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Purpose: require students to absorb cultural literacy through factual info, develop rational thought to think rigorously
Teacher’s role: teach values and character training establish reading riling and rithmetic, discuss values and principles of stories, act as facilitators and discussion leaders
Curriculum: focused around the great books that ever lasts time
Relations to society: “sorting mechanism” provide gifted for leadership while providing training for others |
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Purpose: answer fundamental questions of life, define life’s meanings
Teacher’s role: help students define their essence by exposing them to diff paths, create an environment that they can freely choose their way
Curriculum: humanities, experience historical actions, students self paced self directed, greater one on one contact b/w student and teacher
Relations to society: become responsible members of community, make decisions for themselves, build curiosity |
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Purpose: pragmatism, trained to analyze experience thoughtfully and draw conclusions objectivity, focus around scientific method
Teachers role: facilitates by helping students form questions and devise strategies to answer questions
Curriculum: around experiences, interests and abilities of student, encourage cooperative work, students integrate several subjects in studies
Relations to society: model democracy, make better citizens, develop wiliness to shape responsibilities |
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Purpose: provide students w/ essentials of academic knowledge, patriotism and character development, wants “cultural literacy”
Teachers role: classroom focused around teacher, moral role model, decide what is important for students, relay on achievement and test score
Curriculum: traditional academics, few electives
Relations to society: strive to educate students on character growth and promote common culture, think immigration threatens American culture |
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Social reconstructism Purpose: school is place to fix social problems
Teachers role: explore social problems, create lessons that emotional/intellectually stir student about social problems, model democratic principles, facilitator
Curriculum: students select educational objects and social priorities, engaging in genuine effort to improve society
Relations to society: place where poor can regain control of life, influence social and economic forces |
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| “I should like to record at this point my conviction that in many states the number one problem is the elimination of the small high school by district reorganization” |
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Education has room for improvement
-smaller schools cannot provide opportunities like bigger schools
-students extracurricular activities inhibit students learning
-consider diff levels for classes for remedial, gifted, and average students b/c they need this to grow further
-more scientific method of learning |
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| “it has focused squarely upon the child, it has recognized the fundamental importance of the learner, it has defended the thesis that activity lies at the root of all true education, it has conceived learning in terms of life situations, and growth of character it has championed, the rights of the child as a free personality.” |
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-schools need to initiate social change
- shape students to control economy
-progress education
-Social reconstructionists
-schools are responsible for continuance of social problems
-changes in economy change ideals of people |
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| “misunderstanding regarding the nature of freedom that is demanded for the child is so common that it may be necessary to emphasize the fact that it is primarily intellectual freedom, free play of mental attitude, and operation which are sought.” |
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-teachers aren’t given enough authority over curriculum
-teachers have no freedom and flexibility so students education suffer
-value of democracy
-argues system is not democratic but autocratic
-students relay too much past discoveries instead of having 1st hand experiences in lessons
-progress edu called instrumentalism (pragmatism) |
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| “if we do not have some knowledge of childrens lives outside of the realms of paper-and pencil work and even outside their classrooms, then we cannot know their strengths.” |
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-cultural clash b/w students and teachers
-misunderstanding in lang expression
-teachers need to stop stereotyping cause it effects students ability to learn
-all students can learn regardless of background |
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| “students need opportunities to make choices and care about it but they also need shard standards and requirements to ensure that they ultimately develop disciplined habits of mind and skills in each field of study” |
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-students need a more interactive approach to learning
-teachers should guide students in learning process rather than have them learn by themselves
-having apprenticeships
-teachers more concerned w/ tests, evaluations than teaching |
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| “the other half who are to choosen for the superiority of their parts and disposition” |
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-required students at least be schooled for 3 yrs
-wanted to teach everyone reading writing and arithmetic
-focus however is historical so that the past isn’t repeated
-system is devised this way to get future leaders, elites, masters of edu
-though law made for the masses still only helps select (wealthy) individuals |
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| “if students choose to identify w/ their culture and background, they may feel alienated from this society, on the other hand, if they identify w/ us culture they feel like taitors to their family and community” |
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-students should adopt some American culture
-communication unclear b/w students and teachers w/ diff customs
-problem limiting students to one perspective
-encourages teachers to be multicultural |
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| “No race can prosper till it learns that there is as mush dignity in tilling a field as in writing a poem. It is at the bottom of life we where we must begin, and not at the top. Nor should we permit our grievances to overshadow our opportunities.” |
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-focus on industry and industrial education
-passive approach to freedom
-African Americans should work hard to not struggle |
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| “To be a poor man is hard, but to be a poor race in a land of dollars is the very bottom of hardships.” |
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-apply oneself- African Americans
-free by law but not by practice
-incorporate elements from both African side and American side to benefit
-more aggressive for rights |
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“only foundation for useful education is in a republic is to be laid in religion”
“impressions upon the minds of children are generally derived from the woman” |
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| “if this better thing is education, then education is not merely schooling. It is a lifelong discipline of the individual by himself encouraged by a reasonable opportunity to lead a good life. Edcucation here is a synonymous with civilization. A civilizated community is better than the jungle but civilization is long slow process which cannot be given in a short course.” |
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-schools will solve social problems
-education is unpredictable due to teachers (good/bad)
-train students on practical life
-education of democratic |
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| the Bill of Rights which guards against unreasonable searches and seizures, along with requiring any warrant to be judicially sanctioned and supported by probable cause. |
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| United States Constitution is part of the Bill of Rights. The amendment prohibits the making of any law respecting an establishment of religion, impeding the free exercise of religion, abridging the freedom of speech, infringing on the freedom of the press, interfering with the right to peaceably assemble or prohibiting the petitioning for a governmental redress of grievances. |
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| Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof... |
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| Congress shall make no law respecting an establishment of religion. . . . |
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| No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance... |
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Family Educational Rights and Privacy Act
FERPA |
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| It gave students access to their education records, an opportunity to seek to have the records amended, and some control over the disclosure of information from the records. |
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| Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government's flagship aid program for disadvantaged students.[3] NCLB supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. States must give these assessments to all students at select grade levels in order to receive federal school funding. |
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| Individuals with Disabilities Education Act |
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| a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. |
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| Elementary and Secondary Education Act |
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| The act is an extensive statute that funds primary and secondary education, while explicitly forbidding the establishment of a national curriculum |
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which declared that the state school financing system was in violation of the State
Constitution. |
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| to provide court-mandated equitable school financing for all school districts in the state. |
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| San Antonio Independent School District v. Rodriguez |
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| Supreme Court of the United States held the ___________ Independent School District's financing system, based on local property taxes, was not an unconstitutional violation of the Fourteenth Amendment's equal protection clause. |
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| Chinese American students living in San Francisco, California who had limited English proficiency. The students claimed that they were not receiving special help in school due to their inability to speak English, help which they argued they were entitled to under Title VI of the Civil Rights Act of 1964 because of its ban on educational discrimination on the basis of national origin. Finding that the lack of linguistically appropriate accommodations (e.g. educational services in English) effectively denied the Chinese students equal educational opportunities on the basis of their ethnicity, the U.S. Supreme Court in 1974 ruled in favor of the students, thus expanding rights of students nationwide with limited English proficiency. |
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| that the First Amendment does not prevent educators from suppressing student speech, at a school-supervised event, that is reasonably viewed as promoting illegal drug use |
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| decision involving free speech and public schools. Matthew Fraser was suspended from school for making a speech full of sexual double entendres at a school assembly. The Supreme Court held that his suspension did not violate the First Amendment. |
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| was a decision by the United States Supreme Court that defined the constitutional rights of students in U.S. public schools. The Tinker test is still used by courts today to determine whether a school's disciplinary actions violate students' First Amendment rights. |
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| Brown v. Board of Education |
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| United States Supreme Court case in which the Court declared state laws establishing separate public schools for black and white students unconstitutional. The decision overturned the Plessy v. Ferguson decision of 1896 which allowed state-sponsored segregation. |
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| “changes necessary to transform… change how they view learning itself, develop new habits of mind to go with their new cognitive understanding, and simultaneously develop new habits of work- habits that are collegial and public in nature, not solo and private as has been the custom in teaching.” |
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| “It’s awful when you realize that the school is counting on the failure of one half my class. If they didn’t count on it, perhaps it wouldn’t happen. |
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