No Child Left Behind Act Assignment 2022

Psychology 0
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Psychology 1
When the 21st century joins American education, parents, government agencies and the
federal government scream for improved school results. The new "No Child Left Behind Act"
highlights existing pressure for schools to be held accountable to improve learning for children,
who are also considered a change in schools. School changes are more likely when
administrators can introduce developments that "transform the employee and teaching
environment." Therefore, school administrators are still searching for technologies to improve
the success of their employees.
Learning Transfer
Transfer of learning isn't a new concept. Old philosophers and religious theorists have
been actively trying to understand how people link their knowledge with their social
environment (Beach, 1999). Some of the instructional approaches we use in today's school
environments are based on these early transition concepts. For example, vocational training,
training for basic skills, critical thinking, and problem-based learning are designed to allow
employees to apply information learned from one context to another. As already noted, many
current schools, particularly K 12 public schools, face unprecedented reform pressure. The
public, particularly politicians and local community leaders, are often pressured into improving
employee success in the districts and schools. In this way, teachers are encouraged and even
pressured to adopt modern methods of teaching and assessment used in other settings. I discuss
the significance put on this learning concept and the key factors that affect the transfer process to
better understand the principle of learning transfer.
Many companies want to learn that their investment in training and development
programs in human and financial capital impacts the output of workers and the profitability of

Psychology 2
the company. The second explanation of why community leaders are actively looking for
programs, and activities that affect social services and the lives of community members are the
increasing social challenges caused by poverty, crime, and drug violations. Eventually, the quick
pace of life in our modern society, propelled by the proliferation of knowledge, pressures people
to continue to adapt and pushes them to learn and use new information (Nielsen, 2009).
Marini and Genereux have identified three main factors to explain what effect transfer
has: one time or another, educational theorists have stressed the significance of each aspect of
transfer – work, learner and context. Since each dimension plays an important role in the
transference process, it is most advisable to include all three in the design of the instruction. The
shift means modifying actions in a new setting (emphasis added, P. 5). Therefore, as indicated,
educators investing in transfer must consider the following: (a) behavior (task) being transferred;
(b) the capacity of individuals to cope with the transition (learner)(Carafella, 2002).
Features of the Task
While teaching to transition, it is important to understand the particular c tasks or
activities to be done in a new environment.
Knowing how an idea is disseminated or diffused through an enterprise offers insight into
what the challenge is about. For example, the following characteristics were defined as important
for innovation: relative advantage; compatibility; observability; trialability; and complexity. In
other words, if nobody or theorganization profits from ]tasks and it becomes exceedingly
complicated to execute and impossible to understand in practice, the chances of its being
implemented are significantly diminished (Rahim Zumrah, 2013).

Psychology 3
The similarity between the job requirements and the work environment is also a
significant factor in the transfers. In all these environments, the more similar are the tasks, the
greater the capacity for the transition. Clever teachers and program managers also need to take
into account the characteristics of their role or creativity while designing learning experiences to
duplicate this activity on their job.
The Learner’s characteristics: The way people manage technology will significantly
influence how new knowledge and skills are passed to the workplace. It is clear from previous
experience of transitions that individuals have learned that they have been able to apply their
learnings in new circumstances and have a variety of reservations about change. Even though
people doubt their expertise or ability to put new ideas into action, they are worried about
themselves. Management problems emerge as people tend to deal with the introduction of new
ideas for the first time as they resolve these initial fears (Paloniemi, 2016).
These modern approaches are both uncomfortable and unpleasant in the early stages of
their implementation; however, management problems continue to degenerate with experience
and continuous support. Finally, as people are familiar with innovation, they feel an impact, how
innovation affects others and how innovation can be changed to have a greater effect in the
future (Prince et al., 2015).
One of the important aspects of helping educators deal with transition is that they should
focus on their issues to expose underlying prejudices (Desmarais et al., 2013).