1. DSIB #1 :
Include:
two to three explained terms theorist with his/her ideas explained
In-text citations in APA format:

2. Chapter Objectives
1. The school’s function as a socializing agent. 2. Macrosystem influences on the school affecting its function—educational policy, school choice, diversity, and equity. 3. Chronosystem influences on schools—societal change, technology, health, and safety. 4. Mesosystem influences on schools—linkages between school and child, school and family, school and media, school and community.

3. Teacher’s Expectations
Two Minute Write: Section 1 (D and E)
Teacher’s Expectations
1) Discuss how teacher expectations influence students’ ability to learn. 2) Discuss educational goals and their importance. ~~You may include the following: (Ch-6:
Self efficacy,
goals; NCLB; and
accountability)  

4. Chapter 6
Ecology of the School

5. MACROSYSTEM INFLUENCES ON SCHOOLS
School’s function in society is:
universal, formal, and Prescriptive)
School’s Purpose:
transmit the culture;
transmits values and beliefs; DEMOCRACY
the basic political ideology of the U. S.
requires citizens to be educated to discuss and compromise on issues pertaining to them

6. MACROSYSTEM INFLUENCES
(Think-pair-share-everyone writes)
QUIZ
MACROSYSTEM INFLUENCES
School Values: “Philosophical”
What ‘s important in Education?
What should be taught? How? Why?
What are the Expectations?
What are the school Goals? as discussed
What is the schools function? as discussed
What is the school purpose? as discussed

7. School As A Socializing Agent: the Modern Approach
GOALS FOR SCHOOLING in the U.S. by John Goodlad (1984).
Academic goals (Cultural area will specify specific classes)
Vocational goals
Social, Civic, and Cultural Goals
Personal Goals

8. No Child Left Behind (NCLB) DSIB #1
Philosophy: Education for All/Expectations
School Choice/Accountability
Multicultural Education
Disabilities:
Terms: (IDEA, IEP, Inclusion)
Federal Government Expectations

9. TEACHER CHARACTERISTICS AND STUDENT LEARNING: (TEACHER EXPECTATIONS)
Disabilities: (IDEA, IEP, Inclusion)
Multicultural Education: (Native Language and culture)
Influence….. teacher/child interactions
Affects…….. children's performances
THUS

10. Philosophies of Teaching and Learning
Teacher-directed v Learner-directed

11. Traditional/Teacher-directed
Children experience:
Less autonomy
Gains in academics in different areas, but gains!
Less positive reactions to schooling
Higher tests scores
Children sit quietly,
follow directions,
listen attentively, and
talk only when called upon.

12. Interactive/learner-directed
listen to literature and nonfiction being read aloud.
Children act out and discuss the readings.
Children express their understanding of the readings through art.
Classroom management
arranging the room,
planning the activities,
observing behavior, and
organizing groups for
socialization in the classroom.

13. Societies Expectations and Challenges
How do we transmit the society’s diverse cultural heritage, as well as prepare individuals for the future?
Schools have preventative programs:
sex education
to avoid unplanned pregnancies,
health classes
discussing the danger of substance abuse,
conflict resolution,
AIDS

14. Note: Advising Insert
Review checklist to see which classes you need and those you have already taken
Go to:
Select CSI Course Schedule
Adjust down arrow to Summer
Review available classes

15. Blind side ( In class: 2 min. write; think-pair-share)
How has community resources help this child? Schooling?
How has a new supportive family helped this child?
Yours, Mine, Ours:

16. Influences on School Curriculum
Schools have:
computer literacy and technology due to the workforce, creating a change in the way we view curriculum.
On-line class requirement for HS
Our macrosystem (belief/value) has changed to accommodate indirectly (exosystem) the child’s inevitable future.

17. Three important Acts: Economic Opportunity Act (EOA)of 1964
federal money for preschool programs for disadvantaged children
The Elementary and Secondary Education Act (ESEA) of 1965 (Title1) reauthorized by the NCLB DSIB #1
provided federal aid to education for math and reading or full school programs
The Education for All Handicapped Children Act of 1975 (revised in 1990 to become the Individuals with Disabilities Education Act: IDEA)
mandated a Free Appropriate Public Education (FAPE) for all children with disabilities.

18. Influences on School Curriculum
Bilingual Education was
mandated in school districts with high population rates of children whose native language was not English.
During the 1980’s
federal aid education was reduced;
public education was to be the responsibility of the states.
ESL/ELL:
English as a Second Language/
English Language Learners

19. Education goals were announced in 1990 and in 1999
A “Nation at Risk” report fosters reform
Demand for change in the public schools
“Have lost the sight of the basic of schooling.”
“Mediocrity threatens our very future as a nation and a people.”
More capable people must be motivated to train and stay in the teaching profession.
Education goals were announced in 1990 and in 1999
via the “Educational Excellence for All Children Act” proposed by President Bill Clinton

20. Educational Excellence for All Children Act Curriculum Goals
By 2000 (Consensus on schooling goals/Expectations).
1. Ready to learn. ******* DSIB #1
2. Graduation (90%) and drop-out rates (10%)
3. Grades 4, 8, and 12th demonstrate competency.
4. American students will be first in the world in science and mathematics achievements.
5. Every adult American will be literate.
6. Free of drugs and violence. ..now have 10 goals

21. School Philosophy State expectations
Schools and students will rise to the expectations and standards set forth.
Size, Organization, Attitude …affect the Learning Environment
Supportive Family-school linkages
enable children to understand the connection between school learning and the world of work,
as well as discovering new role models to emulate.
State expectations

22. Mesosystem Influences
School-family Linkages
How families can help schools accomplish their goals and established Acts ??????

23. Predicting Success Success Indicators Language Proficiency
Learning Ability
Socioeconomic Status
Family Involvement
Effective Teaching
Success Indicators
©2010 Cengage Learning.
All Rights Reserved.

24. What Makes a Difference:???
Does the organization of the school and the school organization, itself?
Does size of class or school?
Does student/teacher/parent attitudes??

25. Family attitudes and beliefs: School is NOT important
does not believe that school is very significant
does not take much interest in the child’s homework .
Schools in poor communities
extra challenges in educating children
fewer economic resources
lack of supportive attitudes toward the school.

26. Mesosystem Influences: School is IMPORTANT
Family tells children
school is important,
school will help them achieve in life,
the teacher knows best.
Parents
see to it that children do their homework
respond to teacher’s requests for behavioral change.

27. How can parent be “involvement”?
Decision making- determining school programs and policies;
Participation- working in the classroom as paid and volunteering instructional assistants;
Partnership-providing home guidance to their children to support learning.

28. MESOSYSTEM INFLUENCES FAMILY- SCHOOL LINKAGES
A Child’s Readiness to Learn
A healthy start
Empowered parents
Quality preschool
Neighborhoods for learning
Connections across the generations

29. School-Family Linkages
The effectiveness of the school as a socializing agency depends to a major degree on the kinds of families its children come from - community.
School are less effective, educating children from low-socioeconomic-status families.
The school’s influence in the socvalue placed on the schoolialization process differs according to the by the family.

30. MESOSYSTEM INFLUENCES SCHOOL- CHILD LINKAGES
Individual learning styles may
determine which type of learning
environment is optimal.
Planning/delivery options:
by watching? visual
By listening? auditory
By moving his or her body? Kinesthetic
Does the child achieve more alone or in a group?
Is the child motivated by:
pleasing the teacher?
concrete rewards?
internalized interest?

31. School-Peer Group Linkages
School-peer group linkages – children’s attitudes about learning influenced by their peer group
can become dependent on their peers for approval
Cooperative learning settings
can increase student-achievement more than a teacher-directed setting.
Improves student self-esteem, social relations, and acceptance of students with disabilities who have been mainstreamed or included.

32. Socialization Influences of Class Size
School-Community Influences:
Small classes,
more learning activities
greater interaction among students
enables them to understand one another.
Teachers
more time to monitor students’ “on-task” behavior
provide quicker and more thorough feedback.
Students
hold more leadership positions than those in large schools.
More choices of activities in large schools.

33. School-Community Linkages
Large class (more than 25 students)
Less interaction with teacher
Less frequent interaction in discussion
Small class (less than 20)
More opportunities for interaction; Increase in cooperative behavior
©2010 Cengage Learning.
All Rights Reserved.

34. Teachers’ Characteristics Competent teacher
who work closely with each child and
who understand group dynamics are more likely to provide a successful and rewarding learning environment.
Successful teachers communicate well and are responsive to students.
Ineffective teachers are aloof, critical, and negative.

35. Pygmalion in the Classroom (DSIB #1)
Teachers receive data about students at the beginning of the school year,
influence their expectations of students for achievement and behavior
self-fulfilling prophecies
GENDER
Expectations
do not by themselves have a direct impact on student behavior;
it is only when
expectations are communicated to the students and
selective reinforcement
results in shaping their behavior

36. Teacher-School Responses to Ethnic Diversity DSIB #3
Macrosystem ideology
school is responsible for socializing the ethnically diverse;
those who live and work here must learn good citizenship.
Philosophies : (TERMS)
Assimilation/
Melting Pot versus Salad Bowl
cultural pluralism (micro-and macroculture coexist).

37. Cultural Pluralism DSIB #3
This philosophy
embraces the ideals of mutual appreciation
understanding of various cultures in society;
cooperation of diverse groups;
coexistence of different languages, religious beliefs and life styles;
autonomy for each group to work out its own social purposes and future without interfering with the rights of other groups.

38. Ethnically diverse students who perform poorly in school do so for a number of possible reasons: (Good information for Essay Question)
DSIB #3
1. Inappropriate curricula and instruction.
2. Differences between parental and school norms.
3. Lack of previous success in school.
4. Teaching difficulties.
5. Teacher perceptions and standards.
6. Segregation
7. Differences in teacher/student backgrounds.