Education System Cover Letter: What Essay

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" (Hurtado et al., p. 1)

This idea of a structural change is further girded in the article by Hiebert & Morris (2012), which agues in favor of altering the fundamental strategy of instruction. To the authors, the focus on improving the characteristics of educators rather than the educational resources and parameters given to these educators if wrongheaded and problematic. Hiebert & Morris "expose the assumptions on which this logic is built, propose an alternative approach to improving teaching that engages teachers (and researchers) directly in the work of improving teaching, present some indirect evidence to support this approach, and examine the cultural traditions and beliefs that have kept the conventional approach in place for so long." (p. 92)

The article by Hiebert & Morris challenges the idea that teacher qualifications are the flaw in the present educational system. The opportunities for improvement lay, instead, in bringing about greater intuition and flexibility in curricular design, learning materials and even the overarching structure of the traditional public school.

Opposition:

The opposition to the proposed strategies for philosophical and structural reconsideration of our educational system is largely formed by members of the federal and state governments.

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The rigid standardized testing and accountability strategies that have marked the last decade of educational policy are, in many ways, responsible for the deplorable state of American education. However, the opposition argues that a further reinforcement of this approach is the best way forward. According to Coffey & Alberts (2013), "an organization established by the 50 U.S. state governors to improve academic standards and testing will begin finalizing its draft document (released in January 2013) of the Next Generation Science Standards (NGSS). This document aims to establish new common standards for science education for students aged 5 to 18 in the United States, and it explicitly builds on the U.S. National Academies' 2011 Framework for K-12 Science Education." (Coffey & Alberts, p. 489)

The strength of this strategy is that it offers greater opportunities for student participation and hands-on learning in science classrooms. However, beyond this stated strategy, the approach is weakened by its reliance on the standardized testing ideology that has done little to improve student performance in recent years.

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