With the development of a recognizable number of reforms pertaining to legislation that are gunned towards education, it is evident that there is reasonable growth that can be associated with research-based educational decisions. On a regular basis, research work is associated with the supply or the requirements that research needs to be conducted on education and the possible ways of working on the identified issues. The problems can range from instances of dropouts and test scores that are under-standardized with the aim of eliminating parental control.
It is evident that these decisions are not made relative to the demand. Nevertheless, there is a need to identify why the education system necessitates more research and the benefits associated with the research. Regardless of the presence of cases that need research applied, the question of whether educators look for this research must be answered. Also, the answer to whether the researchers are taking the research as a genuine source of guidance must not be underrated. According to the article ‘ Making Connections Between Research and Practice,; which is the work of Porter and McMaken (Porter & McMaken, 2009); the authors try to give an explanation of how the supply and demand avenues tend to have control over the education system. It is good to note that demands concerning education refer to the ability to manipulate the Action Plan Research. Lauder reports that the action plan has the ability to take the requirements by the demand and raise important action plans to deal with the issues (Lauder, 2006, p. 18).
The individual claims that the action plans can be utilized in the education setting, where the results can determine whether there is a need to change or alter the way of offering services. The primary aim of the plans is to have a lasting effect in the education field. It cannot be denied that the demands in the education systems are overlooked; this is in contrary since they need close examination.
The Six Hypothesis of Demand in Education
Research in Education
This does not entail the activity of researching the educational system, but it is working to ensure that the set plan runs well and there is constant evaluation. No plan should be implemented without the prior need to test and evaluate its effectiveness. The evaluation works together with the Action Plan. Also, the Plan should be scrutinized to determine areas that might need improvement as well as the strong grounds. Educations providers would be set at a better position that enable perform empirical research through the gathering of data both in the classroom environment and the real world.
Furthermore, tutors would also be presented with proper grounds for determining if a specific curriculum is suitable for the students. On the other hand, they are also able to determine the influence of the methods of learning used and the effect on learners. Before the research is launched on the students or the learning environment, several research studies should be conducted to determine the authenticity of the research. The activity makes it possible for educators to feel secure with the learning practice initiated. When a teacher agrees with a practice, the effect is visible through the performance of the learners (Porter & McMaken, 2009).
Charisma both in the Workplace and the Classroom
Charisma is the power and the view of an individual concerning a certain issue. The individuals outside of the learning environment tend to be the immediate receptors of what the student gains in the classroom. They are the group of individuals that determine the outcome of the happenings. Charisma persons also have a commendable attribute concerning the legislation performed in the classroom. Individuals must understand that it is imperative for a person to have the research completed and featured in the action plan. The fact that Charismatic individuals determine what can be taught also deserves respect.
Hunger for Improvisation of Change
It is possible for individuals in the education field to have research about the issue under investigation. The presence of long periods designed for a single query makes the time for testing prolonged, one should note that the recognition of a need demand a research. For the research to take effect, the teams involved must possess the burning desire and hunger to enact change. Force makes the enactment of education research take shorter periods than expected. The actions or activities also demand inclusion in the Action Plans. Making these improvements makes it possible to view the results and make necessary reforms. The activities described cannot take place in the professional group that fails to impose force.
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Simple Reforms
The need to have reforms tends to have more effect in areas that seem not to demand reforms. The ability to implement the reforms might appear easier than usual; this applies to cases such as changing the socioeconomic factors that affect the performance of learners. Although it might seem like an easy process, individuals must learn the procedure, which requires members to dedicate time. The reforms cannot be determined until the actual research is carried out and the results are presented. The magnitude of a reform requirement does not act as a determinant of the research or the action plan that must be applied. However, understanding that research requires more resources, their enactment does not affect the need for action plans and reforms (Porter & McMaken, 2009). Reforms should only take place after extensive research.
Technology, as well as Motivation
The easy for professionals and educators to adopt a new concept is characterized by challenges. The new innovations in technology have made it easier to introduce modern concepts in schools. As the quality of technology continues to increase, the motivation for the teaching staff must be respected. Technology has the ability to offer standardized tests, concepts, and other learning materials. When educators fail and are not appreciated, the development of professionalism is negatively affected. There is a need to understand that students end up losing when there are no improvements in society, particularly in the improvement of the learning centers. The parties involved also need to have incentives dedicated to the professional teams; also availing push and action plans to overhaul the plans in the classroom.
Formal and Informal Network
Information is disseminated through verbal tools. The network can have participants such as the teacher, coach, administration, and professional organization. Formal and informal research is centralized on research as opposed to acquaintances. The networks are obliged to make decisions in accordance with the network’s priorities. The groups can implement action research, which acts as an analysis of the experiences among members. The main concepts learned are that participants must learn the concepts of the research work and understand its demand. The policymakers and the professionals are obliged to keep track of the demand so that reforms can beat success.
References
Lauer, P.A. (2006). Action Research. An Education Research Primer (pp.18-19). Retrieved from https://viewer.gcu.edu/SignIn/3A2DUV
Porter, A., & McMaken, J. (2009). Making Connections between Research and Practice. Phi Delta Kappan, 91(1), 61-64. Retrieved from
http://eds.b.ebscohost.com.lopes.idm.oclc.org/eds/detail/
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