Question

What is a comprehensive look at the blending of theory and practice in Education which include Ethics, Integrity, and Fairness into the blending of theory and practice? Please provide reference source with answer.

Below is a complete list of the Educational Leadership Constituent Council (ELCC):

Educational Leadership Constituent Council (ELCC) Standards

· Educational Vision – An educational leader who guides, facilitates, and supports the success of all learners by developing, articulating, implementing, and evaluating an educational vision that is shared and supported by the greater school community.

· School Culture – An educational leader who guides, facilitates, and supports the success of all learners by advocating, nurturing, and sustain a school culture that is shared and supported by the greater school community.

· Management – An educational leader who guides, facilitates, and supports the success of all learners by managing operations and resources to provide a safe, efficient, and effective learning environment.

· Communication and Collaboration with Communities – An educational leader who guides, facilitates, and supports the success of learners by practicing open, two-way communication and using collaborative strategies that respond to diverse community interests and needs. Acting with Honesty, Fairness, and Professional Ethics – An educational leader who guides, facilitates, and supports the success of all learners by personally demonstrating and promoting honesty, fairness, and professional ethics.

· The Political, Social, Legal, Economic, and Cultural Environments – An educational leader who guides, facilitates, and supports the success of all learners by understanding, responding to, and influencing larger political, social, legal, economic, and cultural environments and by recommending and implementing policy that guides district operations.

· Internship Practicum (Field Experience) of Standards-based Work in Real Settings – An educational leader synthesizes and applies the knowledge and practice to develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work that is planned and guided cooperatively by the institution and school district personnel (or university, college, or business personnel as appropriate).

Subject is Education

The purpose of the Conceptual Framework (CF) as it relates to is to provide a foundation and organizational system through accomplishment of the primary objective,

Standard 1: Human Capital Management Educational leaders use their role as human capital manager to drive improvements in building leader effectiveness and student achievement.

Standard 2: Instructional Leadership Educational leaders are acutely focused on effective teaching and learning, possess a deep and comprehensive understanding of best instructional practices, and continuously promote activities that contribute to the academic success of all students.

Standard 3: Personal Behavior Educational leaders model personal behavior that sets the tone for all student and adult relationships.

Standard 4: Building Relationships Educational leaders build relationships to ensure that all key stakeholders work effectively with each other to achieve transformative results.

Standard 5: Culture of Achievement Educational leaders develop an encompassing culture of achievement aligned to the institution’s vision of success for every student.

Standard 6: Organizational, Operational, and Resource Management Educational leaders’ leverage organizational, operational, and resource management skills to support improvement and achieve desired educational outcomes.

Answer 1

In today’s higher education landscape, the academic focus is no longer just on theoretical knowledge. More and more programmes are offering more opportunities for students to ‘learn through doing’, or in other words, engage in practical learning.Blending theory with practice is immensely beneficial, giving students a deeper understanding of a subject matter while cementing their understanding through hands-on activities.
Students were surveyed to determine overall effectiveness in relation to student engagement and excitement. Over 350 students were surveyed from eight courses: four “blended” courses with online philosophy lectures and four control courses with philosophy faculty. With the online method, a significantly higher proportion of the students (79%) reported an increase in confidence in navigating ethical dilemmas compared the students in the control group (61%). Over 90% of the students reported that they could identify, analyze, and handle an ethical situations regardless of approach. A greater percentage of the students with the “blended” method were interested in having ethics incorporated into other engineering classes (87%) compared to the previous method (67%). These results support our hypothesis that a “blended” method is as effective in getting students to engage with and be interested in ethics as the “joint-venture” approach, while allowing for the possibility of easier scaling of the model without the requirement of philosophy faculty to lead each in-class discussion.
Just as plagiarism, cheating, and other ethical breaches are important concerns
in the on-ground classroom, academic integrity must be fostered and encouraged
in the classroom. Student success and achievement of learning outcomes
depends not only on enforcing policies to eliminate cheating and plagiarism, but
also on creating a culture where students understand and endorse the importance
of ethical academic practices. Leaders in the move to the hybrid and blended format
must be sure to set standards for students that are clear, suited to the online mode
and available technology, and in alignment with their own institution’s academic
standards and policies.After deciding which approach will best allow you to implement your institution’s standards of academic integrity in your hybrid and blended classrooms, consider some of the following instructional design
techniques to further encourage academic integrity:
• Make your institution’s policies on plagiarism, cheating, and academic integrity easily available and
highlighted within the online classroom.
• Use prominent areas within the online classroom to discuss and actively engage students in a culture
of academic integrity.
• Implement educational technologies which check for plagiarism and the misuse of paraphrasing and
citation, such as Safe Assign or TurnItIn.
• Encourage instructors to create custom exams and assessments, rather than relying on test banks,
which are often easily found on the internet.
• When possible, use short answer, essay assignments, or insist that students show their work for any
quantitative assignments.
In all fairness, the benefits of striking a balance between theoretical and practical knowledge are endless. Blending theoretical and practical wisdom should be seen as producing bookworms who possesses adequate industrial exposure in addition to being street smart.
By applying knowledge through engaging in real-world projects, students don’t just improve their learning but also boost their employability.In today’s competitive workplace, students are looking for academic programmes in which they earn much more than a degree.They also want to develop skills increasingly sought by employers, such as analytical skills, critical thinking skills, innovative thinking, and collaborative thinking.These skills are best developed through real working world scenarios, which is where the university comes in.Higher education providers are offering industry-linked projects, internships, field work and more as part of the course structure, so students have valuable work experience that makes them more attractive to employers.The merging of theory and practice is being seen across the board in higher education, meaning it’s gaining traction across all kinds of academic programmes and departments.But experiential learning looks different depending on the department. While for business students, it means workshops or internships, those in the Sciences benefit from early exposure to lab settings where they can learn through hands-on research.Business is an applied discipline. Unlike Physics and Chemistry, there are often multiple answers to the same question — say pricing a new offering — depending on scope, scale, short-term versus longer-term perspectives, tangible products versus experiential services in developed versus emerging market contexts. These decisions require debate, tradeoffs, experiential learning. They also require a modicum of maturity and on-the-job experience so learning is based on the ability to ask the right questions to contribute to the dialogue — not on note taking and rote learning. The ISB’s post-experience programmes ensure that students come with adequate experience. Additionally, we recruit to build experiential diversity from across multiple industries. We do provide deferred admission to exceptional students without experience in our Young Leaders’ Programme but ask them to work for at least two years before joining ISB. We are also trying to increase the experiential components in our programmes, subject to constraints imposed by our one-year term structure.

In short, what is missing in the majority of management sessions and institutes is a perfect blend of theory and practice. Our job as instructors is to dissect the theoretical underpinnings and convert them into practical terms. If management skills are taught theoretically without any industry exposure and insights, then students may not be able to apply them in their day-to-day operations in future.

Reference:http://www.businessworld.in/article/Blending-Theory-With-Practice/21-11-2017-132359/