All media platforms in practice co-exist leading to a convergent media ecosystem. The experts also highlighted that the Indian media landscape is unique and its journalism schools must evolve their own text books and case studies for use in classrooms. Speaking on the occasion, Professor Dr C Raj Kumar, Vice Chancellor, JGU lamented the absence of journalism schools rooted in strong academic traditions which he termed as an 'important gap'. He emphasised the need for a strong pedagogy rooted in interdisciplinary liberal arts and social sciences education.
Sagarika Ghose spoke of four crucial foundational elements for a quality, world-class journalism school in India. She said, "Journalism education needs to be rooted in the liberal arts; focus on multi-media; possess an ethos of moral purpose and citizenship and finally look outward through linkages with journalism practices and academic institutions worldwide.
Ghose highlighted the crisis being experienced by the media profession currently and said, "There is a crisis of content and a crisis of credibility in the media at large. Journalism schools today will have to instill credibility as an important value in students from the very beginning.
Speaking on the increasingly ratings-driven news business, Mr. But the NCES projects that by minority kids will represent a majority of high school graduates as well. Asian American students now equal or exceed whites on most key achievement measures. But African Americans and Hispanics, who comprise the vast bulk of the new non-white student majority, still face troubling gaps.
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Though long implicitly tolerated, that imbalance has grown unsustainable because those young people constitute an increasing share of our future workers and taxpayers. Unless the U. Recent trends offer some reason for optimism. On 8th grade math, the gap since has narrowed for Hispanic but not black students.
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Similarly, after changing little from the s through , high school graduation rates for Hispanic and African American students have climbed steadily since to the highest levels ever recorded. These results suggest the U. That law faced opposition from teachers and some parents over its requirements for annual student tests and mandated intervention in struggling schools.
In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons:. Classroom observations may also challenge established institutional conventions and teaching practices, which can make the strategy an emotional topic in some schools.
For example, some teachers may not see any value in the process, they take issue with the specific criteria being used, they may not approve of certain people watching them teach, or they may be uncomfortable with the idea of being observed because they they may feel threatened or insecure in such situations, to name just a few possible reasons. Reform Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness, whether they are conducted by fellow teachers or by administrators.
Debate Classroom observations may become the object of debate or criticism for a variety of reasons.
In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons: Principals may not use consistent, evidence-based evaluation criteria. Principals may not have been trained in proper observation strategies, or they may not have the teaching experience or expertise required to evaluate instructional techniques.
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The feedback teachers receive may be superficial, inconsistent, or unhelpful in terms of improving instructional quality.