EDST 200 Rud

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EDST 200 Rud Week 4-2 CONTEMPORARY
EDUCATIONAL MOVEMENTS EDUCATIONAL REFORM,
1970s - PRESENT
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• I. Historical Background of Current Reforms
• 1. A Nation at Risk (April 26, 1983)
• a. Concerns.
• 1. Fall behind in industry, science, and
  technology.
• 2. Issues of mediocrity in education.
• 3. Shortage of teachers, especially in math,
  science,
• foreign languages.

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4. Shortage of specialists in gifted education,
for language minority and special education
students. 5. Professional working life of
teachers unacceptable. a. Salary after 12
years, the average is only 17,000 many need to
supplement income. b. Influence teachers
have little influence in professional decisions,
i.e., textbooks. 6. Too many "methods" courses
instead of subject matter 41 of elementary
teachers' preparation in methods.
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b. Recommendations. 1. Higher standards for
education students. a. Should show an
"aptitude" for teaching. b. Should demonstrate
competence in academic discipline. 2.
Higher salaries. 3. Better evaluation system
for promotion, tenure, and retention. 4.
11-month contracts for teachers to ensure
curriculum and professional development,
programs for students with special needs.
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5. Administrators, teachers develop career
ladders. a. Beginning instructor. b.
Experienced teacher. c. Master teacher. 6.
Hiring of qualified and retrained graduates in
math and science. 7. Incentives (grants, loans)
to attract outstanding students in shortage
areas. 8. Master teachers involved in teacher
preparation and in teacher supervision.
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2. A Nation Prepared Teachers for the 21st
Century (1986) a. Solutions. 1. Make teacher
salaries competitive. 2. Require a B.A. in
Arts Sciences before study in Education. 3.
Teacher incentives for student performance.
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4. Provide technology, staff, and services for
teacher productivity. 5. Professional
graduate curriculum in education also
internships and residencies. 6. Create
National Board of Professional Teaching
Standards. 7. Restructure schools for best
learning and teaching. 8. Better preparation
of minority students for future teaching force.
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3. Governors' Report on Education (1991) a.
Early childhood education for disadvantaged. b.
Reduced class size from K-3rd grade. c.
Alternative high schools for dropouts. d. Daycare
and after-school care in schools.
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e. Home programs in parenting for low-income
parents. f. School choice. g. Place districts
under state if students fail. h. Report cards for
each school. i. Year-round use of school
facilities. j. Career ladders. k. Train new
teachers in technology. l. Principal
accountability fire or reward.
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4. Holmes Group's Reform (1986) a. 3-tier
teacher licensing. 1. Instructors. 2.
Professional teachers. 3. Career
professionals. b. Eliminate undergraduate degree
in education instead liberal arts degree. c.
Better structuring of teacher courses to reflect
intellectual structure.
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d. Coursework in pedagogy, values and ethics, and
integrate professional knowledge with field
experiences. e. Professional Development Schools
(PDSs). f. Better professional conditions in
schools. g. More minority teachers. h. Purdue a
charter member of the Holmes Group, now called
the Holmes Partnership. 1. PDSs in the College
of Education. 2. Notion of simultaneous
renewal of COE and the schools.
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5. Goals 2000 a. G. H. W. Bush and Clinton
administrations. 6. No Child Left Behind
(2002) a. Signed into law by President. G. W.
Bush on January 8, 2002. b. Contains the most
sweeping changes to the Elementary and Secondary
Education Act (ESEA) since it was enacted in
1965.
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c. Changes the federal government's role in K-12
education. 1. Asking America's schools to
describe their success in terms of what each
student accomplishes. d. Four basic principles.
1. Stronger accountability for results. States
create standards. a. Students tested on
progress. b. Progress must be made report
cards.
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2. Increased flexibility and local control to
spend federal dollars. 3. Expanded options for
parents. a. Can leave failing schools or
get supplemental services paid for. b.
Charter schools. 4. An emphasis on teaching
methods that have been proven to work.
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II. Discussion Reflect upon the educational
reform discussed today and in your textbook
assignment. Think also about what you have
learned elsewhere, or what you have experienced
in your own schooling. What do you think
prospective teachers should learn in
undergraduate education? What courses or
experiences would you add, or eliminate? What
should a teacher be able to do when he or she
starts a first job? Should there be an
internship year, where you continue study while
working full time, and perhaps earning credits
for a masters program? Should education
students be required to major in a discipline
outside the College of Education?
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CONTEMPORARY EDUCATIONAL MOVEMENTS PHILOSOPHIES
OF EDUCATION
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• I. The Philosophy of "Caring" in the Schools
• 1. Key Ideas (Nel Noddings)
• a. Caring demonstrated through engrossment and
• motivational displacement.
• 1. Engrossment as "open, nonselective
  receptivity to the
• cared-for."
• 2. Motivational displacement when we project
  our
• attention towards others and their projects.
• b. Caring, then, is relational, not just an
  individual virtue.

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c. Aspects of caring as a form of moral
education modeling, dialogue, practice,
confirmation (act of affirming). d. Caring in the
schools for whom? Our physical selves
spiritual life occupational selves
recreational lives caring for our ideas. e.
Some concrete ways of caring in schools. 1.
Keep students and teachers together for several
years. 2. Teachers should relax the impulse to
control get rid of competitive grading
encourage self-evaluation encourage teachers to
explore with students get rid of tracking
discuss some theme of caring each day, i.e.,
ethics.
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II. Engaged Pedagogy (Paolo Freire, a Brazilian
educator) 1. Education as a form of
liberation a. Dialectical relationships between
language/thought, word/action,
reflection/praxis. b. Influences Marxism,
Christian existentialism, pragmatism. c.
Teachers as facilitators, not authority figures.
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d. Students as learners, who already have
real-life experiences. e. Knowledge something
that is negotiated, contextual, not deposited in
the head (the banking model). f. Curriculum
everyday knowledge integrated with political
awareness, literacy skills, and consciousness of
human capacities. g. Pedagogy the importance of
dialogue, "cultural circles," anthropological
methods, and creating of relevant texts,
problematizing situations (not commercial texts).
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III. Critical Pedagogy (Henry Giroux, Peter
McLaren) 1. Critical education as a form of
social critique a. Two aspects language of
critique and language of possibility. b.
Students build upon "lived experiences" and
discuss oppression, marginality. c. Subjective,
not objective, knowledge privileged. d. Knowledge
linked to human agency, meaning-making, and
transformation of society (reconstructionism).
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2. Teachers' Role a. As facilitators of
discussion thereby, they reduce hierarchical
relationships in classroom. b. Teachers help
students confront the political through
pedagogy, i.e., critique the Western canon, how
knowledge is made legitimate. c. Teachers and
students as engaged in the world.
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3. Pedagogies (Some Examples) a. The use of
popular culture to reflect the students'
worlds. b. Writing based upon experience of
selves and communities. c. Study of literature,
history, etc. examines those who have been
marginalized.
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IV. Other current philosophies of education 1.
Matthew Lipman and philosophy for children 2.
Jane Roland Martin and the schoolhome 3.
bell hooks and engaged pedagogy
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V. Constructivism, in contrast to behaviorism
(from Jacobsen, Philosophy in Classroom
Teaching, pages 297-299)
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VI. Discussion Think of some of the philosophies
of education you have heard about today, as well
as throughout this course. With which
school(s) or philosopher(s) or movement(s) are
you most closely aligned? Why? Has your view
changed during this class?