The difference between a problem and a controversy

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Last updated: October 18, 2019

The Difference between a Problem and a Controversy Name: Institution: The Difference between a Problem and a Controversy Educational Leadership and Organization In this modern day, the main challenge by the state is facing the pressures for improving the school performance while working with the administrators, school boards, the staff and the central offices on developing the most advanced and effective schooling system. The two major controversies facing the current education system are ways to curb inadequacy of educational financing and the continuous growing headache of student drug use (Lamorgese, 2005). Additionally, the educational system is also faced with some problems. Whether there has been improvement in the school grades across the state, is one of the major problems. The other problem may be the unending debatable query that schools are reputedly considered institutions of learning, but most of them have turned to be learning organizations. Since the concept of funneling funds to the districts in the current system is through a base “revenue limit” allocation and a series of formulas for the collection, the governing bodies should change this categorical programs as most of them are outdated (Duignan, 2006). A good formulated program will ensure that those districts with more students and have a greater needs for educational items, receive more funds compared to those with fewer needs.

In addition to that, the system whole school fraternity, which is inclusive of the principals, parents and faculties, should take part in the institution expenditure decisions. Drug use in the educational institutions can be prevented using three methods that have been science-validated. They include universal programs, selective programs and indicated programs (Senge et al, 2011). Universal programs consist addressing the risks involved by drug use and the protective factors to all children in a given setting such as a community or schools. Selective programs mostly targets particular groups of teenagers and children who are at environments that are much prone to drug use. The third program, indicated program, is specifically designed for youth who are already in drug use. They are taken through therapy programs and counseling. Whether there has been improvement in grades across all schools in the state has been a problem for the community and the educational organizations.

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The state should come up with a fair and standard way of grading the students from all institutions across the state, which will bring equality across the state (Jeffrey, 2007). Another problem is that some of the learning institutions have been converted to learning organizations. The school is all about learning, but lately it has become a tradition and a norm for people to memorize a lot of information about which they do not carte.

This approach by students is highly fragmented. Learning should be a process that is inevitably driven by the learner and not by any other person and it always involves circulating in the domain of thinking and action. It is hardly a good model of learning for a student to sit down passively and take in information instead of learning (McPeake, 2007). The American Associations of School Administrators (AASA) did a comprehensive analysis in all the schools across the United States.

Out of all the twenty-nine key issues raised, inadequacy of funds was rated number one in the list of key issues that faced the current educational system (Hodgkinson, 1991). The issue extends further to under payment of the educational staff, administrators being unable to maintain the school infrastructure as well as lack of funds to provide for new infrastructure needed. It is clear that, without the adequate funds, it is almost impossible for any learning to take place in any educational institutional. References Duignan, P. A. (2006). Educational leadership: Key challenges and ethical tensions. Cambridge, UK: Cambridge University Press.

Lamorgese, T. (2005). Anticipated shifts in leadership and accountability under the requirements of the no child left behind law: A study of the elementary school principal evaluation.

McPeake, J. (2007). The principalship: A study of the principals time on task from 1960 to the twenty-first century. Marshall University, March 12, 2008, ProQuest Digital Dissertation Database.

Senge, P., Kleiner, A., Roberts, C., Ross, R.

, & Smith, B. (2011). The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization. London: Nicholas Brealey Pub. Hodgkinson, C. (1991). Educational leadership: The moral art.

Albany, N.Y: State University of New York Press. Jeffrey, T. (January 01, 2007).

School Leadership that Works: From Research to Results. Marzano, R. J. Waters, T.

, & McNulty, B. A. (2005). Roeper Review, 29, 4, 285.

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