Contemporary Issues in Curriculum Chapter 11-15 Jaclyn McLaughlin

Chapter 11: Keeping Good Teachers The number of exits from teaching has far surpassed the number of entrants. 1/3 of new teachers leave the profession within 5 years. Teachers in low income schools face fewer resources, less support, stress of working with many students and families with a wide range of needs.

Chapter 11: Keeping Good Teachers A study in Texas found that the turn over rate is at 40% for public schools. Salaries, working conditions, teacher preparation and admin support all contributed to teachers leaving the profession Schools must pour money into recruitment efforts and professional support for new teachers.

Chapter 11: Keeping Good Teachers In order to keep teachers, a good mentoring program must be in place. School leaders must keep salaries competitive, pay attention to working conditions, and seek out well prepared teachers.

Chapter 12: Grappling As teachers we must be interested in what the students answers are. Students may sense teachers personal views. Students answers may be shallow or or biased. Few teachers have been provided the necessary support to gain a deep knowledge of their taught subjects in order to have students reach a deeper knowledge of their subject matter . Teachers may be afraid of grappling or debating with students because the topic may be controversial.

Chapter 13: Creating Creative Minds The greatest block to the enhancement of creativity is the view of the ideal student. Teachers tend to lean towards students who fit an “ideal students checklist.” 264 teachers in New York ranked items in terms of desirability. It was found that most teachers disapproved or attributes such as asking questions, being a good guesser, thinking independently, and risk taking.

Chapter 13: Creating Creative Minds Schools can change by letting students define the problem, rather than teachers almost giving them the “right” answer. Teachers could encourage students by providing assignments that encourage students to see things in new ways and encourage risk-taking, motivating intrinsically.

Chapter 14: The Cognitive-Development Approach to Moral Education Dewey wanted a democratic, cognitive approach to education because it recognizes moral education. Angry conflicts are resolved through fairness and community decision. Sense of community is reflected in students statements that there are no cliques. These statements are supported by observation.

Chapter 15: Targeted, Not Universal Pre-K Universal Pre-K is wrong because: 1. There are many forms of Pre-K available. 2. Children in need of serious help in their early years will not benefit from a universal program. 3. Parents see preschool as daycare. The curriculum is not preparing students for kindergarten.

Chapter 15: Targeted, Not Universal Pre-K Underprivileged students do not pick up on necessary literacy skills from their parents, because they are likely not well educated. These students need programs that are intense and requiring parental involvement. Universalizing the preschool experience is no way to achieve lasting gap reduction.