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Study Guide for Exam 1(if you were absent last Thursday) is available upfront and is also available on the lecture homep

Study Guide for Exam 1(if you were absent last Thursday) is available upfront and is also available on the lecture homepage. . Thursday, September 30, 7-9 PM Exam 1 4 Essays from 5 choices No lecture on Thursday morning. Make up Exam– Monday, October 4, 5-7 PM, in 333 Education Building

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Study Guide for Exam 1(if you were absent last Thursday) is available upfront and is also available on the lecture homep

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  1. Study Guide for Exam 1(if you were absent last Thursday) is available upfront and is also available on the lecture homepage. Thursday, September 30, 7-9 PM Exam 1 4 Essays from 5 choices No lecture on Thursday morning. • Make up Exam– Monday, October 4, 5-7 PM, in 333 Education Building • Illness or emergency • Conflict--like for a class, other exam (Arrange with your TA this week) • Traveling with a University team.

  2. HOW TO PREPARE • The best ways to prepare for this exam is to form study groups and work in those small groups to ask each other questions. Often if you can explain a concept or idea to a peer, you can also explain that concept or idea in writing. Collective learning can help decrease test anxiety, increase learning, and allow collaborative sharing of ideas and notes. Discuss topics as you develop your notes. • YOU ARE ALLOWED TO BRING ONE SIDE OF HANDWRITTEN NOTES ON ONE 8 X 11 sheet of paper. (NO TYPED NOTES are permitted). You MUST SUBMIT YOUR NOTES with your exam. Make sure to bring two working pens with you to the exam. • You may use any assigned readings that you find suitable to the questions or any materials that were presented in lecture and discussion section to support your responses. This includes readings, lecture notes, and videos. Links to public access videos assigned or shown in lecture are listed on the EPS 201/202 Homepage (Reading Table and Power point archive links) located at http://www.ed.uiuc.edu/courses/eps201/

  3. EPS 210/202 Timeline--Development of Public Schooling Unit 1 • 1776-1830 Post-Revolution Jefferson • No system of public schools • Identified need to educate for a stable republic • 1830-1890 Common School Model Horace Mann • Common curriculum, six to eight years of basic education, character training was crucial, seeking social stability. • 1890s a small # of high schools had an academic classical curriculum • 1890-1950 Progressive Era-- 2 perspectives > students, K-12, > diversity • 1.Social Efficiency (Elliot and Cubberly) Dominant view, what is its legacy? SORTING MACHINE MODEL • 2.Developmental Democracy (Dewey) Experimental schools • Dewey’s Planned School Reform

  4. Aims of a perfect society for Social Efficiency and Developmental Democracy Progressive were very different. But Progressives did agree: • Schools need to change curriculum based on “needs and interests” of students They were responding to new social, economic and political conditions, changing ideology (NEW PSYCHOLOGY), and the “failure” of traditional schools. • Learn through activities • Reflect current social conditions • Help solve social problems. (Tozer, p. 151)

  5. Critique of Traditional Common School in 1900 NOT MEETING THE NEEDS OF SOCIETY What did critics say about traditional schooling?(Tozer, Chapter 5, 151) 1. Failure of the traditional classical curriculum (math, English, Greek, Latin, history) to motivate students. 2. High dropout rates in both elementary and secondary schools. 3. Growing problems of juvenile delinquency. 4. Waste and inefficiency in school management by local schools. 5. Irrelevance of the traditional curriculum to the “real” needs of modern industrial society.

  6. Philosopher John DeweyOne of the main leadersDisagreed with Social Efficiency about: Developmental Democracy Progressives disagreed with social efficiency progressives’ views about school reform. • Dewey did not support: • Differentiated curriculum (supported a unified curriculum) • Vocational training in schools (manual training, occupations of life, but not training for specific jobs) • Limited view of human capacity (tremendous potential if proper education provided)

  7. DEWEY’S DEVELOPMENTAL DEMOCRACY Aim to improve democracyTozer, 151-153 DEVELOPMENTAL DEMOCRACY Democracy in all aspects of life, not just in politics, but in every part of life. “For education to be most successful, it is necessary that people participate in democratic forms of life.” Institutions need to contribute to the all round growth of every member of society. DEVELOPMENTAL DEMOCRACY APPLIED TO SCHOOLS AS KEY SOCIAL INSTITUTIONS Schools are laboratories for democracy Schools need to develop programs and teaching approaches based on the special nature of child    

  8. Is Dewey relevant today?Two theories that he combines… • PSYCHOLOGY Dewey’s theory of learning is similar to learning theories studied today. • Active learning • Learning to learn • Inquiry based learning • SOCIAL THEORY Dewey’s view that democracy should be infused in all aspects of life aligns with today’s concerns about teaching to improve our democratic society.

  9. Illinois Math and Science Academy Message From the Principal Dr. Eric McLaren http://www.imsa.edu/learning/principal.php • An education at IMSA offers far more than conventional honors courses. We foster a collaborative learning environment that develops students as bold inquirers, problem solvers and ethical leaders. • Our talented faculty members, who are among the nation's best, guide students to engage in exploration, think critically and creatively, and apply their cross-discipline knowledge to address significant, real-world issues. • The Academy's curriculum includes the major disciplines of mathematics, science, English, history and social sciences, world languages, fine arts and wellness.

  10. Urban Academy, New York CityCentral Park East Secondary, New York CitySecond chance school—students failing in other schools—must sign a contract and be accepted. See quick time video of this school on our homepage.

  11. Who attends UrbanAcademy?”* 35:30 120 students • 39% African American, • 28% Hispanic, • 30% White, 3% Asian, • 60% eligible for free or reduced lunch, • SAT above national average of 1071 composite, • 96% of graduates attend 4 year colleges

  12. “Education and Social Change”Dewey, 1937 The Social FrontierLocated at the end of Tozer, Chapter 5 • Schools have a role in the production of social change, but can’t be the main agency of change. • Right now in the 1930s, social confusion and conflict • Preserve old social order or perpetuate current confusion • Or use newer science, technology and cultural forces as allies to change schools to serve the new needs • Produce insights, understanding, attitudes and habit of action in individuals

  13. “Education and Social Change”Dewey, 1937 The Social FrontierLocated at the end of Tozer, Chapter 5 Schools are not neutral sites, producing effects now. Aim is not to overthrow current social order, but to reform it. Not talking about endorsing one political party or to involve students in the political or economic arena. Must recognize powerful forces outside of schools which shape mind and character. Difference between indoctrination (one point of view, impose economic and political views) and education Democratic education means the active participation of students in reaching conclusions and forming attributes. It means active participation, the interest, reflection, and understanding of those taught—even when teaching multiplication tables.

  14. “Education and Social Change”Dewey, 1937 The Social Frontier • Democracy is the frame of reference for social change (but must find out what it means) • We can oppose the undemocratic aspects of our current institutions. • Not sure what social democracy entails or will bring in terms of changes. Finding out what it means when applied in economic, domestic, international, religious, cultural, and political arenas. • Schools need to provide equal opportunity for all (teachers are needed who are committed to this goal for their students). • Democracy involves personal voluntary participation in reaching decisions and executing them (right now, poor embodiment of democracy)

  15. Education is about possibilities not limits. Schools should not just use activities, but select activities that connect to democratic life.

  16. What are some weaknesses in Dewey’s philosophy of education? Does not articulate clearly or anticipate: • How OCCUPATIONS will be misused as “vocational education”. • How broader educational aims get lost and activity becomes an end in itself. (projects for what end?) • How to make study of subject matter interdisciplinary, so much more demanding and challenging to organize. • How to create a highly trained teacher • How to challenge the powerful social efficiency movement.

  17. Modern Plan to identify a “Natural Aristocracy”put forth by James Bryant Conant President of Harvard in the 1930** TELL THE STORY –KEY IDEAS • Conant reads Jefferson’s 1813 letter to John Adams about the natural aristocracy, the idea becomes the centerpiece of Conant’s thinking. (Lemann, 42) • Country needs an elite. • He assumes opportunity for all—but does not consider other problems in schools like segregation, limited access for higher education for women. • A kind of classless society. • He orders the creation of the SAT, establishes ETS, changes college admissions

  18. Target Group for ConantMost academically talented—Aptituderather than achievement-a natural intelligence. What is CONANT’S UTOPIAN IDEAL? 1. Elite colleges to serve the most talented-needed methods of identification and scholarships. 2. Elites would come from all classes and geographical areas– a kind of “classless” society. What did Conant mean? 3. Scholarship students would do public service

  19. Gender Males score higher than females But females have higher grades in high school and college *Class *Family education *Urban and rural students * Race/Ethnicity Asians score higher than whites in math Since 1970s Minority students score lower than white students 2005 SAT Averages Verbal Math Males 513 538 Females 505 504 Influences scores +++ higher Influences scores ----lower Asian 511 580 White 532 536 AA 433 431 Hispanic 463 469 SAT TODAY What are some of the main concerns about SAT scores? One concern is “Differences in scores by group have persisted.” WHAT CAUSES THESE DIFFERENCES?WHAT CAN EDUCATORS AND POLICY MAKERS DO TO EVEN THE PLAYING FIELD?

  20. Who should we choose for UIUC?A wide range of students are successful at UIUC—band, music, athletes, scholarship students, rural and urban students-- What measures college ability? • Among these, what measures potential best? ACT, SAT CLASS RANK GPA TYPE OF COURSES TAKEN IN High School –honors, AP EXTRA CURRICULAR ACTIVITIES SPECIAL TALENTS UIUC 21,000 applicants for 7,000 slots Berkeley 30,000 for 3,500 “Illinois is a diverse state, and we are trying to reflect the demographics of the state of Illinois as best we can” (Marshall, UI Associate Provost)

  21. SAT scores of UIUC students 2007 FreshmanRANGE OF SCORES SAT Score of UIUC Freshman • 1400-1600 20% • 1200-1399 52% • 1000-1199 25% • 999 or below 3% ACT 30-36 33% 24-29 54%, 18-23 12% <17 1%

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