Twelve Characteristics of Effective Early Childhood Teachers Essay

Twelve Characteristics of Effective Early Childhood Teachers - Essay Example Good teachers strive to read and learn the latest research and instrumental techniques so as to skill their student. They will also be well trained with appropriate developmental characteristics of the age group. Nevertheless, they should develop the love of learning among the students by building on their natural curiosity. They should understand the role of play in young children. They thus provide the necessary equipment (Colker, 2008). It is also essential for them to come up with designs that enable students to develop both large and small motor functions. Good early childhood teachers will use nonbias tools of assessment to monitor the performance of their students. It is tremendously beneficial for them to have excellent classroom management skills with proper rules so as to enhance discipline among students. Lastly they should create an environment whereby students are able to appreciate each other’s differences (Colker,

Quantitative Comparison of Academic Achievement in NYC Public Schools Dissertation

Quantitative Comparison of Academic Achievement in NYC Public Schools vs. NYC Charter Schools Measured by 2009 - 2010 NYS ELA and Math Exams - Dissertation Example According to the research findings charter schools are public schools that operate independently of the district board of education, making them a one-school public school district. They have their own charters written by private individuals: parents, educators, community leaders that enumerate their laws, governance structure and principles. This autonomous setup results in bigger accountabilities for the school. Because of this autonomy and customized curricula, many people believe that charter schools are far more beneficial to children, as compared to public schools. People also believe that charter schools provide better services because of the high standards they set for themselves. There are studies that compare the effectiveness of public schools versus charter schools. However, they differ in their findings. As our understanding of the cognitive development of young children increases, so does the need for high-quality childhood education programs facilitated by confident, c ompetent instructors. The growing appreciation for the potential benefits of quality educational programs has strengthened funding agencies’ and policy makers’ commitment to ensuring all families have access to programming that can support and enhance children’s development, growth, and learning. These benefits can be realized, however, only in high-quality programs with characteristics linked to positive outcomes for children. The establishment of a stable formula for measuring the academic achievement of the students from public schools and charter schools is needed. According to research conducted by Lubienski and Lubienski (2006), public schools and charter schools in New York City are both able to produce students that exemplify academic excellence. Since the No Child Left Behind (NCLB, 2002) legislation was enacted, schools must show that they are contributing to a child’s academic achievement, especially in the areas of English Language Arts (ELA) and Mathematics. Brennan (2009) indicates that New York City public school students outperform their peers from comparable school districts, giving the distinct impression that public schools are also effective educational forums. Conversely, the achievement analysis conducted by Hoxby, Murarka, & Kang (2009) indicates that charter schools are superior to public schools in their ability to educate students in a multitude of academic categories. In addition, Lubienski & Lubienski (2006) indicate that charter school and the â€Å"private-style organizational models† (p.2) were ahead of public schools in providing a model for