EDTHP 115 3/17/03 Reminders: Exam #2 moved earlier -- from April 7 to April 4 Exam #3 moved later-- from April 30 to May 2 Mindy Kornhaber will come in on April 7 Eyes on the Prize will be shown Monday, April 21 (not Monday, March 24) Regina Deil-Amen will be here Wednesday—make sure to read her article, “The Unintended Consequences of Stigma-free Remediation”

Where we’ve been, where we are, where we’re heading Educational Policy Examined Reform strategies currently being employed throughout the country School Effectiveness in the U.S. International Issues in Education History of Education: Puritans Education in the New Republic and early plans for systems of education Common Schools, Part I Other “educational” forces--role of Disney, Media, etc. How to get a teaching job

Where we are, where we’re heading (con’t.) Financing Public Education Philosophy of Education History of Education: The Progressive Era, 1890s-1940s Sociology of Education Chap. 10: Agents of Socialization: Family, Peers, and School, TV and Media Gender Roles, Adolescents and Adolescence

Where we are heading (con’t.) Chap. 11: Race Class School Achievement Different Interpretations of the above Big Question: Do schools alleviate or reinforce social inequalities?

Philosophies Idealism Realism Pragmatism Existentialism

Theories of Education Progressivism Scientific Management Social Reconstructionism Existentialism Perennialism Essentialism

Common School Reforms Revisited We talked about schools and conditions in early 1800s Talked about common school reform movement … reformers did see it as a movement … had a clear agenda, found ways to enact it through legislation and other means—and were rather successful Often one period’s successes lead to problems for the next generation to solve. Remember: education is always changing; we are always attempting to address new challenges, needs, circumstances And so it was with the common school reforms. Led perhaps to too much standardization and uniformity

New Challenges/Problems of the 1890s and early 1900s Immigration Industrialization Urbanization

Twentieth-Century Reforms

Importance of Education in the Progressive Era New Views of Children and Schooling New Curricula New Ways of Classifying Children New Philosophies and Theories New Structures: Kindergarten; Junior High; High School; Junior College New Practices Overall—The Establishment of Many Ideas, Structures, and Practices That Remain Today The Progressive era In U.S. history (1890-1920) Industrialization, Urbanization, and Immigration Economic, political, and social reform Transitioning between the Common School era and the Progressive era Urban school systems and the “one best system” Compulsory attendance laws The superintendency, teachers, and gender at the end of the 19th century Specialization in education Examples: kindergarten, the high school, universities, manual training The transition from nineteenth-century to twentieth-century leadership Francis Parker William Torrey Harris Educational Progressivism (1890s-1940s/50s) Defining “progressivism” Problems and challenges that reformers addressed Writings by Rice, Todd, Spaulding, and Gove Some general goals of progressivism Illustrations “Curriculum construction in 1900 and 1925,” “Teaching spelling in 1900 and 1926,” IQ testing results, reorganization of administration, country vs. city General goals as defined by Cremin Different types of educational progressivism Pedagogical progressives The role and importance of John Dewey Goals of the pedagogical progressives Reforms Democracy and pedagogical progressivism Kilpatrick and the project method Examples and illustrations Dewey’s schools: the Chicago School and Lincoln School Ella Flagg Young “Schools of Tomorrow” Denver and Winnetka Administrative progressives Goals of the administrative progressives Cubberley’s eight goals Lewis Terman and IQ testing Centralization and curriculum differentiation Democracy as defined by the admin. progressives Immigration and Americanization The successes of the administrative progressives Examples and illustrations: Oakland and Detroit Other types of and takes on progressivism George Counts and the social reconstructionists Dare the Schools Build a New Social Order/Social Frontier Child-centered education Libertarians Essentialist opposition Life adjustment curriculum Hybrids Looking at the evidence City school surveys and city school reports Other Aspects of Progressivism during the 1920s America after WWI The Cardinal Principals The American educational ladder Teachers and unions The National Education Association and the Progressive Education Association The role of universities, schools of education Rethinking the educational system: school districts, the state, and the federal government Analyzing Education in the Progressive era Outcomes Impact on classrooms Historians’ interpretations Criticisms of progressive education (then and now) Diversity during the Progressive era (and the beginning of Civil Rights) Race Booker T. Washington and W. E. B. DuBois Class Gender revisited Immigrants Other ways of considering diversity

General Goals of Progressive Educators Schools should be adapted to the child, instead of adapting children to schools The curriculum and instructional practices should be “modernized” Away from the overly rigid, mechanized, “lock-step” instruction of the 1800s Schools should meet the needs of the whole child—intellectual, physical, emotional Schools should meet new needs of society

General Educational Goals 1. Schools should be adapted to the child, instead of adapting children to schools Helen Todd, “Why Children Work,” 1913

General Educational Goals (con’t.) 2. The curriculum and instructional practices needed to be modernized Joseph M. Rice, Education in the United States, 1893 John Dewey, The School and Society 1899

General Educational Goals (con’t.) Schools should meet the needs of the whole child—intellectual, physical, emotional

General Educational Goals (con’t.) Schools should meet new needs of society Transformation of education Dewey [perhaps also from school and society

John Dewey 1890s 1930

Dewey’s Main Ideas A commitment to democratic education Authoritarian schools a disservice to society Students should be free to test all ideas and values Classrooms should be places where students learn to experience, engage directly in life activities, and learn to work together Child-centeredness balanced with Subject-centeredness Importance of scientific method

Pedagogical Progressives John Dewey (1859-1952) School and Society, 1899 Education and Democracy, 1916 Experience and Education, 1938 William H. Kilpatrick The Project Method Progressive Education Association

Administrative Progressives Ellwood P. Cubberley, Stanford Professor and Reformer (Scientific Management) Take schools out of politics Base education on science not tradition Efficient management of schools Differentiate structure Classify and differentiate students Assimilate immigrants Education is part of the battle in international competition