University of Minnesota, Morris

Division of Education

Intersession 2003

Education 2101    Foundations and Issues in Education

 

Instructor:             Michelle L. Page                                                                   Office:       200D Education Building

Telephone:            320-589-6405                                                                         Email:          pagem@morris.umn.edu

Room:                     Ed 211                                                                               Schedule: Sec 1: May 12-13 9:00–4:00; 5/30 (9 am)

                                                                                                                                             Sec 2: May 14-15 9:00–4:00; 5/30 (1 pm)

 

Course Description   This course includes 30 hours of observation and tutor-aide experience in elementary and secondary classrooms; guided discussion of required readings; student-led discussions of contemporary issues in the field of education with particular emphasis on historical, social and philosophical influences.  This course is a prerequisite to consideration for admittance to teacher education program.

 

Required Text      Spring, Joel. (2002).  American Education (10th edition).  Boston: McGraw Hill.

 

 

Extended Reading      Education Week:  (http://www.edweek.org) Weekly newspaper that focuses on all current topics in

                                                education.

                                    Educational Leadership:  (http://www.ascd.org) Monthly journal with scholarly, yet readable

articles on current topics.  Usually has one predominant theme for each month’s issue.

 

Course Goals       The students will:

1.        Confront current US educational issues.

2.        Reflect on teaching as a career based on tutoring, observing, reading, and discussing.

3.        Observe, analyze, and reflect on classroom life from a new perspective. (Minnesota Standards 3, 9, 10).

4.        Explore the historical, social, and philosophical influences on curricular and educational issues

(Minnesota Standards 3, 9, 10)

5.        Assess own characteristics and qualities in terms of knowledge, skills, and dispositions needed for becoming an effective teacher of children and adolescents (Minnesota Standards 1-10)

 

Attendance Policy   This is an interactive course in which key learning takes place in class and cannot be replicated at another time.  Therefore, it is essential for students to be present for each full class period.

 

 

Tentative Schedule

 

Day/Time

Topics and Activities

Readings/Assignments Due

Reminders

Day One

a.m.

Introduction and pre-assessment

Purposes of schooling- Concept Formation

 

 

The morning's activities are designed to prepare you for reading Ch. 1-3

Day One

p.m.

Jigsaw Activity:  Social Structure and

Equal Opportunity  

 

Assigned Chapter 4 or 5

 You will work first in chapter groups and then in mixed groups.

Day Two

a.m.

Teamwork and then presentations:  Multicultural Education and Power and Control in American Education

Assigned Chapter 6-11

Make the presentations engaging.  Do pre-reading activities to help Ss prepare.

Day Two

p.m.

Continue presentations.  Prepare for T/A.

 

 

 

5/16-5/29

Complete 30 hours of tutor aide in classrooms

Submit Journal 1 by 4pm 5/23; Journal 2 by 4pm 5/29; Use email or snail mail.  Submit completed Post Assessment by 4pm 5/29.

Read and study complete text.

Complete DAILY journal

    following format.

Write post-assessment

Collect teacher eval (or ask

    them to send it.)

Fri. 5/30

9 am (sec 1)

1 pm (sec 2)

 

Share tutor/aide experiences

Course Evaluation

Final Examination

Complete text

Completed journal

 

Be sure to bring the complete journal—including pages already assessed.

Course Requirements

 

1.                   Self Assessments

  Pre-Assessment:  In a well-developed essay of 2-3 pages, describe and analyze your attitude toward your own 

  education, your perceptions of teaching, your attitudes towards students, and other reactions that provide

  insight to your current perspective.  (An in-class assignment completed during the first class session.)

 

Post-Assessment:  In a well-developed essay of 2-3 pages, answer the following:

a)       describe the attitude toward and understandings of teaching and learning that you hold at the end of the course,

b)        assess the changes in your attitudes and perceptions between the pre-and post-assessments,

c)        explain the effects of readings, discussions, and tutor-aide experiences on your current beliefs and understandings.

 

2.                    Tutor Aide Experience

  Thirty (30) hours of successful tutor-aide experience.  Students elect placement at the elementary or 

  secondary level.

 

                  Observation Journal:  Keep a journal of observations during your 30 hour tutor-aide experience.  Use the

 prescribed format (see attachment) to record date, time, description, and analysis of each classroom 

 observation.  You must submit your journal by email or snail mail twice before returning to class on 5/30.  First report is due after 10 hours (no later than 4pm 5/23).  Second is due after 20 hours (no later than 4pm5/29).  Use formative feedback when completing the remainder of the journal.  Bring the completed journal (including previously assessed work) for final evaluation on the last day of class.

 

Tutor-Aide Evaluation:  A tutor-aide evaluation form will be completed and submitted by the certified teacher in whose room you completed your tutor-aide experience.  It is your responsibility to submit the completed form to the Division of Education.  A final grade of “Incomplete” will be recorded by the instructor until the evaluation form has been received.

 

3.                   Student Presentation and Participation

Student Presentation:  With partner/s, lead the class in an activity that will assess their background information and prepare them to read the course textbook.  Prepare a study guide for your chapter.

 

Participation:  Be prepared for class and participate fully in all activities.  Attendance is required and will affect final grade. 

 

4.                   Final Examination

Multiple-Choice exam will be based on assigned readings.

 

No late papers will be accepted.

 

Grading

Self Assessments                                                                20%

  Pre-assessment   (05%)

 *Post-assessment  (15%)

 

Tutor-Aide Experience                                        30%

  Observation Journal       (20%)

 *Tutor-Aide Evaluation  (10%)

 

Final Examinations                                               20%

 

 

Classwork                                                              30%

 Student Presentations (20%)

 Participation (10%)

*Items marked with an asterisk should be copied and placed in a portfolio to be submitted during an interview with a member of the Division of Education faculty if you decide to apply for admission to the elementary or secondary education program.

Name

Tutor-Aide Observation Journal

Date:                     Time:                to               Class/Teacher:                     

Total hours for today:                                Total number of hours:                      

 

What I did:

 

 

 

 

 

 

 

 

 

 

 

 

What I observed:

What I thought:

 

 

 

 

 

 

 

 

 

 

 

 

What I felt:

Analysis: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 
 
Tutor-Aid Observation Journal--Hints

 

1.        Your tutor-aid journal should provide an overview of what you observed, did, thought or felt and reveal and analyze what you are learning about teaching, learning, students, and yourself. 

 

2.       What you observe and what you did are descriptive. 

 

3.       What you thought and felt are your personal reactions about what you observed and did.

 

4.       The journal analysis is an extremely important part of your journal.  It demonstrates your ability to think critically about your observations and feelings.  For example, you might examine motives, assumptions, and relationships such as cause and effect, differences and similarities, hypotheses, and conclusions.  Try to relate the “bits and pieces” you observed to the “big picture” of the teaching profession.  When possible, link your analysis to course readings and class discussions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Discussion Leaders’ Plan

 

Discussion Leaders                                                                                                                              

 

1.        Complete the following planning form in preparation for your discussion.  Make one copy of this form to give to your instructor before your discussion.

2.       Prepare a study guide for the chapter and bring copies for the class.  (You can make copies  at the UMM library.)

 

A.                  Engagement:  Motivate the class to think about the key ideas of the article.  Remember that they have not read it yet.  Considering using a case, current event, video, object, or picture to get them involved.

 

 

 

 

 

 

 

 

B.                   Development:  Prepare questions that will elicit main ideas, supporting details, biases, connections with other readings or experiences.  Ask question in a logical order.  Move from specific questions to high level reflective ones.  Consider possible answers and prepare follow-up questions.  Include all students.  Allow wait time..  Use active participation devices such as group responses, think-pair-share, or brainstorming.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C.                   Closing:  Summarize the ideas brought forth in the discussion.  Link the discussion to the chapter.  Prepare a study guide to help the class understand the chapter.  State the main idea.  Define key terminology and vocabulary.  Alert them to key sections. 

 

 

 

 

 

 

Education 2101

Post Assessment Essay Evaluation

 

Please attach to your post assessment essay.                Name                                 

ATTACH YOUR PRE-ASSESSMENT.

                                                                             No                  Somewhat               Fully

 

1.   Describes attitudes and understanding of teaching  and learning.             1                  2                 3                 4                   5

 

 

2.  Assess changes in attitudes and perceptions                                                                1                 2                    3                 4                  5

 

 

3.  Explains effects of readings, discussions, and tutor-aide experiences.   1                2                     3                 4                  5

 

 

4.  States, expands, and supports main points.                                                   1                2                     3                 4                  5

 

 

5.  Writes with correct usage, grammar, punctuation, and spelling.                                1                2                      3                 4                 5

 

 

 

 

                                                                                                                            

 

 

 

 

 

Education 2101

Pre-Assessment Essay Evaluation

 

Please attach to your pre-assessment essay.             Name                                         

 

 

                                                                                                                                No                           Somewhat                           Fully

 

1.         Describes and analyzes own:

 

a.        attitudes towards own education                                                         1                2                   3                 4                    5

 

b.        perceptions of teaching                                                                       1                2                   3                  4                   5

 

c.        attitudes towards students                                                                    1                2                   3                  4                   5

 

 

2.        States, expands, and supports main points.                                                               1                2                   3                  4                   5

 

 

3.  Writes with correct usage, grammar, punctuation, and spelling.                                1                2                   3                  4                   5

 

 

 

 

 

Ideas for Leading a Discussion Effectively

 

As a facilitator of a discussion, you have three key responsibilities, to: 1) create an environment that encourages participation, 2) assist with the smooth flow of ideas, and 3) keep the group on track.

 

The following suggestion may help you to anticipate situations that may arise and consider strategies to address them.

 

1.       Learn everyone’s name and provide opportunities for others to learn the names as well.

 

2.      Clarify the agenda—What is the group supposed to accomplish?  The agenda may be determined by the facilitator, group, or other (teacher, workshop leader)

 

3.      Establish ground rules/discussion guidelines and model them whenever possible. 

(Remember: people support what they help to create.)

 

4.      If you want people to talk, ask questions that are open-ended (e.g., “Where would you like to begin?”) rather than closed (e.g., “Do you want to start here?”).  Closed questions elicit only yes or no responses and are appropriate only when that is all you need.

 

5.      Allow others to discuss their ideas before offering yours.  If the facilitator is an authority figure, his or her opinions may stifle discussion rather than encourage it.

 

6.      Try to involve everyone.

  1. Watch nonverbal communication.  There may be people who are trying to get into the discussion but are reluctant.  Pull them in at the first available opportunity.  (e.g., “Lisa, I noticed you started to say something a few minutes ago.  What was it?”)
  2. Vary your approach so that those who are more comfortable with silence can fna a way to contribute.  For example, begin a session by writing or by providing time for one-on-one discussions.
  3. Avoid “cold calls” to people who have been silent.  It may be embarrassing and unappreciated.

 

7.      Moderate the overly talkative.

 

8.      Stay on track.  Pull the discussion back to the subject when needed.

  1. You can be direct and put the responsibility on the group: “I’m concerned that we’ve gotten off track and we have only 30 minutes left to complete our task.  What do you want to do?”
  2. Interrupt if necessary.  The easiest way to interrupt is to call the person’s name.  Once you have their attention, you can mention your concern.

 

 

 

9.      Use questions judiciously.

  1. Questions are useful to define the issue for discussion, clarify a statement that has not been heard or explained well, or to redirect the conversation.  They are also useful when you personally are perplexed and need information.
  2. Allow sufficient wait time—at least 10 seconds.

 

10.   Legitimized behavior you cannot control.  For instance, if the group is being distracted by whispered conversations between individuals, take a break.  Or, take a few minutes for one-on-one discussion.

 

11.    Play the role the group needs at the time.  This role may be:

  1. Listening
  2. Initiating – proposing tasks, defining problems, suggesting ideas
  3. Information or Opinion Seeking
  4. Information or Opinion Giving
  5. Clarifying or Elaborating – giving examples, asking for definitions, reflecting ideas by restating in own words
  6. Summarizing – pulling together ideas shared
  7. Setting standards – expressing standards for the group to achieve
  8. Gate keeping – refocusing discussion
  9. Timekeeping
  10. Supporting and Encouraging – acknowledging good ideas, recognizing positive contributions
  11. Empathizing – sensing and commenting upon the feelings, mood, or relationships within the group; sharing own feelings
  12. Relieving Tension – injecting appropriate humor

 

 

Adapted from a document by Kathe Taylor, Ph.D., Olympia, Washington, 1994.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chapter 1

The Purposes of Public Schooling

 

SHOULD THERE BE PUBLIC GOALS FOR EDUCATION?

·         Republican—“parents know what’s best for their children—not the government”

·         Democrat—“creation of state and federal academic standards will improve economic growth and the conditions of workers”

Academic standards outline what a student will learn

Tests will determine if the student has met those standards  (high stake tests)

·         Should we teach toleration of other cultures, religions and lifestyles?  or Should we teach a Eurocentric curriculum that promotes American culture, Christianity, and heterosexual marriages?

·         The chapter will discuss

  1. controversies involved in the major political, social, and economic purposes of education
  2. a brief history of U.S. ecucation
  3. understanding of the multiple roles of public schools in contemporary society

·         The broad question is the debate between the public benefits versus parental or personal educational goals.

·         Questions to ponder

  1. Do you think public schools should teach subject matter, attitudes, or values that parents or other citizens find objectionable?
  2. Do you think you have the right as a public school teacher to teach your students subject matter, attitudes, or values that the students’ parents find objectionable?
  3. Do you think there are public benefits that should override the objections of parents and other citizens regarding the teaching of particular subjects, attitudes, or values?
  4. Should elected representatives determine the subject matter, attitudes, and values taught in the public schools?
  5. Should elected representatives override teachers’ decisions about what should be taught in public schools?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE POLITICAL PURPOSES OF SCHOOLING

Political goals of public schooling are:

·         educating future citizens

·         selecting future political leaders

·         creating a political consensus

·         maintaining political power

·         socializing individuals for political systems

These goals can be a source of political freedom and a means of exerting political oppression

 

Questions to Ponder:

1.        What government agency, private organization, or individuals should define the characteristics of good citizenship?  Should this definition be used to guide instruction in citizenship in public schools?

2.       Should there be a consensus of political values in the U.S.?

3.       Should public schools develop a consensus of political values?

4.       What government agency, private organization or individuals should determine the political values to be taught in public schools?

5.       Should public school teachers be require to only teach the political values given in a school district’s curriculum?

6.       Does the teaching of patriotism in schools throughout the world increase the potential of international conflict?

7.       Should the public schools of every country build emotional or patriotic attachments to symbols of the state using songs, literature, and history?

8.       Should the purpose of teaching history in public schools be the creation of feelings of patriotism?  Should this be true of all the world’s government school system?

 

Meritocracy is a social system in which all members are given equal chance to develop their abilities and rise in the social hierarchy.  The school is viewed as the key institution for training and sorting citizens.   The U.S. answer to elitism. 

 

Thomas Jefferson

1779

Horace Mann

 

·          Schools purpose was to identify democratic leadership for the country

·          limited education for general citizenry—3 years of free ed. to all in reading writing, and arithmetic

·          most talented selected and educated at public expense at regional grammar schools

·          another select group chosen for further education

·          Jefferson’s proposal assumed that the education system is fair in its judgements—individuals judges solely on talent displayed in school and not on other social factors

·          Jefferson did not believe that people needed to be educated to be good citizens

·          Political education of the citizen was to come from a free press—yet he advocated censorship of political texts at the University fo Virginia

 

·          Sec of the Mass. Board of Ed from 18137-1848

·          Father of American Education

·          Believed that a common political creed had to be instilled in all citizens

·          Believed that schooling was the key to the reform of society

·          All children in society attend the same type of school—“common school”

·          Common schooling and teaching of a common political philosophy to create a political consensus

·          Problem was that the assumption of the existence of common republican principles upon which all citizens agree

·          Since the 19th century there has been controversy about the political philosophy to be taught in the public schools

·          Another problem is that public schooling has never been common to all children

·          Mann’s dream of the common public school has never come into existence

 

 

Teaching patriotism in schools—began in the 1890s—“Americanization” programs involved teaching the immigrant the laws, language, and customs of the United States.

 

Extracurricular activities led to an emphasis on school spirit—football and basket ball teams land cheerleaders and pep rallies was supported with the idea was that these activities improved school spirit and, consequently, service to society. 

 

Problems with teaching and development of patriotism—because America has a variety of religious, ethnic, and political groups.  (e.g. Jehovah Witness—saluting flag)

 

 

 

THE SOCIAL PURPOSES OF SCHOOLING

 

Social purposes of education are

·         social control improving social conditions

·         reducing social tensions caused by economic inequalities

 

Edward Ross, 1890s—American sociologist—first suggested the use of school to solve internal values and/or social problems instead of family, church and community

·         still being heard throughout the 20th century—assumption by schools of a responsibility for teaching moral values—a major debate in the 1990s

·         Republican party believes that teaching of values and morals is the parents job, not the school

·         more parents are home schooling their children

 

Question regarding the social purposes of education:

1.        What are legitimate areas of social concern for public schools?  Should public schools attempt to solve social problems, such as the AIDS epidemic or other epidemics, the destructive use fo drugs and alcohol, teenage pregnancy, poverty, and child abuse?

2.       What government agency, organization or group of individuals should decide the moral values to be taught in public schools?

3.       Should instruction related to social and moral issues be mandatory for all students?

4.       Should teachers be required to only teach the moral and social values given in the school district’s curriculum?

 

“The hope of improving society through public schooling has almost become an article of American faith.  Horace Mann believed it was the key to solving all social problems.”  He believed that there were certain moral values that all religious groups could agree upon and that these shared values would become the backbone of the moral teachings of the schools—Religious groups have argued with this and established their own system of schools (e.g. Catholic church)

 

What are some ways in which the public schools were and are involved in moral and social instruction. 

·         school attendance—to reduce juvenile delinquency

·         summer school—keeping youths off the streets

·         drivers training—to eliminate traffic accidents

·         courses in modern living and home economics—to improving family life

·         health education—to eliminate drug abuse, venereal disease, teenage pregnancies, AIDS

·         others?

Why isn’t it reasonable for schools to be responsible for social problems?

*  because to have the school solve the problem of alcoholism through health classes is today the problem is one of individual training and is not related to factors in the social structure.

 

Why have schools gotten involved with so many social problems?

·         because it is easier to give a health course than to change job conditions, improve urban environments, or manipulate family traditions

·         school is less threatening than such direct changes

·         changing job conditions involves confronting the whole organization of industry and the conflicting interests of unions and business.

·         School is the least controversial way of planning for social improvement—most conservative means of social reform

·         Politicians can call for social reform through the school and thereby give the appearance of doing good without antagonizing any community interests

 

What are some examples of using the school to reform society?

·         reducing social tensions caused by economic inequalities  (e.g., 1964-65 War on Poverty—Economic Opportunity Act and the Elementary and Secondary Education Act)

 

What is educational inflation?

·         Occurs when the level of education of workers is higher than the educational level required by available employment

·         the educational requirements of jobs increase while the actual skills required for the job do not change—it results in the declining economic value of high school and college diplomas

·         1970s—labor market was flooded with college graduates and scholars with doctorates were driving taxicabs and cooking in small restaurants

·         it can hinder the ability of increased schooling to end poverty—there must be an increase in the number of jobs actually requiring higher levels of education for increased schooling to effectively raise levels of income. 

 

Why can’t education alone cannot solve the problems of poverty?

 

“The dream of American education as the panacea for America’s social ills continues to be plagued with questions of whose social and moral values and goals should be in the schoolhouse and whether the panacea of education is just a way of avoiding more direct and controversial approaches to social problems.”

 

 

THE ECONOMIC PURPOSES OF SCHOOLING

 

The claim is that public schools can increase national wealth, reduce inequalities in wealth and income, and advance technological development. 

 

The school can contribute to economic wealth in the following ways:

1.        socialization of the future worker into the modern organization of industry

2.       sorting and training of the labor force—sorting is the identification of individual abilities and interests and the determination of the best type of individual training and future employment—this is tracking students into ability groups in elementary schools and tracking in high schools

 

 

 

 

THE ECONOMIC PURPOSES OF SCHOOLING IN A GLOBAL ECONOMY

 

Clinton’s agenda is to move U.S. schools beyond service to a national enonomy—but preparation of workers for global corporations and for competition in a world labor market.  –the promise is not reducing inequalities in salaries between jobs, but educating all workers into higher paying jobs.

 

Goals 2000: Educate America Act—March, 1994

·         Clinton administration’s global approach to economic problems

·         Purpose is to improve the ability of the U.S. economy to compete in international trade by educating better workers and moving workers into higher income levels in the global labor market.

·         Development of human capital (education of workers to improve the economy)

·         Life long learning—preschool and adult education

·         Six original goals established by the National Governors’ Association in 1989 and two additional goals.

  1. All children will start school ready to learn
  2. High school graduation rates will be at lest 90 percent
  3. Students will show competence in critical subjects
  4. U.S. students will be the first in the world in mathematics and science achievement
  5. Every adult will be literate and have skills to compete in the economy
  6. Schools will be free of drugs and violence
  7. Improve teacher education
  8. Increase parental involvement in schools

·         Greatest Changes in U.S. public schools I the creation of the National Education Standards and Improvement Council to certify content, performance, and opportunity stands submitted by states and to create national content, performance, and opportunity standards.

·         Since 1989 various organizations have been creating national standards for what a student should know in subject-matter areas such as science, mathematics, history and art.  These are content standards.  In addition, there is the question of how well a student should perform in each subject-matter area.  These are the performance standards. 

·         These could create a national curriculum.  Problem is what knowledge is of most worth for a student to learn?  (discussion in chapter 10).

·         World-class standards are the national standards—which are designed to raise the educational level of the U.S. workers to those of other industrialized countries, and consequently, make the U.S. more competitive in world markets.

·          

School-to-Work Opportunities Act—May, 1994

·         funds school programs that involve a combination of school-based and work-based learning

·         supports programs that link education and employment for new workers

·         support or school-based career exploration and counseling and the creation of programs of study that integrate academic and vocational education

·         provide for on-the-job training with paid work experience

 

 

 

 

 

 

 

 

 

 

 

HUMAN CAPITAL AND THE ROLE OF BUSINESS IN AMERICAN EDUCATION

 

“The extensive and often unquestioned involvement of business in American schools has increased at a rapid rate since the 1980s.”

 

Business involvement in schools raises a number of issues--it is not necessarily true that what is good for American business is good for American schools and students because the major concern of business is profits—this can mean several thing with regard to public schools

·         major business expense is taxes-there has been a trend to shift the financial support of schools from corporate taxes to sales taxes and lotteries—which means that the middle and lower income groups could be paying an increasing percentage for public school expenses while business could be paying a decreasing percentage.

·         Financial donations made directly by businesses to public schools gives the contributor some influence over school programs—if businesses have money to give to schools they have the money to be taxed to support schools.

·         Business has a stake in keeping down wages—educational inflation

 

Clinton’s administration’s educational plan for a global economy and business involvement in education raises the following questions:

 

1.        Should schools emphasize a broad liberal education or prepare for a career?

Liberal education is broad and enhances the joys of learning and thinking, and provides the intellectual tools and knowledge for making decisions about the quality of one’ life.

Career preparation is a narrow education which limits the ability to think about the broad issues related to the quality of life and happiness.

 

2.     In a labor market based on educational attainment, will inequality of educational opportunity cause economic stratification?

This question relates to the wide variation in the quality of schools in the U.S.  If the ability to compete in the labor market is depended on the quality of education, then some school graduates will be more advantaged than others.

 

3.       Will educational inflation defeat efforts to reduce inequalities in wealth and income

Educational inflation could defeat any plan designed to use increased educational opportunities as a means of reducing inequalities in wealth and income.

 

4.     Should economic opportunities be based on high-stakes tests?

Do high-stake tests contribute to the enjoyment of education?

Do high-stake examinations measure the quality of a person’s life?

 

 

 

 

 

 

 

 

 

 

POLITICAL ATTITUDES AND EDUCATION

 

Political attitudes are directly related to educational policies!!!

 

Republicans, in 1996, called for the abolition of the U. S. Department of Education and a sharp reduction in federal educational proposals.  They advocate allowing choice at public expense at public, private, or for-profit school

 

Democrats, in 1996, called for increased federal programs to expand opportunities to attend college.  Choice should be limited to public schools.

 

Also sharp division within each political party.

 

Political attitudes are also reflected in local school policies. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EXERCISES

1.       Who or what group should determine the political teachings and political socialization in public schools?

 

 

 

 

 

2.      What citizenship training should public schools provide in a democratic society?

 

 

 

 

 

3.      Who or what group should determine the moral and social values to be taught in public schools?

 

 

 

 

 

4.      What social problems do you think the schools are best able to solve?

 

 

 

 

 

5.      What do you thin should be the relationship between the schools and social reform in a democratic society.

 

 

 

 

 

6.      What do you think should be the relationship between the schools and the economic system?

 

 

 

 

 

7.      Should the focus of public schooling be on career education, or should occupational choice and training be a direct function of the labor market?

 

 

 

 

 

 

 

Section 1

 

Cooperative Learning Jigsaw Assignment for Wednesday, September 9, 1998.

 

1.  Read Chapter 2  Profession of Teaching and

            Chapter 3  Teachers’ Union & Teacher Politics

 

2.  Be prepared to be and “expert” on the following topics:

 

Anna Dalen , Mary Fernholtz and Kari Grossman:

Chapter 2—Teacher Education in a Global Economy & Control Through Testing: National

License and Certification

 

Maggie Grossman, Beth Haugland, and Jennifer Jones:

            Chapter 2—Career Ladders & Salary Increases and Professionalization of Teaching

 

Joseph Jones, Megan Krantz, & Sarah Larson:

            Chapter 2—Teacher Education, The Rewards of Teaching and Working Conditions, & The

Working Conditions of Teachers

 

Chrystal Lester, Stephanie Nelson, & Andrea Scherber:

            Chapter 3—Differences Between the Two Unions, A Brief History of the National

Education Association (NEA), and A Brief History of the American Federation of Teachers (AFT)

 

Amber Sellin, Mandi VanOverbeke, & Holly Winkelman:

Chapter 3—The NEA and AFT Today, One Big Union: The Merger of the NEA and AFT, and Salaries and Teacher Strikes

 

3.      On Wednesday, you will meet with the other students that read the same sections you read. You will meet for 10-15 minutes to discuss the important points of your readings.

 

4.      New groups will be formed (one “expert” on each section, in each group—3 groups/5 people in each group).  It is your responsibility to lead a discussion about your topics so the other students in the group will better understand its important points.

 

5.      It is important that you read both chapters so you can put the pieces together and join in the discussion.

 

 

 

 

 

 

 

 

Section 2

 

Cooperative Learning Jigsaw Assignment for Wednesday, September 9, 1998.

 

1.  Read Chapter 2  Profession of Teaching and

            Chapter 3  Teachers’ Union & Teacher Politics

 

2.  Be prepared to be and “expert” on the following topics:

 

Stephanie Bordson, Erin Jones, & Jennifer Kerkvliet:

Chapter 2—Teacher Education in a Global Economy & Control Through Testing: National

License and Certification

 

Shannon Kishel, Anne Nelson, & Deanna Rabideaux:

            Chapter 2—Career Ladders & Salary Increases and Professionalization of Teaching

 

Christina Seyfried & Susan Snorek:

            Chapter 2—Teacher Education, The Rewards of Teaching and Working Conditions, & The

Working Conditions of Teachers

 

Sarah Stein, Jay Sykes, & Jolene Thomas:

            Chapter 3—Differences Between the Two Unions, A Brief History of the National

Education Association (NEA), and A Brief History of the American Federation of Teachers (AFT)

 

Jessica Waldron, Amanda Weller & Josh Pauly:

Chapter 3—The NEA and AFT Today, One Big Union: The Merger of the NEA and AFT, and Salaries and Teacher Strikes

 

6.      On Wednesday, you will meet with the other students that read the same sections you read. You will meet for 10-15 minutes to discuss the important points of your readings.

 

7.      New groups will be formed (one “expert” on each section, in each group—3 groups/5 people in each group).  It is your responsibility to lead a discussion about your topics so the other students in the group will better understand the important points.

 

8.      It is important that you read both chapters so you can put the pieces together and join in the discussion.