1. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.0 CURRICULUM, STANDARDS, AND TESTING Chapter 10 Teachers, Schools, and Society A Brief Introduction to Education Third Edition David Miller Sadker Karen R. Zittleman

2. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.1 EDUCATIONAL TIME LINE TIME EDUCATIONAL PHILOSOPHYFOCUS OF CURRICULUM Seventeenth Century “Two R’s”Secondary education for males only; reading and religion Eighteenth Century Life in the presentReading, religion, morality, writing, and arithmetic; vocational skills; academy open to females Nineteenth Century Secular educationSecondary education in Latin or English curriculum Early Twentieth Century Progressive educationCreative expression; junior high school developed; secondary education for all students

3. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.2 EDUCATIONAL TIME LINE (continued) TIME EDUCATIONAL PHILOSOPHYFOCUS OF CURRICULUM 1940s-1960sDiscipline-orientedCongress funded programs in science, math, languages, and guidance 1960s-1970sSocial concern and humanistic education Gender-based courses; multiethnic curricula 1980sBack to basicsAcademic subjects emphasized; increased discipline; elimination of electives; competency exams 1990sWidening of the core curriculum Expansion of the core curriculum to include more people of color and women Current_____________________________

4. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.3 HIDDEN CURRICULUM? GRADE LEVEL Elementary Middle High School “HIDDEN” LESSONS Student Generated Responses: What else did you learn in school?

5. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.4 THE IMPORTANCE OF EXTRACURRICULAR ACTIVITIES AND ACADEMIC SUBJECTS National Totals % No Children in School % Public School Parents % As important as academic subjects 424046 A supplement to academic subjects 565852 Don’t know 222 Do you consider extracurricular activities as important as the academic subjects, or do you consider them as only a supplement to the academic subjects? Source: Lowell C. Rose and Alec M. Gallup (2000), The 32 nd Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools, http://www.kappanmagazine.org/content/82/1/41.abstracthttp://www.kappanmagazine.org/content/82/1/41.abstract

6. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.5 SHAPING THE CURRICULUM

7. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.6 WHO AND WHAT SHAPE THE CURRICULUM? WHO & WHAT 1.Students 2.Parental & Community Groups 3.Teachers 4.Administrators 5.Federal Govt. 6.State Govt. 7.Local Govt. 8.Colleges and Universities 9.Standardized Tests 10.Education Commissions & Committees 11.Professional Organizations 12.Special Interest Groups EXAMPLES OF HOW Student Generated Responses

8. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.7 TEXTBOOK ADOPTION STATES Source: American Association of Publishers, School Division Washington, DC, 2011.

9. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.8 FORMS OF BIAS BIAS Invisibility Stereotyping Imbalance/Selectivity Unreality Fragmentation/Isolation Linguistic Bias Cosmetic Bias EXAMPLES Student Generated Responses

10. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.9 WHEN STUDENTS DO POORLY The schools failed to prepare students. Something was wrong with the test design. The students lack ability. Don’t know. How do we vote? If students in your district did poorly on a standardized test, which might be your reaction? Source: Public Agenda, September 2000. Student Generated Responses

11. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.10 NO CHILD LEFT BEHIND Annual Testing Academic Yearly Progress Report Cards Highly Qualified Faculty What Other Areas of the Law are Less Well Known?

12. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.11 SEVEN REASONS WHY STANDARDIZED TESTS ARE NOT WORKING 1.At-Risk Students Placed at Greater Risk 2.Lower Graduation Rates 3.Higher Test Scores Do Not Mean More Learning 4.Standardized Testing Shrinks the Curriculum 5.When tests fail 6.Teacher Stress 7.What’s Worth Knowing?

13. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. TEACHING TO THE TEST 10.12 Source: Education Week, Quality Counts, 2001.

14. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.13 TEACHER STRESS Source: Tirupalavanam Ganesh, “ Held Hostage by High-Stakes Testing: Drawing as Symbolic Resistance, “ Teacher Education Quarterly (2002).

15. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. Do You Believe in Evolution? 10.14 Source: “Trend Lines: Acceptance of Evolution, “ Washington Post, January 16, 2007.

16. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. 10.15 EXAMPLES OF CENSORSHIP Mary Rodgers’ Freaky Friday: “Makes fun of parents and parental responsibility.” George Eliot’s Silas Marner: “You can’t prove what that dirty old man is doing with that child between the chapters.” Plato’s Republic: “This book is un-Christian.” Jules Verne’s Around the World in Eighty Days: “Very unfavorable to Mormons.” William Shakespeare’s Macbeth: “Too violent for children.” Fodor Dostoyevsky’s Crime and Punishment: “Serves as a poor model for young people.” Herman Melville’s Moby Dick: “Contains homosexuality.” Anne Frank’s Diary of a Young Girl: “Obscene and blasphemous.” E. B. White’s Charlotte’s Web: “Morbid picture of death.” Robert Louis Stevenson’s Treasure Island: “You know what men are like and what they do when they’ve been away from women that long.” J. R. R. Tolkien’s The Hobbit: “Subversive elements.” Roald Dahl’s Charlie and the Chocolate Factory: “Racist.” William Steig’s Sylvester and the Magic Pebble: “Anti-police” (one of the police officers is drawn as a pig). Webster’s Dictionary: “Contains sexually explicit definitions.”

17. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved. The Digital Divide on Computer Use 10.16 Source: National Center for Education Statistics, Digest of Education Statistics, 2009 (issued April 2010).