Education review
The article on eager to learn and the concept of offering quality education to pre-scholars is addressed in a very objective manner. Bowman, Donovan and Burns give an in-depth analysis of the significance of early childhood education. The relevance of education in children’s development is emphasized. The peer reviewed article reveals that children’s early childhood experiences are of great significance on people’s overall growth, development and acquisition of knowledge. Moreover, teacher-child relationship is crucial in shaping the learning process of children of between two to five years (Bowman, Donovan & Burns, 2001). The report clearly captures the challenges, intrigues and complexities of early childhood learning.
Singer, Nielsen and Schweingruber give a critical review of the issues related to the contributions, status and possible future direction of discipline and science-based education. The issues related to the knowledge of learning, discipline and scientific approaches emerge as crucial aspects of education in the modern world. The need to utilize science based teaching at undergraduate level is emphasized in a practical manner through the use of empirical research. It is evident that science, engineering, technology and mathematics are core areas of undergraduate education that need to be accorded due attention (Singer, Nielsen & Schweingruber, 2003).
The article on peer review and the relevance of teachers’ union evokes vital arguments on the significance of education. Lieberman (1998) explains that it is crucial to constantly evaluate teachers and ensure that their knowledge is relevant to modern education trends. In her state assessment research, Beatty makes an assessment of the best academic practices and innovative strategies aimed at enhancing efficiency and effectiveness in education. Her research reveals that policy makers and educators in the U.S heavily rely on tests in their measurement of the level of efficiency of education. The need to adopt common academic standards is discussed while the relevance of constant research is assessed (Beatty, 2010). Effective academic assessment should encompass the use of modern information technologies and academic systems as well as a constant review of academic strategies being employed. The peer reviewed work of Fenichel and Schweingruber offers in-depth revelations on the critical issues of concern on the concept of education and the need to learn science in informal settings. It is clear that informal settings such as botanical gardens, museums, zoos, media enterprises and libraries offer a serene learning environment. While academic measurement of the leaning outcome may not be easy, learning in such an environment is important. The learning is best undertaken and more beneficial to the adults and the latter are least likely to be destructed by the happenings in such environments (Fenichel & Schweingruber, 1998).
Limitations and gaps to be filled
Bowman, Donovan and Burns’ article on educating pre-scholars is limited in its scope and it does not offer a fair understanding of issues related to the general system of education across the globe and across all ages. Singer, Nielsen and Schweingruber’s work fails to explain a realistic connection between the learning of science subjects and the development of learning process for children at a tender age. This gap needs to be filled by future researchers. In the work of these researchers, a lot of emphasis is accorded to discipline based education while other aspects of education are ignored. The State Assessment Systems Research undertaken by Beatty is very limited in its scope. The fact that the work is limited to the U.S gives a skewed view of the relevance of the research process. Further research should be undertaken with emphasis on the innovative and best learning mechanisms at all levels of education, both in the U.S and other global states. While Fenichel and Schweingruber reveal how significant informal environments could be in enhancing one’s learning experience, the research work fails to address the possible challenges that could be faced when undertaking such environmental learning. Like other reviewed articles, Lieberman (1998) ignores the need to relate his research to the varied generations and the degree to which information technologies can play in the modern system of education.
References
Beatty, A. (2010). Rapporteur; Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards. National Research Council, Workshop Summary, 22(1), 13-17.
Bowman, B.T., Donovan, M.S., & Burns, M. (2001). Eager to Learn: Educating Our Preschoolers, Committee on Early Childhood Pedagogy. National Research Council, 31(3), 29-40.
Fenichel, M., & Schweingruber, H. A. (1998).National Research Council, Surrounded by Science. Learning Science in Informal Environments, 23(1), 21-27.
Lieberman, M. (1998). Teachers Evaluating Teachers. Peer Review and the New Unionism, 12(4), 18-26.
Singer, S. R., Nielsen, N. R., & Schweingruber, H. A. (2003). Committee on the Status: Contributions, and Future Directions of Discipline-Based Education Research. Research Council Discipline-Based Education Research, 14(3), 37-47.