1. EDTHP 115 3/31/03 This week: Next week: Next few weeks:
Wednesday: Suet-ling Pong
Exam #2 on Friday
Next week:
Mindy Kornhaber on Monday
Jackie Stefkovich—read court cases on student rights, limitations placed on police, teachers, administrators, and schools
Next few weeks:
How do we provide and “Equal Educational Opportunity”?
How do we improve Instructional Practices?

2. Today: Democracy & Education
Images of Schools and Classrooms
Dewey, Democracy, and Schooling
What worked and what did not
The promise of the American common school—how to maintain that promise
Do schools equalize opportunity? From the common school to Coleman
The challenge of individualism
Other perspectives: Conservatism, Critical Theory, Revisionism, Critical Pedagogy

3. Images of Schools and Classrooms
Facilities
Classrooms
Organization
Health
Diversity
New Problems and Crises
What should students be taught, how should teachers teach, and how should students learn?

4. Dewey, Democracy, and Schooling
The questions (and some answers) for educators over the past 100 years:
How do we educate students large numbers of students?
Individualized education vs. mass education
Activity based learning
New Teaching Methods
Tracking

5. Dewey, Democracy, and Schooling (con’t.)
What should students learn and how do we prepare them for a changing society?
Some answers:
Differentiated curriculum
Vocational education
Guidance and counseling
Technology
Rigorous academic curriculum
Problem-based learning
Standards

6. Dewey, Democracy, and Schooling (con’t.)
3. How should teachers teach?
Follow curriculum established by local administrators
Create own curriculum
Follow curriculum set by the state

7. Dewey, Democracy, and Schooling (con’t.)
What did Dewey mean when he talked about democracy and education?
Opposed to old approach—led to docility, receptivity, obedience, and to the imposition of adult standards. Learning was seen as static and lifeless. Preparation for a remote future. Old education could be mis-educative (pp , 25).

8. Dewey (con’t.) 2. Democracy and true progressive education
Not “planless improvisation” (28)
Clear philosophy of education necessary (28) and education must delve into the roots of the past (29, 77)
Educators must find ways “for doing consciously and deliberately what ‘nature’ accomplishes in the earlier years” (74)
Problems are the stimulus to thinking. Educators must do two things:
That the problem grows out of current experience and that it is within the range of capacity of students
It arouses in the learner an active quest for information and for production of new ideas (79)

9. Dewey (con’t.) No one course of study for all progressive schools (78)
However, subject-matter very important
This new approach viewed students as citizens—and teachers as professionals and intellectuals
“the road of the new education is not an easier one to follow than the old road but a more strenuous and difficult one” (90)

10. What worked and what didn’t
Dewey very hard to translate into practice
Administrative Progressives offered clear organizational charts, curriculum plans, tests, etc.