1. 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”

2. 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

3. 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

4. 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?

5. Philosophies
Idealism
Realism
Pragmatism
Existentialism

6. Theories of Education Progressivism Scientific Management
Social Reconstructionism
Existentialism
Perennialism
Essentialism

7. 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

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

9. Twentieth-Century Reforms

10. 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 ( )
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

11. 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

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

13. 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

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

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

16. John Dewey
1890s
1930

17. 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

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

19. 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