Transcript The 20-21st Century: Educational Trends, Heritage and

The 20-21st Century:
Educational Trends, Heritage
and Relevance
Nedaro Bellamy
and
Guillermo Pro
What has the most significant
impact on education?
•
•
•
•
•
•
•
•
•
Science and Technological Advancement
Philosophical Ideas
Equity Issues
Cultural Issues
National Competition
Socio-Economic Status
Politics, Nation-State Parameters
Religious Beliefs, Moral and Character
Rigorous Content and Assessment Standards
Class Consensus
Use post-it note to vote for trend with the
most significant impact on education in your
opinion
Science & Philosophy
Technology
Equity
Content Politics Religion SES National
Standards
Competition
Perspectives and
Influences
•
•
•
•
Equity
Ideologies/Philosophies
Technological Innovations
Authority in Education/Goals of
Education
A Nation At Risk, 1983
National Commission on Excellence in Education
…the educational foundations of our society
are presently being eroded by a rising tide
of mediocrity that threatens our very
future as a nation and a people.
If an unfriendly foreign power had
attempted to impose on America the
mediocre educational performance that
exists today, we might well have viewed it
as an act of war. As it stands, we have
allowed this to happen to ourselves…We
have, in effect, been committing an act of
unthinking, unilateral disarmament.
Gutek, pg 516
Inclusive Education
• Historical trend to make formal education more inclusive
and assessable based on ability instead of socioeconomic status and gender.
• Western education maintained the dual system
according to students SES and anticipated career,
students tracked to vocational, technical and/or
academic tracks. Ex.: Latin Grammar Schools of the
1600’s.
• Current educational trends are toward a more
comprehensive secondary education, reverse in male
dominated conceptions and attitudes toward education,
more inclusive of women and our multicultural society.
Educational Equity Timeline
1770’s – Importance of Education for all Jefferson and Franklin
advise of educations importance for all citizens with opportunities
for advanced study to the poor.
1817 – The Connecticut Asylum at Hartford for the Instruction of
Deaf and Dumb Persons opens. First permanent school for the deaf
in the U.S
1829 - The New England Asylum for the Blind, now the Perkins
School for the Blind, opens in Massachusetts, becoming the first
school in the U.S. for children with visual disabilities.
1833 - First tax dollars for education in Britain, breaking church and
private monopolies.
1837 - Mount Holyoke Female Seminary, first US college for women
1918 -All US states require free education
1919 - All states have laws providing funds for transporting children
to school.
1954 - On May 17th, the U.S. Supreme Court announces decision in the
case of Brown v Board of Education, ruling that “separate
educational facilities are inherently unequal”.
1964 – Civil Rights Act provides equal access to public facilities and
bans discrimination in employment and education.
1965 – Elementary/Secondary Education Act to meet educational
needs of low-achieving children in high poverty schools, limited-Englishproficient children, migratory children, children with disabilities, Indian
children, neglected or delinquent children, and young children in need of
reading assistance. Incorporates key measures such as the Bilingual
Education Act, the Indian Education Act, and Women's Educational
Equity Act.
Higher Education Act Opportunities for students to enroll in and attend
colleges are expanded with federally funded loans and scholarships for
students of migrant and seasonal farm workers, American Indian higher
education programs, and education of the deaf.
1968- Bilingual Education Act Federal assistance is available to
appropriately train educators in both English and the students' primary
language to provide math, reading, science, social studies, and other
academic subjects so that the students may effectively learn and
competitively achieve.
1972 – Title 9 Education Amendments: Based on Feminist
Movement's demands for equal rights, girls and women in public schools
receiving federal funds are to receive the same educational
opportunities as boys and men .
1973 - San Antonio Independent School District v. Rodriquez
Textbooks, school facilities, and other educational resources may be unequal
because of inequities in school funding; however, the state--not the federal
government--must provide equitable methods of financing public schools.
1974 - Lau v. Nichols
"Under state-imposed standards there is no equality of treatment merely by
providing students with the same facilities, textbooks, teachers, and
curriculum; for students who do not understand English are effectively
foreclosed from any meaningful education." This Supreme Court ruling that
the San Francisco school system violated the Civil Rights Act of 1964 by not
providing English language instruction to approximately 1,800 students of
Chinese ancestry led to the spread of bilingual education in the US.
Equal Educational Opportunities Act Students may not be denied equal
educational opportunities because of their race, color, sex, or national origin,
or by the failure of an educational agency to take appropriate steps to
overcome the language barriers that prevent students from participating
equally in the instructional program.
1975 – Education for All Handicapped Children Act
All physically challenged students are entitled to a fair and appropriate public
education. These students' rights and federal assistance to schools detailed.
1982 – Mississippi University for Women v. Hogan
Mandated an end to the state law preventing males from enrolling in
the state-operated nursing school. Public schools may not
discriminate against men or women based on stereotypical notions of
gender inferiority.
1991 – Charter Schools introduced that do not follow the standard
curriculum.
1994 – Goals 2000 Educate America Act Provides resources to
states and communities to ensure that all students reach their full
potential. Based on outcomes based education that students will
reach higher levels of achievement when more is expected of them.
Congress appropriated $105 million for fiscal year 1994.
1996 -Nabozny v. Podlesny The Seventh Circuit Court of Appeals
saw no rational basis for permitting one student to assault another
based on the student's sexual orientation. The student's right to
equal protection against discrimination based on gender or sexual
orientation was violated. This ruling led the way for opportunities to
more safely educate all students by making it clear that schools are
responsible for equally enforcing school sexual harassment policies.
1997 -Individuals with Disabilities in Education Act Expands the
1975 law by providing for cost-sharing between state and local
agencies and for professional development for people who serve
students with disabilities.
2001 – No Child Left Behind Act Reauthorizes the Elementary and
Secondary Education Act of 1965 with a focus on accountability,
choice and supplemental educational opportunities.
National Assessment of
Education Progress
• Identified connections between students SES and
what is provided for them in their classrooms.
• 84% of teachers in schools with middle or upper class
students received all or most of resources requested
for instruction.
• 59% of schools with largest percentage of poor
students received only some or none of the
instructional materials and resources requested for
instruction. These students also achieved lower math
proficiencies.
» Educational Testing Service, 1991
Equity v Equality
• Program Equity: Shift focus from available
dollars (per pupil expenditure) to educational
resources for federal and state funds.
• Implementation Equity: Ensure that
effective programs and services for poor, atrisk and diverse students are not only planned
and financed but carried out effectively
Ideology
• Provides organizing principles for politics,
economy, society and education. WWII Nazism –
v- Diverse Ideologies (Democratic Capitalism and
Marxist-Leninist Communism)
• 19th and 20th century educational policies was
driven by opposing ideologies.
• Increasing multicultural and multilingual
populations in Western nations as well as global
economic integration.
• Will economic integration require a multicultural
ideology or will one ethnic group suppress
another?
NCBL Major Provisions
•
•
•
•
•
•
Adequate Yearly Progress: States to create an accountability system of
assessments, graduation rates, and other indicators. Schools have to make (AYP), as
determined by the state, by raising the achievement levels of subgroups of students
such as African Americans, Latinos, low-income students, and special education
students to a state-determined level of proficiency. All students must be proficient
by the 2013-2014 school year.
Teacher Quality: Requires that by the end of the 2005-2006 school year all
teachers will be "highly qualified" as defined in the law. A highly qualified teacher is
one who has fulfilled the state's certification and licensure requirements.
Student Testing: The progress of all students will be measured annually in reading
and math in grades 3 through 8 and at least once during high school. By the end of
the 2007-2008 school year, testing will also be conducted in science once during
grades 3–5, 6–9, and 10–12.
Parent Involvement: States are required to issue detailed report cards on the
status of schools and districts. Parents must also be informed when their child is
being taught by a teacher who does not meet "highly qualified" status.
Scientifically-based Research: Schools are required to use "scientifically based
research" strategies in the classroom and for professional development of staff.
Research meeting this label, which includes only a small portion of the total
research conducted in the field of education and related fields, must involve large
quantitative studies using control groups as opposed to partially or entirely
qualitative or ethnographic studies.
Public School Choice: Schools identified as needing improvement are required to
provide students with the opportunity to take advantage of public school choice no
later than the beginning of the school year following their identification for school
improvement
Ideology and NCBL
• Accountability for Results: Creates strong standards
in each state for what every child should know and
learn in reading and math in grades 3-8. Student
progress and achievement will be measured for every
child, every year.
• Unprecedented State & Local Flexibility: Provides
new flexibility for all 50 states and every local school
district in America in the use of federal education
funds.
• Focusing Resources on Proven Educational Methods:
Focuses educational dollars on proven, research-based
approaches that will most help children to learn.
• Expanded Choices for Parents: Enhances options for
parents with children in chronically failing schools and makes these options available immediately in the
2002-03 school year for students in thousands of
schools already identified as failing under current law.
NCBL: Educational Choice
• Public/Charter School Choice: Once a school is
identified as failing, parents will be allowed to transfer
their child to a better-performing public or charter
school.
• Supplemental Services: For the first time, federal Title
I funds (approximately $500 to $1,000 per child) can be
used to provide supplemental educational services including tutoring, after school services, and summer
school programs - for children in failing schools.
Services can be provided by faith- and community-based
organizations.
• Charter Schools: Expands the charter school initiative,
creating more opportunities for parents, educators and
interested community leaders to create schools outside
the education establishment.
Considerations
• Has equity legislation and ideology
improved today’s classrooms?
• What additional issues need to be
considered in promoting equity in
classrooms?
• Have current reform and standardsbased movements assisted or
prevented equity?
Technology:
An Electronic World Order
• Ideas and information are no longer
dependent on distance.
Technology: the process of modernization
requires elite, specialized, formalized,
technologically specialized education.
Information
can be
restricted or made
into
propaganda
Technology’s impact on Enlightenment and
Understanding
Information can be instant
Information can be manipulated
Is this 9-11 photograph real or fake?
Real or fake?
Technology in the NEWS
There is Potential for controlling understanding if no
reflection is present.
Hurricane Katrina
Technology can Control and reduce the understanding of
what is significant
The immediacy of the present moment may persist.
Technology can be used to
individualize instruction
The design of the
technology tool and
the instructional
methods surrounding
its use need
to be congruent.
Provides learning experiences
ranging from remediation
to enrichment. Technology also
can provide easy access
to vast resources.
•
Technology empowers new solutions and opens doors to learning
opportunities previously unavailable.
•
Hands-on access to computers and ancillary equipment for all students
on a regular basis is a determining factor in the success of technology.
•
(Valdez & McNabb, 1997)
Authority in Education
•
•
Appropriateness of Education – A Dilemma
Plato – certain education is appropriate if society is divided into
classes such as:
philosopher kings,
working masses
military defenders
Authority continued
•Thomas Jefferson –
Aristocracy of intellect
•Authoritarian churches,
institutions, and states:
appropriate to certain
classes of people
19th century: rise of the
concept of educational
opportunity
Common Schools in the U.S.
Welfare States in Europe
introduced uniform education
The promise of socioeconomic
mobility: Equal education
Formal Education
•
•
•
•
•
Conflict arises between those who perceive the school as selective and
those who see it as a comprehensive social agency.
The rise of the national school system in the late 18th and 19th
centuries used education to instill a sense of national identification in
the individual.
In the English and American laissez-faire liberal tradition of the early
19th century: Freedom from government intervention was recognized
as an important prerequisite of individual liberty.
Welfare-state conception of modern liberalism and socialism asserted
a state’s obligation of all individuals, especially members of oppressed
groups.
19th century: working classes benefited from the extension of
government into social, economic, and educational affairs.
20th century
• Government intervention has benefited minority groups.
• State’s willingness to intervene has established social,
economic, educational, and cultural conditions that contribute
to the full development of the citizen
• Police state systems: thought control in an attempt to
exercise complete control over the lives of their citizens. Ex:
Ancient Sparta, Napoleonic France, Soviet regimes, and Nazi
Germany.
• Nazi Germany: As Nash points out: Nazi Germany sought to
crush the intellectual, artistic, and academic freedom in the
1930’s and 1940’s.
• While the curriculum of general education has sought to build
an identification with the nation-state, there are educators
who minimize cultural differences among people.
According to Robert M. Hutchins:
• Education implies
teaching.
• Teaching implies
knowledge. Knowledge is
truth.
• The truth is everywhere
the same.
• Hence, education should
be everywhere the same.
• What is your perspective?
References
History of American Education Web Project
http://www.ux1.eiu.edu/%7Ecfrnb/euro.html
Dept of Education
www.ed.gov/legislation/ESEA02/
Learning Library
www.worldwidelearn.com/education-timeline/index.html
School Integration Timeline
http://www.nea.org/brownvboard/integrationtimeline.html
Curriculum Integration Education
http://www.ncsu.edu/chass/extension/ci/timeline.html
School the Story of American Public Education
http://www.pbs.org/kcet/publicschool/roots_in_history/index.html
History of Education: Selected Moments of the 20th Century
http://fcis.oise.utoronto.ca/%7Edaniel_schugurensky/assignment1/#00s
Learning Point Associates
http://ncrel.org/tplan/guide/int6.html
Technology in the Classroom
http://www.webquest.org/questgarden/lessons/20893-060403085050
Urban Legends
http://urbanlegends.about.com/library/bl_image_quiz.htm?lastQuestion=44&answers=1&submit
=Next+Image+%3E%3E&ccount=26
Britannica
http://www.britannica.com/ebi/article9274998?tocId=9274998&query='great+books+of+the+
western+world'&ct="ebi“