Abstract
In this article, the writer notes that Piaget was renowned for his work within the field of cognitive development, particularly child development. The writer points out that he dedicated most of his time looking into how children's minds develop throughout their childhood. The writer discusses that Piaget's theory is based upon four stages, which he argued the child will go through in a systematic orderly way. The writer maintains that although there have been some psychologists who have criticised his work, it still provides some vital information and understanding into how children's minds develop. The writer concludes that overall, Piaget has provided today's society with a greater understanding within the field of child development.

From the Paper
"Once a child reaches the age of 7-11 years old, Piaget believed that they progress into the concrete operational stage. In this stage children are able to complete conservation tasks. As well as this, they are also less egotistical, and are able to look at more than there own point of view; this was demonstrated by correctly completing the mountain task. Piaget also looked at transitivity tasks. For example, looking at if A is bigger than B, and B is bigger than C, then A must be larger than C. He found that children in this stage were only able to complete this task successfully, if the objects were present.
"One part of Piaget's theory that he did not seem to consider, was the universal aspect. Not all of his theory can be applied to all countries and cultures."

Tags:awareness, self, senses, reflexes

Abstract
The paper discusses the reasons put forth to explain why boys underachieve in school. The paper specifically looks at the following explanations: the feminising of the curriculum, the low expectations boys have of themselves, the crisis of masculinity, and the Marxist theory, which sees the education system as repressing working class children. The paper concludes with the opinion that it not gender that is the main factor for boys' underachievement, but class. An annotated bibliography is included with the paper.

From the Paper
"In the academic year 2004/05, 62 per cent of girls achieved five or more GCSE grades A* to C, compared to only 52 per cent of boys. Many people would suggest that this sort of data represents the crisis that is 'male underachievement'. Male underachievement is the failure of boys to do as well in the education system as their female counterparts. And yet the 'crisis' only a few decades ago was that of female underachievement. So what has happened to account for this shift in achievement?"

Tags:gender, class, masculinity, rebels

Abstract
The paper defines liberal education as the development of intellectual abilities. It is concerned with the pursuit of knowledge and has three key values choice, freedom, and autonomy. The paper discusses several benefits of liberal education. For example, if one is able to prosper and make wise decisions, then it is beneficial. The paper also discusses the drawbacks of liberal education. For example, programmes are very expensive and thus prevent participation. Finally the paper discusses whether liberal education is suitable for the twenty first century. The writer sums up that liberal education has to be accompanied by other educational teachings.

From the Paper
"The term liberal education has a variety of interpretations and in my own opinion it can be summarised as an education that emphasises the development of intellectual abilities as opposed to the acquisition of professional skills. Hirst (1974, p. 31) succinctly summarises this with 'the idea of liberal education as a process concerned simply and directly with the pursuit of knowledge.' The aim of such an education is to ensure that no particular way of life is favoured or predetermined and children are not trained for a pre-set role. Instead their education is centred on three key values; choice, freedom and autonomy. As far as I can understand the theory behind liberal education is that if the child is free and liberated they can make their own decisions and are thus deemed to be free from both ignorance and external authority. "

Tags:liberal, education, free, thinking, intellectual, abilities, choice, freedom, autonomy

Abstract
This paper discusses the educational theories of John Dewey and uses them as a basis to develop the writer's philosophy of education. The writer explains that Dewey's practical methods of guided discovery continue to be popular in modern education and represent a rational and holistic approach to the education of children. The writer describes Dewey's philosophy of basing instruction on student interests, his concept of reflective thought, and his idea that a constantly experimental approach to learning should be maintained, and explains why Dewey's ideas may be more relevant today than they were fifty years ago. The paper concludes with an explanation of the writer's perceived role and mission as an educator in Hong Kong.

Outline:
Introduction
The Aims of Education
Role of the Teacher
Knowledge
Conclusion

From the Paper
"It is now clear to me that educators must develop their own personal philosophy of education. However, a tremendous body of educational theory exists, making it difficult to choose a specific school of thought. For example, some educators base their theories on different approaches to grouping students for instruction, various forms of curricula, methods of evaluating student progress, or the objectives of instruction. Phrases such as "cooperative learning," "multiple intelligences," and "whole learning experiences" abound in the literature. Instructional methods range from free exploration to direct instruction. Models of learning range from transactional to transmission."

Tags:democratic, child-centered, pragmatism, progressive, curriculum, practice, classroom, integrative

Abstract
The report focuses on the responsibilities of teachers and the various methods used to educate, motivate and stimulate students. It looks at a combination of roles to stimulate learning, such as being a guide, mentor and role model. It also comments on specific responsibilities and on the boundaries that must be set with regard to the teacher-student relationship.

Outline:
Introduction
Role of Teacher
Responsibilities
Boundaries
5. Conclusions

From the Paper
"The role of the teacher also embraces an awareness of the different theories of learning in order to help inform their own practice. Reece and Walker (2003) refer to the main theoretical branches of how people learn - behaviorist, humanistic and cognitivism and suggests that teachers should not stick to just one model but be adaptable and decide which model might best suit their student as well as integrating different aspects of these models at different times for different subjects and for different learning styles."

Tags:education, teaching, teachers

Abstract
In this article, the writer discusses that inclusion presents dilemmas in principle because the real human right, that all pupils receive a good education, is easily confused with something else, that all pupils receive the same education. The writer maintains that inclusion also creates dilemmas in principle because it represents an intensification, and not a resolution, of a dilemma that has always been inherent within mainstream education - how to impart a single education to children who are different from one another. Finally, the writer notes that inclusion also presents dilemmas in practice for a host of reasons to do with implementation at school governance and individual classroom level for which high-sounding statements about 'community', 'infinite potential', 'inclusion' etc. offer no guidance. The writer concludes that in this context, the religious education (RE) teacher has a duty to use the unique capacity of RE to capture the unique potentials of pupils whose particular challenges can only be appreciated over the long-term by a vigilant and caring class teacher.

From the Paper
"As well as presenting dilemmas - and conflicts of interest - in principle, there is a vast range of practical dilemmas arising from inclusion of which the following represents the tip of the iceberg. Where pupils present severe behavioural problems, for example, schools are faced with the dilemma of using resources for in-class support or using them to support intensive withdrawal work. Eventually, some schools face the dilemma of struggling to control pupils with extreme behavioural difficulties or excluding them altogether. Schools face a dilemma of diverting resources from mainstream education only to plough them into projects designed to cope with behavioural difficulties that could perhaps be treated more cost-effectively - without the diseconomy of small scale - beyond the individual school.
"A further dilemma that arises from the attempts to implement inclusion within school is that of developing systems, structures and procedures of enabling inclusion to occur. In the schools studied by Clarke and colleagues, the most common form of technology was in-class support."

Tags:differences, difficulties, classes, resources

Abstract
This paper studies the critical period hypothesis which suggests that languages cannot be learned after the age of twelve. However, an evaluation of evidence from many different sources suggests that this is not accurate. It examines sources such as: Studies of second language learning methods, wild children studies and the theories of Noam Chomsky and Stephen Krashen. Factors which make it easier for children to learn language, such as parentheses, are also discussed.

From the Paper
"The "critical period" hypothesis cites a commonly observable phenomenon, the fact that children find language learning much easier than adults, and learn language remarkably quickly, to claim that language learning is more difficult, or impossible after puberty. The concept of "critical periods" was initially introduced in the study of animal behavior, where it was noticed that certain behavioral responses only emerged when stimulus was given within a particular time frame. This concept has been applied to many species, including humans, with regard to the development of specific emotional responses such as stress. In 1967 Lenneberg proposed that this concept also applied to human linguistic development, seeing language as a response, and exposure to language as the stimulus. There are two versions of this hypothesis: the "strong" version, which claims that no language acquisition is possible after puberty, and the "weak" version, which maintains that language learning will be much more difficult. A distinction is often made between "language acquisition", the way in which children unconsciously learn their native tongue, and "language learning" which implies formal instruction, and Lenneberg maintains this distinction himself."

Tags:chomsky, immersion, krashen, language, learning, linguistics, pinker, second, teaching

Abstract
The paper discusses in detail the current approaches to the manner in which people learn and of the classification of these groups. It states there are many theories on learning and how people learn and that there are elements of cross over between many of the theories. The paper explores the factors that can influence the way people learn in relation to learning theories.

Outline:
Introduction
Behaviourism
Learning environment
How this theory relates to my own practice and communication
Cognitive development
Learning environment
How this theory relates to my own practice and communication
Humanism
Learning environment
How this theory relates to my own practice and communication
Gestalt
Learning environment
How this theory relates to my own practice and communication
Ways in which theories and principles of learning and communication will apply to promote inclusive practice
Conclusion

From the Paper
"To communicate effectively to all of my learners, I will always bear the Hierarchy of Needs in mind when lesson planning by providing adequate support and resources, including help, respect, and encouragement to assist the various learning styles and domains. This will include sensory learning experiences using facts and general concepts relating to their own culture and background, visual and verbal prompting, experiential learning and time for evaluation and analysis through active reflection, in a detailed structured way "

Tags:learing, teaching, communication, Dewey, humanistic, theory

Abstract
This paper discusses an an hour long AS Level English Literature classroom session observed by a student teacher. The writer explains the important roles played by preparation and identifying aims and objectives; delivery and the importance of clarity and enthusiasm; techniques and aids; and the assessment of learning. The writer also looks at the importance of informing learners about the aims and objectives and structure of the session.

Outline:
Table
Description and Reflection
Preparation
Presentation/Delivery
Techniques and Aids
Assessment of Learning
Conclusion

From the Paper
"When teaching, I see preparation as one of the most important parts of the process. "Preparation of a formal lesson demands a consideration of three major factors: the students, the subject matter, and the resources and constraints." (Curzon 1997;276). If I did not feel fully prepared I would lack a great deal of confidence and feel that I was deceiving my learners. Planning the session adequately ensures that all aims and objectives are clear and the learning process is thorough."

Tags:teaching, learning, English, students, subjet, matter, session

Abstract
This paper discusses how a great number of students with learning disabilities are at high risk for educational failure because they often have difficulty remembering materials covered in school and how their teachers can help these students improve their performance and their long term success through mnemonic instruction. It examines various studies on the topic and reviews relevant literature. It evaluates how the majority of research indicates that using basic phonetic instruction alone is insufficient, especially for students with learning disabilities. When basic skills are taught in conjunction with mnemonic strategies, memory improves because well established pictures in the memory bank to link new information and trigger a strong electrical impulse to help recall the new information. The research studies have consistently shown that mnemonic strategies can be taught to students of all ages and of all levels of learning disabilities. Studies have also shown that when students are taught mnemonics to help them study, they begin to use mnemonics on a regular basis and also begin to make up their own memorization techniques.

From the Paper
"The traditional theory of learning, which has been used in the past as a supplement to the mass schooling approach of the early 19th century, is that in order for a student to learn complex skills such as reading, he must first become adept at making sense of the smallest components of the language (for example letters) and then advancing to larger components (for example sounds, words, and sentences). Phonics supporters generally agree that by employing "the direct approach" in regards to instruction, as well as providing an undeviating focus on logical sequencing, students will effectively learn to identify words quickly and consistently, as well as improving their spelling, vocabulary, handwriting, listening, and thinking skills (Share and Stanovich, 1995)."

Tags:children, memory, bank, teachers, phonetic, language, skills