History of Education

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History of Education

• Dr. Brandt
• Sept 16

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Why is the History of Education important?

• Good ideas and practices persist over time and
  tend to be reintroduced in educational thought
  and practice in ten-to-twenty year cycles
• Many ideas of famous educators are still dreams
  because of our inability to translate dreams into
  reality. We have an obligation to make the bright
  visions of others our own visions
• Ideas expressed by early educators will help you
  better understand how to implement current
  teaching strategies

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Schools in the American Colonies

• Had roots in English culture
• If lower class attended school it was at the
  elementary level-essentialist curriculum while
  upper class given college-preparatory education
  
  
• No one type of schooling was common to all
  colonies
• Throughout colonies ,poor children were often
  apprenticed or indentured to local
  tradesmen-generally ending age 21 for boys and 18
  for girls
• The New England Primer was printed in 1690 which
  taught the alphabet and stern religious warnings
  about the proper conduct of life
• Massachusetts Act of 1642-began mandated
  education in Massachusetts-education would no
  longer be voluntary. First education law

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Schools in Colonial America

• Moving Schools- when settlers moved out- a
  schoolmaster traveled from town to town, holding
  sessions in one place for about 3 months before
  moving on
• Schools were crude, one-room buildings with 20
  -30 students. Interiors were colorless and cold.
  Heating a prevalent problem with students
  furnishing firewood
• Learning atmosphere was repressive and grim.
• Learning characterized by memorization
• Group instruction unheard of as the master called
  a child up one at a time to recite to him

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Education for African Americans and Native
Americans

• One of first schools for African American stated
  in 1704 in New York City
• Other schools for African and Native Americans
  started by Quakers in Philadelphia
• From 17th to late 20th cent, schools were
  segregated by race

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Revolutionary Period- 1750-1820

• Young countrys need to develop agriculture,
  shipping and commerce influenced the curriculum
• Another goal of education to preserve freedom
  that had been fought for and strengthen unity
• Benjamin Franklins Academy- designed
  Philadelphia Academy, a private secondary school
  (broader and more practical curriculum)
• Sarah Pierces female academy
• Thomas Jefferson viewed education as the most
  effective way to preserve liberty

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Eighteenth-Century Education

• Dame Schools-run by widows in their homes
• Memorized with horn books or the Bible
• Classical curriculum
• Strict discipline-corporal punishment
• Not everyone went to school- more important for
  boys than girls
• Some went to school as young as 3

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Early Nineteenth-Century 1820-1865

• Pestalozzi developed a system he called
  elementary education emphasizing learning by
  discovery and originated the idea of group
  instruction.
• Influx of immigrants in the 1840-50s called for
  American Education to Americanize the
  foreigners
• Horace Mann known as the champion of the common
  school movement
• Rev William McGuffey had the greatest impact on
  what children learned in new school-6 volume
  readers emphasized virtues as hard work, honesty,
  truth, charity and obedience
• Morrill Land Grant Act- set precedent for the
  federal government to take active role in shaping
  higher education

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19th Cen- American schools

• Compulsory education in 32 states by 1900 and all
  states by 1920
• Booker T. Washington founded Tuskegee Institute
  for African Americans
• Frederich Foebel founded first kindergarten
• Late 1800s professional teacher organizations
  began to have influence on the development of
  schools in America
• Early 1900s increasing number of women entered
  the teaching field

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19th century

• Fireside education-post Civil War era return to
  conservative values such as home and motherhood
  (upper-class)
• 1880s and 90s middle class mothers discovered
  Froebels kindergarten model characterized by
  free play, directed singing and and movement
  games (Froebel known as Father of Kindergarten)
• Elizabeth Peabody(1860) opened first kindergarten
  in Boston
• 1873 Blow persuaded superintendent of St. Louis
  to open first public kindergarten program in
  America.

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Twentieth Century Progressive Education

• Progressivism led by John Dewy
• Childrens interest as basis of
  curriculum-child-centered curriculum,integrated
  curriculum
• Educate children for today and not tomorrow. Role
  of teacher to carefully prepare environment
• Child Study Movement(Gesell-age appropriate
  development Watson-habit training)
• 1923 university laboratory nurseries created

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Progressivism

• Philosophy of progressivism had a profound
  influence on the character of education in the
  U.S from the end of World War I to the end of
  World War II

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Progressive Education Association of 1919
principles

• The child should have the freedom to develop
  naturally
• Natural interest is the best motive for work
• The teacher is a guide, not a taskmaster
• A students development must be measured
  scientifically and not just by grades
• Students general health and physical development
  require attention
• The school and the home must work together to
  meet childrens needs
• The progressive school should be a leader in
  trying new educational ideas

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Montessori

• Maria Montessori (1870-1952- Italian physician
  who saw education assisting the psychological
  development of children rather than as teaching
  per se
• Sensitive periods of development
• Special materials-highly individualized
• Childrens develop discipline and self confidence
• Let children solve their own problems
• Receive attention in U.S in 1911-1917 and again
  in 1960 funds from the war on poverty

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US National Emergencies and education

• Great Depression of 1929-WPA Nurseries to
  increase jobs( decline in the standards for
  teachers
• World War II new funding to ECE through the
  Lanham Act
• Sputnik-1957- result decline in favor of
  Progressivism- The pendulum of educational
  practice moved far to the side of skill based
  instruction
• Civil rights and the war on poverty- Head
  Start-1960-economic empowerment to get poor of of
  welfare

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Education 1945 to present

• 1950s National Defense Act- reflected
  essentialist philosophy in sponsoring research in
  science and math
• 1954 Supreme Court rejected equal but separate
  and began school desegregation Brown v. Board of
  Education of Topeka
• During the 50s and the 60s two types of
  students received the major attention the
  gifted and the disadvantaged
• 1960s supported a climate of change in the
  classroom- open-education movement,
  team-teaching, individualized instruction,
  integrated-day concept, flexible scheduling and
  nongraded schools
• 1970s- drops in enrollment, test scores and
  public confidence. Also financial 16. Parents
  respond by creating alternative schools or home
  education movement. Basal readers and
  teacher-proof curricular packages descended on
  teachers with cookbook directions

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1979-1990 Rapid Change and School Reform

• 1980s escalation of criticism with report A
  Nation at Risk sparked a Great Debate on how to
  improve education
• Huge increase in the number of working
  mothers,raise in divorce and thus single
  parents,1980 baby boom
• Private enterprise involvement in ECE increased
  (i.e.. Kindercare)
• Teachers assumed leadership roles in school
  restructuring and educational reform
• 1990- The Act for Better Child Care
• NAEYC grew tremendously-Created guidelines for
  DAP 1987 and 1997

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2000-2003

• Headstart celebrates 35th anniversary
• Goals 2000 celebrates 10 years
• 2001 -NAEYC celebrates 75th anniversary
• 2001- The Leave No Child Behind Education Act
  provides funding for early literacy and learning
  to read

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Clarification of Lesson Plan Assignment

• Due October 20

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The Big Picture

• The planning of specific lessons takes place
  within the context of the overall goals of the
  program. For instance, if you are teaching third
  grade you would begin with state mandated
  objectives. The planning process begins with the
  teachers assessment of learner characteristics
  and how ready they are to learn. From this
  assessment the teacher will have some sense of
  the academic strengths and limitations of the
  children to be taught. The next step is
  formulating instructional objectives and
  organizing for instruction. This process of
  working out the details is the Behavioral
  Objective Lesson Plan.

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What is meant by a behavioral objective?

• The expected behavior or performance of the
  student is written with verbs that are measurable
  (action verbs). The setting in which the behavior
  will be demonstrated by the student is stated.
• Example On a map the student will identify
  specific mountain ranges of North America

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Performance Verbs for Behavioral Objectives

• Creative behaviors- ask, change, design, retell,
  regroup, simplify
• Complex, logical and judgmental behaviors-
  analyze, assess, combine, compare, contrast
• Discriminating behaviors- choose, collect,
  describe, list, match
• Language behaviors-2222, read, recite

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Components of a Lesson Plan

• Descriptive course data
• Goals and objectives
• Rationale
• Procedure (the body of the lesson plan)
• Materials and equipment needed
• Assessment
• Reflection

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Lesson Plan(Sample1)

• Teacher Dr. Brandt Grade Level Third grade
• Lesson number and topic Lesson 2 Homes
• GOALS AND OBJECTIVES
• Instructional goals
• To help students gain a three-dimensional
  understanding of how a home is constructed
• Specific Objectives
• Use problem solving to determine how to create a
  standing home
• Encourage social interactions for children to
  solve problems in groups
• RationaleThe class was interested in homes.
  Yesterdays activity of graphics representation
  resulted in children drawing flat drawings of a
  box with a triangle on top. Clay representations
  were similar.Students flattened the clay and used
  a pencil to draw on the clay

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• Materials Needed- Three Little Pigs book, one
  dimensional drawing, model of house,straws, pipe
  cleaners, paper clips, paper,tape, rubber bands
• Procedures
• Activity 1(Set) Introduction Read the Three
  Little Pigs. And talk about what makes a house
  stand up
• Activity 2.Hold up drawings from yesterday and
  ask if they could place a plastic pig in it
  (without drawing the pig in it).Discuss the
  difference in the one dimensional drawing and
  the miniature doll house
• Activity 3 Place materials ( straws, rubber
  bands, paper clips) on students tables and
  instruct them to create a standing home from
  the materials

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• Activity 4 Discuss different types of homes in
  different cultures. Go to the library to research
  different cultures
• Activity 5 Build models of different homes from
  various cultures such as a Navajo hogan
• Final Activity (closure)- Students will set up a
  Home Exhibit that includes their models, a name
  card identifying the culture each house
  represented, the names of the students who worked
  on the model and written reports. Parents will be
  invited to the exhibit.
• Assessment(optional)
• Documentation of taking photographs at various
  stages of home building with straws and the
  cultural models will allow students to examine
  their own progress

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• Reflection