the trend is on the rise that heterogeneity will soon be one of the options only as homogeneity, according to learning styles and teaching styles will be the basis of organization in the school. Students may be spending more time in school. Stevenson says that students may even spend 24 hours and seven days if that is feasible at all (Stevenson, 2007). This is referred to as “twilight schools. ” Curriculum content then will be grossly affected as some subject areas will be stretched while some will be eradicated or sacrificed. Materials utilized in school will be highly evolved.
This refers to the use of technological materials as computers and other multi-media equipment. In another respect, this might also refer to the less concentration of teacher presence and instead a master teacher with several teaching assistants around him/her. There might be some schools which will not have the real brick and mortar edifice as the technological breakthroughs call for the corresponding change. Definitely, those people in the educational leadership circle have the direct influence on the chief facets of the curriculum; primarily they will impinge on what the definitive contents are and the extent of the role of the instructor.
It has been pointed out that demographics tell the sad tale of low graduation rate from the high school level, and the gloomy prospect of these non-graduates in a very highly technical kind of demand in the workplace (Hinton, 2005). Other chief influencers are neurobiologists or neuroscientists whose continued research and discoveries of the human brain impact the educational policies that promote optimal learning in an educational setting constructed for its purpose (Hinton, 2005).
Standardized tests have been the permanent fixture in determining the value and usefulness of the curriculum being utilized. This may or may not be the case in the future. The findings point these standardized tests as inherently showing, to an extent, “narrow results;” i. e. some takers are disadvantaged to some degree. The trend then may lead to other measures in deciding the effects of learning materials on the learner and their effectiveness (Stevenson, 2007).
Secondary to the educator leadership circle are the concerted efforts of conscientious parents who attend, write and react on legislation and school implementations. They do exert influence on the content whether this will be towards a more positive and clearer direction or towards a more ambiguous and less effective curriculum content. As taxpayers as well, the increasing costs of non-attentiveness on critical issues affecting education have greatly made more parents and adults to participate and be aware in the work of educators and the public policies being crafted (Stevenson, 2007).