1. Values Structure and Power Chapters 3 & 4 in Guthrie Dr. Len Elovitz

3. HOW WOULD YOU DEFINE VALUES? CONCEPTIONS OF THE DESIRABLE AN ENDURING BELIEF THAT A STATE OF EXISTENCE OR MODE OF CONDUCT METAVALUE – A concept of the desirable so vested and entrenched that it seems to be beyond dispute or contention

4. WHAT DO WE AS AMERICANS VALUE? LIBERTY – THE RIGHT TO ACT IN A MANNER OF ONES OWN CHOOSING EQUALITY THE STATE OF ENJOYING EQUAL SOCIAL, POLITICAL AND ECONOMIC RIGHTS EQUITY IS THE STATE, IDEAL OR QUALITY OF BEING JUST, IMPARTIAL AND FAIR EQUITY IS NOT THE SAME AND MAY RESULT IN THE CURBING OF INDIVIDUAL FREEDOMS (I.E. DESEGREGATION, BUDGET CAPS, MAINSTREAMING OR UNEQUAL DISTRIBUTION OF RESOURCES I.E. COMP. ED.)

5. WHAT DO WE AS AMERICANS VALUE? FRATERNITY – A COMMON BOND PRODUCING A SENSE OF UNITY, COMMUNITY, NATIONHOOD WHAT ABOUT INDIVIDUAL FREEDOMS? IS THERE A NEED TO AMERICANIZE IMMIGRANTS? WHAT ABOUT BILINGUAL EDUCATION?

6. EFFICIENCY – THE RATIO OF OUTPUTS TO INPUTS – IT IS INCREASED BY IMPROVING THE PROBABILITY OF REALIZING TARGETED OUTCOMES FROM AVAILABLE RESOURCES OR BY MAINTAINING A GIVEN LEVEL OF OUTCOMES USING FEWER RESOURCES WAS THIS ALWAYS IMPORTANT IN EDUCATION? HOW IS THE INCREASED INTEREST MANIFESTED NOW? CALL FOR ACCOUNTABILITY – STANDARDS CORE COURSE PROFICIENCIES

7. WHAT DO WE AS AMERICANS VALUE? ECONOMIC GROWTH - INCREASING THE AGGREGATE OF GOODS AND SERVICES HIGHER LEVEL OF SKILLS NEEDED IN THE WORKFORCE REASON FOR CRITICS OF EDUCATION PARTICULARLY FROM RETAILERS MY MOTHER AND FATHER WOMEN’S RIGHTS – DEPLETED WORKFORCE OF SMART PEOPLE IN LOWER LEVEL JOBS PAYMENT FOR SERVICES - CAN’T HIRE PEOPLE WITH SKILLS BECAUSE YOU DON’T PAY THEM TECHNOLOGY JOBS GROWING FASTER THAN WE CAN SUPPLY – FOREIGN WORKERS

8. How About the need to win?

9. CONFLICTS EXIST EQUALITY/EQUITY & EFFICIENCY - BUSSING FOR INTEGRATION EQUALITY/EQUITY & LIBERTY - FREEDOM OF CHOICE – VOUCHERS V. PUBLIC EDUCATION LIBERTY & EFFICIENCY – PUBLIC V. PRIVATE EDUCATION CAN WE MAXIMIZE ALL FIVE?

10. EDUCATION VALUE FOCUS 18TH CENTURY LIBERTY – TO PARTAKE AND PARTICIPATE IN GOVERNMENT 19TH CENTURY EFFICIENCY – TO PROVIDE A LABOR FORCE FOR THE INDUSTRIAL REVOLUTION 20TH CENTURY EQUALITY/ EQUITY – BROWN V. BD. OF ED. 21st Century EFFICIENCY - NCLB

11. SOCIETAL CHANGES AGRARIAN INDUSTRIALINFORMATION DECENTRALIZED CENTRALIZEDDECENTRALIZED NON-BUREAUCRATIC BUREAUCRATIC NON-BUREAUCRATIC

12. EARLY 19TH CENTURY AGRICULTURAL SOCIETY SCHOOLS GOVERNED BY TOWN MEETING TEACHING PROFESSION WEAK

13. MOVING INTO INDUSTRIAL AGE TEACHING BECAME MORE SOPHISTICATED - ADMINISTRATION DEVELOPED RISE OF EDUCATIONAL BUREAUCRACIES STATES BECAME MORE INVOLVED COMPULSORY ATTENDANCE SETTING STANDARDS FOR TEACHER CERTIFICATION PROVIDING FINANCING – EQUALIZATION AID

14. FOLLOWING WWII EXPANSION OF SUBURBS HOMOGENEOUS POPULATIONS – CITIES Vs. SUBURBS DECLINE OF EDUCATIONAL SERVICES IN THE URBAN CENTERS STATE BEGAN TO INCREASE FINANCING OF SCHOOLS FEDERAL FUNDING IN CATEGORICAL AID INCREASED WITH FOCUS ON POOR AND DISABLED

15. MODERN TIMES - PERCEIVED DECLINE IN ACHIEVEMENT MANDATED CURRICULUM COMPETENCY EXAMS FOR BOTH TEACHERS AND STUDENTS STIFFER REQUIREMENTS FOR TEACHERS AND STUDENTS FEDERAL ROLE INCREASING LOCUS OF POWER MOVING FROM GRASSROOTS TO STATE HOW’S THE STATE DOING?

16. 16 Peabody College Series. Copyright © Allyn & Bacon 2009 Efficiency Equality Liberty

17. 17 Peabody College Series. Copyright © Allyn & Bacon 2009 Equality Parents Students Polity Ecology Economics Demographics Technology Liberty Efficiency