For many heterosexual students, dating is one of the biggest issues at stake when considering co-ed schools, single sex schools and the impact their choice will have on the . Co-ed schools offer the obvious benefit that the dating pool on campus is all-encompassing.
think modern educational theorists are inclined to attach too much importance to the negative virtue of not interfering with children, and too little to the positive merit of enjoying their company.
Co Education Disadvantages Essays Write this essay in the forum! How often have you heard the comment, He essay co education disadvantages or she is ucla creative writing master s program a born.
The educators who allow most freedom are men whose success depends upon a degree of benevolence, self-control, and trained intelligence which can hardly be generated where every impulse is left unchecked; their merits, therefore, are not likely to be perpetuated if their methods are undiluted.
Having officially accepted women to their undergraduate program in 1837, Oberlin College was the first university postsecondary institution to become coeducational. Following Oberlin, other colleges across the United States began to open their doors to female undergraduates. However there were some universities that stayed single-sex, such as the Seven Sister schools, which praised all-female education, and found that their students would thrive separated from men. In her book, , Leslie Miller-Bernal states, “women’s colleges have always lived under a banner of controversy…as they developed and became an important part of American higher education, stereotypes have often been used to describe them…but they have also been damaging in their ability to obscure the educational value of women’s colleges and to confuse, if not terrify, potential applicants” (Miller-Bernal p. xv). This banner of controversy that Miller-Bernal goes on to describe is one of the many reasons why single-sex colleges merged to become coeducational institutions, to avoid some negative connotations that might have been associated with their schools, as well as to attract more potential applicants who might have been more interested in the school had it been coeducational. Coeducation, while it plays a large part in how men and women were, and are currently, educated, also affects in what ways the students are educated. In coeducational institutions, the gender demographics affect campus climate outside of the classroom, as well as inside of it; it is important to investigate how coeducation of women affected the gender demographics of student majors, by potentially further developing female-dominated majors, or bridging the gap to male-dominated fields.
And when rebels become educators, they sometimes encourage defiance in their pupils, for whom at the same time they are trying to produce a perfect environment, although these two aims are scarcely compatible.
Presently, it has come to the attention of colleges and universities just how large of an impact that the coeducation of women has had on the nation’s higher learning institutions. From an article in the New York Times: “Department of Education statistics who that men, whatever their race or socioeconomic group, are less likely than women to get bachelor’s degrees – and among those who do, fewer complete their degrees in four or five years. Men also get worse grades than women…faced with applications and enrollment numbers that tilt toward women, some selective private colleges are giving men a slight boost in admissions”. This present-day divide is the ironic inversion of what coeducation was like in the 1900s. When women began at mixed-sex institutions they remained in a passive state, letting men remain dominant in fields that stereotypically were not appropriate for women, such as the sciences or the humanities like political science or economics. This dominance has slowly diminished, and has allowed women to find equality in the gender demographics regarding student majors.
The effect upon the educators is even worse: they tend to become sadistic disciplinarians, glad to inspire terror, and content to inspire nothing else.
If these are to be the purpose of education, it is a question for the science of psychology to consider what can be done towards realizing them, and, in particular, what degree of freedom is likely to prove most effective.
Level 5 Diploma Unit 9 Lead practice to achieve positive outcomes for children and young people in residential childcare January 2017
Answer is in essay format
1.1 Explain positive outcomes for children and young people that residential childcare services aim to achieve.
2.1 Establish a culture that focuses on the wellbeing of the child or young person
2.2 Lead child or young person centred assessments to identify support required focussing on strengths and abilities
2.3 Plan provision that meets the identified needs of children or young people
2.4 Implement provision that meets the identified needs of children or young people.
3.1 Analyse how the aims and objectives of the organisation and the nature of the work setting impact on engagement with families
3.2 Cultivate attitudes amongst team members that promote productive engagement with families
3.3 Implement practices that support pro-active liaison and engagement with families
3.4 Support team members to address situations with families where it may be necessary to advocate for the rights of the child or young person.
5.1 Summarise theories about how children and young people learn
5.2 Evaluate the impact of life experiences and other personal factors on the capacity of children and young people to engage with learning and with education
5.3 Support team members to engage children or young people in learning in ways that take account of the child or young person’s
d skills and talents
5.4 Manage the physical environment in ways that encourage learning.
6.1 Evaluate the benefits of leisure activities for children and young people
6.2 Evaluate the importance of unstructured leisure time for children and young people
6.3 Work with others to enable children or young people to choose how they use their leisure time
6.4 Work with others to support children or young people to access leisure activities
I really like this topic and I think it will turn out to be an excellent paper. I like how you are using Trinity as your specific topic but your frame of reference spans all institutions which went from single-sex colleges to coeducational institutions. Your topic is definitely thought-provoking, but try to add a little more evidence for the “addresses change and/or continuity over time in education” part of the evaluation criteria. The last two sentences of this draft are extremely interesting and I would love to hear more about them! It would be really beneficial to you to show a timeline of women’s majors at Trinity (or other institutions, or all institutions) over time to back up those last sentences, for example what percent of Trinity’s female students majored in engineering the first few years as compared to now (which I am sure you thought of already, but just in case). The Watkinson should have some information on this and if not try talking to Rachael Barlow. Also, your middle paragraph is very strong and I think anyone inside or outside of Trinity would be interested in learning the real reasons why Trinity became coeducational.
I am however having a bit of trouble finding your research question. What is the real question you are trying to ask? You are doing a great job of including many pieces of coeducation in this paper which is great, but what is the real question you are trying to answer?
I think once you tie all of the pieces together your paper will be excellent! Good luck!!