Reflection Letter Essay

The purpose of this study is to show institutional structure varietys and similarities between Elementary Montessori give slightonss, Secondary fill initiates, and Higher Education Technical schools. To support this look for background information leave behind be abided for each fosteringal structure listed. The study will as well as include targeted population, class sizes, and commandmental philosophies for each structure. Montessori nurture Montessori school was established oer 100 eld ago by Dr. Mary Montessori.The population Montessori schools concentrate was economically challenged elementary age disciples who were diagnosed with mental retardation. In the late 90s this particular school structure began to turn out to middle and high school with intention to last out to serve their current student population. The availability of national financing contri exactlyed an increasing boost to enrollment in Montessori schools. Montessori schools currently account fo r over 4,000 schools in the Unites States. nearly 200-300 of the schools ar classified in the public sector while the remainder is comparable to public schools.Settings in which Montessori schools be raise include merely at not limited to inner city, large attractor school atomic number 18as, and beas where at-risk preschool students argon placed. Lopata wrote that in the selectric s acquirer-centered environs tension is placed on total development of the child and his or her overall turn over procedure (Lopata, 2005). fit in to Lopata the alleged goal of Montessori schools was development of strong self- machinateed young adults who pursue a lifetime sojourn of independent l holding (Lopata, 2005). This goal within itself is proved a tremendous discordence between this school structure and any of the others.Montessori schoolroom design was created to contain students of multiple ages in one classroom with a need to meet the students were they ar emotionally or behaviorally. The average educational institute concentratees on schoolmanian gains and student exertion. The difference between Montessori schools and other schools is the physiologic environment. The classroom is not the conventionalistic desks in rows or even the table pigeonholings. The desks argon arranged in raft so students can promote individualist or petty(a) groups independently (Lopata, 2005). This option adds students with choices in how he or she wishes to learn.The set up also provides a contrasting attitude when it comes to the classroom. Educational environments were traditional designed to be teacher centered, the teacher is the central point, but Montessori schools are very supportive of student centered structure. Instructional methodology is the third difference found in Montessori schools. Montessori schools have their own circumstantial curriculum written by Montessori persons. The curriculum does not permit the use of enduresheets, grades, t extbooks, or punishments or rewards for achieving academic success or failure.Students ordinarily spend 3-4 hours in self-selected individual or small group survive and less 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 trice lesson to introduce the lesson and students move into individual or small work groups. Lopata included whatsoever valued points of good deal in Montessori structure much(prenominal) as students direct their own learning versus teachers being the authoritarians student achievement is seen as a comparison versus competition, and human possible versus skill development (Lopata, 2005). convey Schools In the state of Minnesota the first legislation was passed in 1991. there are approximately 5,000 look at schools in the unify States of America, this equals to 2. 4 % of all. There are more(prenominal) than sixer states with over 200 charter schools. Th e laws vary greatly from state to state along such dimensions as the year of passage, number of schools allowed number and identity of chartering authorities, pensionable charter applicants or sponsors, types of charter schools allowed (Lawton, 2009). read schools are public schools that must comply with most of the federal and state regulations that apply to traditional public schools (Lawton, 2009). take aim schools have the privilege to develop their own policies as it relates to discipline, personnel, and attendance, this gondolanomy awards Charter schools have what is referred to as zipper tolerance. 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 revert to his or her home school.The demand for parental thing was created to minimize behavior problems but some cases this does not deter the problem. Charter schools participate in host data from The National Assessment of Educational accomplishment (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 unvoiced to determine due to techniques used to compare reliableness of the tests vary from state to state.Charter schools receive the unremitting per student amount from the state, but to ensure that students have opportunities that may not be available in traditional schools their board seek outside financial support heavily from community partners and other funding sources such as grants and private investors. Lawton wrote, factors that positively electric shock a charter school whose delegacy is to cover the needs of at-risk populations may very well differ from those that benefit a charter school whose mission includes strong but narrow academic focus (Lawton, 2009).Some districts are seeing a skip in charter schools with over 80% having a academic focus such as MAHS in Memphis, TN that has a focus on health and science, Memphis argument Academy (both elementary and high) that have a chore focus in Memphis, TN, and Mountain Education cracker in Blairsville, GA that provide evening schools for students seek a regular Georgia Diploma but the traditional setting is not accommodating. Each environment has approximately 120 student teacher ratio. Technical Schools Artifacts found to support this research feature vocational and technical education in the part secondary structure.The growing need for technical positions Mupinga and Livesay cite technical and medical examination field positons as the highest remunerative fields therefore the need to attend intravenous feeding 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 course s related directly to the program of study. Traditional programs will not always provide content ad hoc needed 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 heating system 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 daytime to day life for more and four year colleges and universities are missing the mark in preparation for these rushs. In the past technical work has been associated 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 bring home the baconed in vocational-technical programs. Mupinga and Livesay pointed out that d isrespect the time spent in vocational-technical school or community colleges the course has been more rigorous and demanding that some traditional post secondary schools. The littler 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 run (barber, and cosmetology 64%), health and life science (medical/dental assistants, medical office administrative staff 61%), occupation and marketing (administrative assistant, bookkeeper 60%). The programs general are 12 to 24 months with extensive hands-on practical experiences. The programs less than 24 months provide opportunity for the students to become certificate 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 off er these career-oriented certificate programs. Vocational-technical schools have an advantage over traditional post-secondary schools because they provide air 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 partnership that vocational-technical schools are building with local business is increasing to provide a job supply of students that graduate from the programs. terminal Education is similar to many other industries such as automobile sales, tooth paste ads, and real estate. Everyone upgrade they have the best 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 meeting students were they are while Charter schools traditionally offer smaller classrooms to provide more support to students, V ocational-technical schools provide career oriented opportunities that are not offered in traditional 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 in 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. Planning 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. diary of Research in Childhood Education, 20(1), 5-13. Retrieved from http//search. proquest. com, February 10, 2012. Mupinga, D. , & Livesay, K. (2004). Conside r vocational-technical education for post-secondary education. The Clearing House, 77(6), 261-263. Retrieved from http//search. proquest. com, February 10, 2012.