ED 100 Lecture Notes I. Colonial

Experience A. Settlement

rooted in European upheaval

Economics Intellectual Political rebellions

B. Cross-Cultural Contact

Native populations Europeans Early African

involvement Explorers,

servants, and slaves

Provided large stable work force needed to exploit resources

I. Colonial Experience C. European

Cross-Cultural Contacts 1565, Spanish 1605, French 1620, English 1624, Dutch 1638, Swedes

D. English Prevailed Numbers, wealth,

military and colonial organization

England, universal compulsory education, church centered

Rapid expansion of printing

Cross-Cultural Contact What are some implications of

cross-cultural contact in colonial society?

Possible tension points that need to be resolved?

What types of solutions were developed?

I. Colonial Experience D. English Prevailed

Parliamentary Acts holding families responsible for education

Learned to use/apply education effectively

Conception of colonization successful

E. Dame Schools Women conducted

school in their homes

Offered minimal instruction

I. Colonial Experience F. Old Deluder Satan

Law 1647, Massachusetts All citizens taught to

read Towns of 50 or more

must have a teacher 100 or more – latin

grammar school to prepare for university education

1635 Boston Latin Grammar School

1636, Harvard College founded to prepare ministers

I. Colonial Experience H. Differences

emerged Households less

embedded in kin Increased mobility Apprenticeship

contracts harder to enforce

Erosion of authority

I. Regional differences in Education New England had

coherent paideia, connecting cultural and ethical aspirations

Configuration of home, church, and school

Dame Schools What is the significance in the

growth of dame schools? What current practice is similar to

colonial dame schools? The text talks about the “Pauper’s

Oath required for poor students attending Boston Latin Grammar School. Is this practice still evident today?

I. Colonial Experience Mid-Atlantic

Greater cultural and religious diversity

More tolerant, multiple educational configurations

South Less concerned with

education of ordinary citizens

Remained home/plantation based

Send young men abroad for education; more dependent on England for publishing

Regional Differences Do regional differences still exist in

American education? If so, what are the impacts of these

differences? What has been done to minimize

them? Other differences?

I. Colonial Experience J. Impact of

Thomas Jefferson Education widely

available to all classes of children

Provided at government expense

K. Impact of Benjamin Franklin Franklin Academy

(1751), secondary school model

Free of religious influence

Variety of practical courses

Boys & girls accepted

I. Colonial Experience K. Horace Mann

Common School Movement

1837, Superintendent of Mass. Board of Education

Opportunity for all children to become literate

Instill common belief system

Compulsory school attendance

Preparation for adult life

Improved teacher training

Founded Normal Schools

Improved school conditions

I. Colonial Experience L.

Accomplishments of public school movement Regularize and

systematize schooling

Establish separation of church/state

By 1855, 185 academies 263, 096 enrollment

Systematic instructional materials

New England Primer

American Spelling Book

McGuffey Readers, 1836-1920

Founding Impacts How did the ideas of Jefferson,

Franklin, and Mann contribute to the development of universal education?

What would they think about our education system today?

I. Colonial Experience M. Differentiated

educational experiences Native Americans

Mixed educative results, sometimes schooled with whites

Residential schools to “Americanize” children

African Americans New England/Mid-

Atlantic, blacks taught in public and private schools

1787 (NY), African Free School

1820, Boston, first black primary school

South, 1834, teach reading unlawful

John Chavis, school for whites/blacks in Raleigh, NC until 1831

I. Colonial Experience Other exclusionary

practices Asian-Americans in

California, separate schools until after WWII

Latino students in Southwest taught separately until 1060’s

Pockets of other exclusionary practices based on ethnicity, religion, cultural differences

Women Access varied by

family, region, income

Energizing role of self-education

Opportunities expanded with demand for teachers.

Exclusionary education practices

What impacts did exclusionary education practices have on our communities?

Is Horace Mann’s “common school” a realistic concept? A worthy goal?

II. The National Experience Education

emphasis on order, civic values

Influx of immigrants increased, adding cultural diversity

General Trends Shift of work from

household to shop, factory

Idea of domesticity, boundary between home/work

M-factor, incessant geographic movement

II. National Experience General Trends

Custodial institutions take over family functions

Churches role: Ethical paideia Patriotism Prudent wisdom Protestant

ethics/values

Teaching developed as gendered profession

Opportunity for women to be educated and independent.

Founding Mothers

Founding Mothers Ella Flagg Young,

Superintendent, Chicago Public Schools, 1909-1913

II. National Experience Horace Mann’s

ideal Knowledge of

subjects Instructional

methods Classroom

management Private social

activities subject to public scrutiny

Expansion of colleges, academies, seminaries 1875, 700 colleges

& universities 100 seminaries 3 dozen law schools 80+medical and

dental schools

II. National Experience Secondary School

Development By 1800’s, gap

between elementary/college levels

Public high school slow to take root

1821, English Classical School, Boston

1852, high school for girls, Boston

1874, Kalamazoo Act, taxes could be used to support public schools

1890: 202, 963 1912: 1,105,360 1920: 2,200,389 1940: 6,545,991

Taxes and Public Education What role did taxes play in the

development of public education? How do taxes impact issues of

equity and excellence in public education?

II. National Experience William Torrey

Harris 1871, fourth U.S.

Commisioner of Education

Emphasis on order, mental discipline, academic rigor

First Junior high school 1909, Columbus,

Ohio 1950, first middle

school Team teaching Interdisciplinary

learning

II. National Experience Evolution of

educational bureaucratic model

Hierarchy with superintendent at top

Clearly defined roles – administrator, teacher, assistants

Administrators, male; Teachers, female Graded course of study Emphasis on planning,

order, punctuality

School reform 1892, Committee

of Ten, NEA Charles Eliot,

President of Harvard, Chair

Traditional/classical courses taught sequentially

Modern languages, sciences taught, few electives

II. National Experience An American

dilemma Education of

African-American children debated

Southern black enrollment increased steadily:

1880: 714,884 1910: 1,426,120 1930: 1,693,068

Noticeable decline in adult illiteracy 1870: 80% of

adults were illiterate

1930: 16% of adults were illiterate

II. National Experience Disparity in

funding for education of black/white children in South 1900: $2/blacks;

$3/whites 1930: $2/blacks;

$7/whites 1935: $13/blacks;

$37/whites

Julius Rosenwald Fund

Supported construction of school buildings for black children

5,000 schools in 15 Southern states from 1913-1932

Other funding from taxes, individuals, AA community

Rosenwald Schools

II. National Experience Black high schools

and colleges increased

1915: 21 high schools

1925: 143 high schools

1854: 1 college 1950: 100+ colleges

and universities

Booker T. Washington Founder of

Tuskegee Institute Focus on practical

education Cotton States

Exposition speech, Atlanta, 1895

II. National Experience W.E.B. Dubois

Founder of NAACP Full political, civil,

educational rights Advocated for

“Talented Tenth”, best must go to college and return to communities as leaders

Washington & DuBois What aspects of our current

educational discussions reflect the ideas and issues raised by Washington & DuBois

What would these two leaders be discussing today?

III. Metropolitan Experience A. Impact of 3

revolutions Industrial Organizational Communication

B. Great immigration period prior to WWI Italian, Jewish,

German, Scandinavian, etc.

Brought kin networks, customs, and traditions

III. Metropolitan ExperienceC . Educational Impact

School nurses/health programs

After-school, community programs

Citizenship programs Vocational education Settlement house

movement School architecture

changes

Meritocracy & Efficiency Frederick Taylor,

motion study pioneer

Hierarchical structure

Measurement use to “sort” individuals for jobs

Henry Herbert Goddard

Lewis Terman

Rethinking social services What aspects of the social services

and settlement house movements do we need today?

What are some examples of how we are integrating these practices into current institutional practices?

III. Metropolitan ExperienceE. Cardinal Principles of

Education 1918, NEA Seven goals: health,

worthy home membership, academics, vocation, citizenship, use of leisure time, ethical character

High school as socializing agency

F. Progressive Movement

John Dewey 1896, Lab School at

University of Chicago Application of social

science to classroom life

Focus on problems and processes

Democratic educational approach

Learning tied to student interests and stages of development

III. Metropolitan Experience Educational

Psychology Edward Thorndike

Faith in value of measurement

Developed intelligence, aptitude and other mental tests

Development of differentiated curriculum

Developmental Psychology G. Stanley Hall

1888, President of Clark University

Leader in child study movement, developmental approaches to learning

IV. WWII & Cold War Impacts A. Prior to WWII,

limited federal role 1785,1787, Land

Ordinance Acts 1862, 1890,

Morrill Land Grant College Acts

1917, Smith-Hughes Act

B. Depression, WW II Democratization and

vocational education emphasized

Work-oriented curriculum

1944, Educational Policies Commission

Common core of subjects

Differentiated course of study, vocational emphasis

1944, Serviceman’s Readjustment Act

IV. WWII & Cold War ImpactsC. Schools linked to

policies of federal government Science and

technology race with Soviet Union

More academic subjects

Emphasis on math and science

1950, Harry Truman establishes the National Science Foundation

Improve science education

Scientists design K-12 curriculum

IV. WWII & Cold War Impacts Federal Policy

Admiral Hyman Rickover

Losing technological race due to poor science education

Education is “weak link” in national security

1958, National Defense Act, Eisenhower Federal response

to launching of Sputnik

Increased funding to improve science education

Federal Impact How and why did the federal role

in education change mid-century? What tensions did this introduce

into public education?

IV. WWII & Cold War Impacts Federal Policies

Civil Rights Movement

1954, Brown vs. Board of Education

1964, Civil Rights Act, protection of civil rights; court ordered desegregation plans

1965, Elementary and Secondary Education Act (ESEA)

Low income family support

Improve libraries and materials

School lunch and breakfast programs

Bilingual education programs

Drug education programs

IV. WWII & Cold War Impacts Federal Policies

1964, Project Headstart

Periodic medical exams and immunizations

Pre-school education

Meals and snacks Parent involvement

and education

1968, Bilingual Education Act

Educational services to English Language Learners

Funding decreasing

IV. WWII & Cold War Impacts Federal Policies

1972, Title IX, prohibits gender discrimination

1975, Individual with Disabilities Act (IDEA)

Free and appropriate education

Service delivery procedures

Federal funding for special education services

Conservative Reaction Retreat from War on

Poverty Emphasis on career

education & business partnerships

Accountability in Education

Emphasis on testing and measurement

1984, A Nation At Risk, William Bennett

Education Today What are the primary challenges to

our education system today? How would you prioritize these

challenges? What cultural tensions do these

challenges reveal about our current society?

IV. WWII & Cold War Impacts Desegregation

Movement Slowed Enforcement of Title

VI, Civil Rights Act stopped

1974, Supreme Court blocked efforts to integrate inner city and suburban districts

Supreme Court allowed end of desegregation plans and return to neighborhood schools

2001, No Child Left Behind

State standards for grades 3-8

Annual testing of reading and math

Poorly performing schools face restrictions

Improve teacher quality

Parental choice