Critical idea and Evidence founded Practice

Critical idea and clues founded Practice

Critical Theory and Evidence Based Practice

The Education Act (2002) defines Key Stage 3 as “The period beginning at the same time as the school year in which the majority of pupils in his class attain the age of twelve and ending at the same time as the school year in which the majority of pupils in his class attain the age of fourteen” however, even before this act was passed a green paper “Schools: Building on Success” (2001) was published, proposing the acceleration of KS3. In this essay, I will critically evaluate the decisions that led to the introduction of the accelerated KS3 curriculum and the subsequent interpretation of this proposal by schools, particularly focussing on the works of Marx and Dewey. (Graybeal, 2007, 513-5)

Accelerated schools are dedicated to providing all students with enriched or “accelerated” educational experiences and seek to bring students who are in “at-risk” situations into the educational mainstream. Unlike some reform models, which address only curriculum change, the accelerated school model is a comprehensive whole-school reform that transforms both school culture and classroom learning environments. This entry begins with a brief history of the Accelerated School Project (ASP), is followed by a description of the accelerated school model, and concludes with comments about the impact of model implementation. (Witkin, 2001, 293-2)

History of the Accelerated School Project

The Accelerated School Project officially began in 1986. It was both an outgrowth of research conducted by Henry M. Levin and his colleagues and a response to the disparities in the classroom practices of the early 1980s. Levin observed so-called disadvantaged students—that is, students living in poverty, having little or no educational foundation, and generally being several grade levels behind their peers in academic achievement—who were situated in “at-risk” environments and subjected to remedial practices that slowed down the pace of their instruction. In sharp contrast he also observed students identified as gifted and talented who were thoroughly engaged in stimulating instructional activities. Levin posited that the only way the educationally disadvantaged students could catch up to their peers would be if they received accelerated instruction, which had up to that point been reserved for only the gifted and talented students. (Graybeal, 2007, 513-5)

The only ample teaching for occupations is teaching through occupations. The standard asserted early in this publication (see Chapter VI) that the educative method is its own end, and that the only adequate groundwork for later responsibilities arrives by making the most of immediately present life, applies in full force to the occupational stages of education. The superior vocation of all human beings at all times is dwelling -- thoughtful and lesson growth. ('Democracy and Education' John Dewey, 1916, Ch24)

Description of the Accelerated School Model

The accelerated school model is both a philosophy about sound educational practices and a systematic process for achieving them. The model supports schools as they move from conventional approaches to teaching and learning to more participatory ...