Transcript Historical Influences – Chpt. 12 ► Writers presume that today’s educational system, although not perfect, is better than it has ever been. ► This reflects.

Historical Influences – Chpt. 12
► Writers
presume that today’s educational
system, although not perfect, is better than
it has ever been.
► This reflects many of the biases of the
majority of Americans who are white and of
European descent.
► Our schools derive many of their practices
from Europe. Have we adequately
responded to the needs of young people
from ethnic and cultural minorities? (Native
Americans, Hispanic, African, Asian)
European Beliefs
► U.S.
practices evolved from European ideas
that were developed over the centuries.
► Greeks – idea that knowledge could be divided
into individual subject areas.
► Athenians – Wanted education for its adult citizens
who could then more fully participate in
democratic decision making.
► Reformation – Church leaders felt the bible held all
wisdom, thus all should be taught to read so all
Christians could have access to these truths.
► John
Amos Comenius (1592-1670)
Idea of organizing learning into sequential, graded
schools.
. Johann Pestalozzi (1746-1827)
Idea that education could be used as an agent to
improve society (radical idea)
Teachers should be provided special training.
. Johann F. Herbart (1776-1841)
Developed a standardized format for lesson
planning.
By the end of the 1800s, mandatory public
schooling had been adopted as public policy
throughout much of the continent.
The New England Colonies:
(COLONIAL PERIOD TO 1800)
Saw the Church of England as the religious arm of the government.
Puritans - Religion/Bible dominated
Local Control of education, but no separation of church and state.
 1642 – General court of Mass. Law
Required that children attend school. First attempt to make education
compulsory. Children in Illinois must attend school until age ???
 1647 Old Deluder Satan Act
Required every town of 50 families to hire a teacher of reading or
writing. Established public responsibility for education.
 Schools controlled by religious leaders
 Dame schools / Blab Schools
 Rote memorizations & Recitation
Middle Colonies
(COLONIAL PERIOD TO 1800)
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Made of more diverse group of emigrants. Came from
different parts of England than the Puritans.
Quaker Schools taught to a diverse group of learners
(Native Americans, African Americans and others)
Franklin Academy offered students a choice in their course
of study free of all religious ties (traditional subjects
including navigation, math, surveying, bookkeeping). “Real
world” classes
Secondary level education had a place
Precedents included practical (hands on) rather than
intellectual course work, nonsectarian (public) schools, and
much diversity offered in course work.
The Southern Colonies
(COLONIAL PERIOD TO 1800)
King Charles I was executed. Those loyal to him,
mostly from Southwestern England, settled in the
Southern Colonies along rivers.
Difficult for a lot of the children to attend school
because of few towns and great distances
between landowners.
► Education was left to the wealthy landowners
(Traveling tutors) Many sent sons to England to
be educated in English schools.
► Education for slaves was nonexistent – educating
a slave could be a felony before the civil war.
FROM INDEPENDENCE TO THE CIVIL WAR
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Land Ordinance – 1785 – Northwest
Ordinance: Thirty-six sections in a township –
Section (block) no. 16 was the center of the
township and designated as a site for a school.
Few educational interventions were introduced.
Unskilled workers were needed for growing
industries including farming.
Horace Mann, Mass. Legislator, believed in
having taxpayers help finance public education.
Wanted a public school for all.
Education for women /Felt Women were better
suited to teach the young / In 1839, first Normal
School set up to prepare people for careers as
teachers. ISU would later come from this idea.
CIVIL WAR TO 1900
► Unparalleled
industrial growth
► Technological innovations – need skilled workers –
interest in vocational education.
► Huge numbers of immigrants enter – Schools
eager to “Americanize? new students.
► Kalamazoo Case – ruled the state legislature
had the right to levy taxes to support both
elementary & secondary schools.
► Organizational activity among teachers increased.
1900 to World War II
 John Dewey: A philosopher – founded the laboratory
school at the University of Chicago.
 Believed that for democracy to work, citizens had to be
educated to understand and share in the duties and
responsibilities of society.
 Believed learners needed to master the Scientific
Problem Solving method
 Recognized individual differences among children
The first junior high school established in Berkeley, Cal. In
1909. Developed a format of 6-3-3.
Alfred Binet (France) developed an IQ test in 1905. U.S.
used it.
Cultural bias built into the test. Minorities today
challenge the validity of the results of these paper &
pencil IQ tests.
THE SEVEN CARDINAL PRINCIPLES OF EDUCATION
A SHIFT FROM A COLLEGE PREPARATORY HIGH SCHOOL TO A
COMPREHENSIVE SCHOOL (1918)
School’s curriculum be organized around these principles.
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Health
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Command of Fundamental Processes
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Worthy Home Membership
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Citizenship
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Worthy Use of Leisure Time
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Ethical Character
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Vocational Preparation
During this time, compulsory-attendance laws became
common. Learners required to stay in school until age ??
World War II to the 21st Century
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1958 – National Defense Education Act –
Sputnik led to funding in science, math, foreign
language (training & materials)
Modifications fell well short of expectations. Few teachers participated; reading
level of materials too difficult. Most teaching went on as usual.
1983 – Nation at Risk – science and math
Japanese and German economies flourish – led to
competency testing for teachers.
 Goals 2000 (Educate America Act) – States
working together on curriculum – stepping toward
national content standards.
 No Child Left Behind Act (2001) – All states
must have curriculum standards, assess learner’s
performance, and provide interventions.
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Questions Unanswered?
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How do we get & retain the best minds?
Should principals be business managers or
instructional leaders first?
Should we increase the school day, week, or
year as other countries are doing?
Should we provide parents with more
choices regarding how and where their
children are educated?
Do we increase school – business
partnerships?