe repairs, child care, computer repair, and high temperature and air-conditioning. Proponents of a college preparatory structure for high school students have long sneered at vocational education (Mupinga & Livesay, 2004). The occupations listed above are important to the day to day life for umteen and four year colleges and universities are lose the mark in preparation for these careers. In the past technical work has been come tod with blue-collar work is slowing dissipating in todays work force.Other occupations such as plumbers and construction workers are always in high demand and these are two of the many programs offered in vocational-technical programs. Mupinga and Livesay pointed out that despite the time spent in vocational-technical school or community colleges the course has been more rigorous and deman ding that some traditional post secondary schools. The smaller classroom student-teacher ratio is nothing close to that of a four-year college or university when there can be as many as 200 students in a classroom.Vocational-Technical schools usually focus on three areas help (barber, and cosmetology 64%), health and life science (medical/dental assistants, medical theatrical role administrative staff 61%), business and marketing (administrative assistant, bookkeeper 60%). The programs global are 12 to 24 months with extensive hands-on practical experiences. The programs less than 24 months provide opportunity for the students to become certificated in his or her program of study. The students that complete a two year program can earn an Associates degree.Mupinga and Livesay wrote four-year institutes will often offer associate degrees in various fields, but rarely offer these career-oriented certificate programs. Vocational-technical schools have an advantage over traditional po st-secondary schools because they provide broadcast campuses. The convenience of the satellite campuses provide students opportunity to attend a campus that does not require him or her to travel or live in close proximity of the campus. The compact that vocational-technical schools are building with local business is increasing to provide a job supply of students that graduate from the programs.Conclusion Education is similar to many other industries such as automobile sales, tooth paste ads, and real estate. Everyone encourage they have the outflank product and offer the service when in actuality the best is what meet your needs. The three different educational structures offered areas that were strengths to their environment like Montessori schools showdown students were they are while Charter schools traditionally offer smaller classrooms to provide more support to students, Vocational-technical schools provide career oriented opportunities that are not offered in traditiona l schools.The differences are environment as it relate to Montessori versus Charter schools. Montessori environment is carefree but Charter is more structured with a focus on curriculum. All three structures allowed for individuality with emphases placed on both academic achievement and human development. References Bulkley, K. E. (2011). Charter Schools Taking a Closer Look. Kappa Delta Pi Record, 47(3), 110-115. Lawton, S. (2009). Effective charter schools and charter school systems. supplying and Changing, 40(1), 35-60.Retrieved from http//search. proquest. com, February 10, 2012. Lopata, C. , Wallace, N. , & Finn, K. (2005). Comparison of academic achievement between montessori and traditional education programs. ledger of Research in Childhood Education, 20(1), 5-13. Retrieved from http//search. proquest. com, February 10, 2012. Mupinga, D. , & Livesay, K. (2004). Consider vocational-technical education for post-secondary education. The Clearing House, 77(6), 261-263. Retriev ed from http//search. proquest. com, February 10, 2012.