Greeks created how we teach today. Even though there are multiple intelligences, particular ones (Math, Music, Grammar, Spatial reasoning, Astronomy, Philosophy, rhetoric)had specific emphasis. Nowadays, when we provide kids with "classical education," these items are what we have our students focus on. Science, Psychology, and Algebra are all within the spheres of what Greeks originally taught.
"School is good enough for the best and cheap enough for the poorest." Henry Barnard, Father of American School administration. Editor of American Journal of Education.
Growth of Education
-state Boards and Superintendents of Education
-local school boards and superintendents
-secondary school movement
-compulsory attendance laws
-higher education development- dartmouth college case
-Morrill Land-Grant act
-Junior colleges
-Higher education for women
-Education of Native Americans- Miriam report of 1928
-Education of minority groups (Hispanic, Asian, African Americans)
Although education for everyone is a wonderful thing, Native Americans were unfairly treated. White America tried to assimilate Native Americans into the dominant white culture, while attempting to wipe out tribal cultures. What America failed to recognize is to wipe out your culture and your pride in your people, is to wipe out your identity. Now Americans are attempting to foster the growth of these cultures.
Education for minority groups such as Latinos, Asians and African Americans came later. People such as Booker T. Washington, and W.E.B. DuBois brought education for minorities out.
Pre 1960's
America, being idiots yet again, put a immigration restriction. People were afraid of the undesirable "racial stock." (Italy, Poland, Russia, Austria-Hungary).*sighs* Then America changed from an agrarian to an industrial population during civil war to WWI. (wonder if the dust bowl helped out with that?) Because of these things, tremendous demands were put on education to adapt and change.
A man named John Dewey rejected old, rigid subject-centered curriculum in favor of child-centered curriculum. Kids learned through experience, not through rote memorization. Children were given freedom to develop naturally, were motivated by interest to work, teacher worked as a guide and not as an enforcer, and child development was researched.
In the 1960's- Era of Social Unrest
-New mathematics and science curriculums were developed (Sputnik, space race)
-Ungraded schools and Open classrooms
-Coleman report- "poverty and family education prevented some children from learning no matter what schools could do."
-Individual Prescribed Instruction (IPI)
-Programmed texts in reading and math (teaching out of textbooks.)
-Teacher proof curriculum (curriculum that students could learn no matter how bad/good teachers were)(taught to standardized test)
- Compensatory reading and arithmetic programs
-Social unrest and demonstrations
-Legislative enactments, elementary and secondary education act of 195 (ESEA) TITLE ONE.
Monday, February 22, 2010
Gone gone gone gone gone... :P
Lost my notebook for my foundations of American Education class. It had all my rubrics, some papers not yet handed in, as well as notes from other classes. It wouldn't hurt me so bad except this particular education class hasn't posted its rubrics online. These rubrics are integral to my KEY assignments which I will have to submit to the state to get my accreditation/license. I've been checking with the lost and found, it hasn't turned up.
Hopefully I'll find it soon. If not, I'm attempting to make copies. I'm nervous about contacting my teacher because he seems quite busy, and I feel guilty about losing my notebook to begin with. I wish my professor could have posted those online or to our Blackboard class website.
Hopefully I'll find it soon. If not, I'm attempting to make copies. I'm nervous about contacting my teacher because he seems quite busy, and I feel guilty about losing my notebook to begin with. I wish my professor could have posted those online or to our Blackboard class website.
Monday, February 8, 2010
ABC... i???
Alas, my journey in becoming an educator continues.
A topic which has frequently comes up in my education classes is student/teacher philosophies on grading practices. In my personal experience as a student, I have experienced the general ABCDF grading policy up until graduation. I am presently enrolled at Utah Valley University the grading practices vary by the program and the teacher. My personal experiences tell me the math and sciences department at UVU have a higher expectation of students by desiring complete comprehension of the subject and assess the knowledge mostly by exams. My average grade in those classes is a C, which surprised me because I worked my little hiney off to get the grades I did. The Humanities, philosophy and Education classes however, assess students by effort in assignments, participation in class, and perhaps even a students’ personal growth. My average grade in these classes are about a B+ or A-, which required less effort, but I feel I learned significantly more. I can't say I'm not biased, but I feel that all fundamental knowledge is worth gaining. The discrepancy between these two different types of grading systems represents a challenge which is facing American education today, and not just in grad schools. As a future educator, a question I must ask myself is: what will be my own grading philosophy? ABCI? ABCDF? Pass/Fail?
ABCI grading system is one that many teachers and school programs are implementing all over America. Many feel that it works because it helps “…students develop a genuine interest in their field, grades would take a back seat, and holistic and intrinsically motivated learning could take place” (Roosevelt). This type of grading embraces Benjamin Bloom’s “concept that given enough time and quality instruction, all students can learn. With this approach, teachers insist that students complete every assignment to high standards” (Kenkel). In other words, if students don’t entirely grasp a specific concept or were unable to complete an assignment, students would be given extra time and resources to help them get where they need to be. Through this method, more students would submit work and complete assignments. Any student, no matter what situation in life or who they are, will have the opportunity to learn at their own pace.
The problem with ABCI grading systems however, is that the students who aren't motivated to even go to school or begin their work will always be given an "I" (incomplete grade). How do you separate these students from those who have learning disabilities that try, but it is more work for them to succeed? Some students and even parents are happy enough to let their students slide by with a "D." In many places, "D" is a passing grade. Its the bare minimum, but its passing. This specific group challenge ABCI because it requires the students and parents to be more involved in education. I don't think this is a bad idea, but perhaps to those families, it is.
ABCI grading does raise the bar. Teachers are more particular about what assignments and projects they give their students, since they will have to grade them more carefully and likely repeatedly. The mentality of how teachers and students view grades change: it isn't permanent, but it requires more work. Honestly- when does ANYONE want to do more work? In an article in the New York Times, "Student Expectations Seen as Causing Grade Disputes" they discuss how teachers at the University of Maryland have raised the grading bar. "C" means the expectation has been met, "B" means exceeded expectation, and "A" means expectations were beyond exceeded. If I was in an English class with ABCI, most of the papers handed back to me would be graded with a "C." I'd meet the expectation, but I wouldn't know how to go beyond. I wouldn't know how to impress my teacher,and it would be incredibly frustrating for me. I'm someone who always does what is asked of me, and I only go beyond if it is within my personal interests or of those around me. As a teacher, I would want ABCI in hopes that my students would reach for the A's, but with some ABCI programs, they're chances of achieving it are less likely.However, the students that do shine would finally be given recognition.
ABCDF grading is not something I agree with. I wish there was a better way, but its seems to be what works right now. Or does it?
yikes. I hope these links work.
http://www.nytimes.com/2009/02/18/education/18college.html?_r=1
http://6009249003256869494-a-1802744773732722657-s-sites.googlegroups.com/site/edsc4550/file-cabinet/article%2Cgradingpractices%2CTheABCIApproach.pdf?attachauth=ANoY7crzL4tOeF90Sh3rWykduTy_lYPlrLdiBB0B43RrveuZ6iVhynHXc4Htk9eK2hft4G8DiWXWxamnoNbVuHxv7Z7WuG9JtxiRvy6jvLtcQTj77pMEh2PDSdQbwIm_ugun_KIvaO3o1PVaiAepNFB9rNmsx0V-n9K0R-Ota4I-4U92Pbw2LUepfZr9GESQmmYCNi6RCs5thMSeTy3z9APXmmO02enlUgDqA8e6guNYkkb-vNTAHmrNYh6KE5AEcq8n7JqOBcld&attredirects=1
A topic which has frequently comes up in my education classes is student/teacher philosophies on grading practices. In my personal experience as a student, I have experienced the general ABCDF grading policy up until graduation. I am presently enrolled at Utah Valley University the grading practices vary by the program and the teacher. My personal experiences tell me the math and sciences department at UVU have a higher expectation of students by desiring complete comprehension of the subject and assess the knowledge mostly by exams. My average grade in those classes is a C, which surprised me because I worked my little hiney off to get the grades I did. The Humanities, philosophy and Education classes however, assess students by effort in assignments, participation in class, and perhaps even a students’ personal growth. My average grade in these classes are about a B+ or A-, which required less effort, but I feel I learned significantly more. I can't say I'm not biased, but I feel that all fundamental knowledge is worth gaining. The discrepancy between these two different types of grading systems represents a challenge which is facing American education today, and not just in grad schools. As a future educator, a question I must ask myself is: what will be my own grading philosophy? ABCI? ABCDF? Pass/Fail?
ABCI grading system is one that many teachers and school programs are implementing all over America. Many feel that it works because it helps “…students develop a genuine interest in their field, grades would take a back seat, and holistic and intrinsically motivated learning could take place” (Roosevelt). This type of grading embraces Benjamin Bloom’s “concept that given enough time and quality instruction, all students can learn. With this approach, teachers insist that students complete every assignment to high standards” (Kenkel). In other words, if students don’t entirely grasp a specific concept or were unable to complete an assignment, students would be given extra time and resources to help them get where they need to be. Through this method, more students would submit work and complete assignments. Any student, no matter what situation in life or who they are, will have the opportunity to learn at their own pace.
The problem with ABCI grading systems however, is that the students who aren't motivated to even go to school or begin their work will always be given an "I" (incomplete grade). How do you separate these students from those who have learning disabilities that try, but it is more work for them to succeed? Some students and even parents are happy enough to let their students slide by with a "D." In many places, "D" is a passing grade. Its the bare minimum, but its passing. This specific group challenge ABCI because it requires the students and parents to be more involved in education. I don't think this is a bad idea, but perhaps to those families, it is.
ABCI grading does raise the bar. Teachers are more particular about what assignments and projects they give their students, since they will have to grade them more carefully and likely repeatedly. The mentality of how teachers and students view grades change: it isn't permanent, but it requires more work. Honestly- when does ANYONE want to do more work? In an article in the New York Times, "Student Expectations Seen as Causing Grade Disputes" they discuss how teachers at the University of Maryland have raised the grading bar. "C" means the expectation has been met, "B" means exceeded expectation, and "A" means expectations were beyond exceeded. If I was in an English class with ABCI, most of the papers handed back to me would be graded with a "C." I'd meet the expectation, but I wouldn't know how to go beyond. I wouldn't know how to impress my teacher,and it would be incredibly frustrating for me. I'm someone who always does what is asked of me, and I only go beyond if it is within my personal interests or of those around me. As a teacher, I would want ABCI in hopes that my students would reach for the A's, but with some ABCI programs, they're chances of achieving it are less likely.However, the students that do shine would finally be given recognition.
ABCDF grading is not something I agree with. I wish there was a better way, but its seems to be what works right now. Or does it?
yikes. I hope these links work.
http://www.nytimes.com/2009/02/18/education/18college.html?_r=1
http://6009249003256869494-a-1802744773732722657-s-sites.googlegroups.com/site/edsc4550/file-cabinet/article%2Cgradingpractices%2CTheABCIApproach.pdf?attachauth=ANoY7crzL4tOeF90Sh3rWykduTy_lYPlrLdiBB0B43RrveuZ6iVhynHXc4Htk9eK2hft4G8DiWXWxamnoNbVuHxv7Z7WuG9JtxiRvy6jvLtcQTj77pMEh2PDSdQbwIm_ugun_KIvaO3o1PVaiAepNFB9rNmsx0V-n9K0R-Ota4I-4U92Pbw2LUepfZr9GESQmmYCNi6RCs5thMSeTy3z9APXmmO02enlUgDqA8e6guNYkkb-vNTAHmrNYh6KE5AEcq8n7JqOBcld&attredirects=1
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