Becoming a Teacher Ninth Edition Forrest W Parkay

Becoming a Teacher Ninth Edition Forrest W. Parkay Revisions – Michael Immerman Chapter 5 (38 slides) Historical Foundations of U. S. Education ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

Focus Questions 1. Why is educational history important? 2. What were teaching and schools like in the American colonies (1620– 1750)? 3. What were the goals of education during the Revolutionary Period (1750 -1820) 4. How was the struggle won for state-supported common school (1820 -1865)? 5. How did compulsory education change schools and the teaching profession (1865 -1920)? 6. What were the aims of education during the Progressive Era (1920 -1945)? 7. How did education change during the modern postwar era (1945 -2000)? 8. What are the educational priorities of the new century (2000 to the present)? Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -2

Why is educational history important? • Knowledge of events that influenced schools will help in evaluation of current proposals for change. • Awareness of events that have influenced teaching is a hallmark of professionalism Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -3

What were teaching and schools like in the American colonies (1620 – 1750)? Education in colonial America had its primary roots in English culture Students from the lower classes went to school to learn the essentials of reading, writing, and computation in order to become an enlightened workforce. The upper classes went to Latin schools and later to college, where they studied the Latin and Greek classics in order to become land owners, clergy, businessmen Teacher Status Low, minimal qualifications, high morals Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -4

What were teaching and schools like in the American colonies (1620 – 1750)? School Offerings Puritan/ Parochial – Often harsh schools that taught reading and writing to learn scriptures. Activities based on religious beliefs Believed that the church, school and state were interrelated Reading and writing were learned so the scriptures could be read and preached Believed that people were inherently sinful Presentation Title runs here l 00/00/00 5 5 -5

What were teaching and schools like in the American colonies (1620 – 1750)? Dame – Schools for initial instruction of reading, writing and arithmetic for boys and “home economics” skills for girls Reading and Writing – Schools for boys beyond what parents could teach. May have been the first socialized schooling for boys. Latin Grammar Schools – Schools for boys to prep for Harvard; emphasis on the classics Presentation Title runs here l 00/00/00 6 5 -6

What were teaching and schools like in the American colonies (1620 – 1750)? The Origins of Mandated Education • Had its origins in the Massachusetts Act of 1642 • The education of children was no longer voluntary • Towns of fifty or more families were expected to appoint a person to instruct all children • Teachers were paid by the parents or masters of the children Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -7

What were teaching and schools like in the American colonies (1620 – 1750)? Education for African Americans, Mexican Americans and Native Americans • In 1704, one of the first schools for African Americans was started by Elias Neau • The Quakers regarded slavery as a moral evil and developed a school for African Americans in Philadelphia • From the 17 th to late 20 th century, schools were segregated by race • Missionary schools were established for Mexican Americans Becoming a Teacher: Parkay and Stanford 5 -8

How was the struggle won for state-supported common schools (1820 -1865)? Common Schools - state supported high schools • In favor – city residents, nontaxpayers, democratic leaders, philanthropists, humanitarians • Opposed – rural residents, taxpayers, aristocratic and conservative groups, private school owners, conservative religious groups, Southerners and Non-English speaking groups Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -9

What Were the Goals of Education During the Revolutionary Period? Benjamin Franklin’s Academy • In 1751 developed the Philadelphia Academy • Had a broader and more practical curriculum that focused on the English language rather than Latin • Courses such as English, Agriculture and Accounting such as: grammar, composition, literature, foreign language, writing, drawing, rhetoric, oratory, geography, history, agriculture, & accounting Becoming a Teacher: Parkay and Stanford 5 -10

What Were the Goals of Education During the Revolutionary Period? Sarah Pierce’s Academy • She developed one of the first academies for women • It began in her home with two students and expanded to 140 female students • The object of the school was to educate a woman - help her parents, her partner, and educate the future generations • Later, female seminaries were established to educate women for public service outside of the home Becoming a Teacher: Parkay and Stanford 5 -11

What Were the Goals of Education During the Revolutionary Period? Thomas Jefferson’s Philosophy • Believed that the education of the common people was the most effective means of preserving liberty • In order for society to remain free, it must support a public education • Developed a plan for state-controlled elementary schools • Founded the University of Virginia Becoming a Teacher: Parkay and Stanford 5 -12

How was the struggle won for state-supported common schools (1820 -1865)? Horace Mann • • Champion of Common School Movement – free public local schools Improved Massachusetts schools • Attempted to convince conservative moneyed classes – free schools were cheapest means of self – protection and insurance • Started Normal Schools (NMHU was the first in NM) – general knowledge course and courses in pedagogy for teacher preparation Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -13

How was the struggle won for state-supported common schools (1820 -1865)? Mc. Guffey Reader • Written by Reverend William Holmes Mc. Guffey • Readers (books) emphasized virtues of hard work, honesty, truth, charity and obedience Morrill Land Grant Act Provided federal land for states to either sell or rent for funds for the establishment of colleges of agriculture and mechanical arts (NMSU) Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -14

How did compulsory education change schools and the teaching profession (1865 -1920)? Compulsory Education Laws • Required common school attendance • More students attended school • Increased attendance created need for management • Scientific Management • Top down management taken from big business – Schools should be run like a business Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -15

How did compulsory education change schools and the teaching profession (1865 -1920)? Higher Education for African Americans Booker T. Washington • Founded Tuskegee Institute – Industrial school for African Americans in rural Alabama • Believed that as the race grows in knowledge, experience, culture, taste and wealth the wants of the people will become more diverse and to satisfy this the number of professional business men and women will increase (nature of upward mobility) Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -16

How did compulsory education change schools and the teaching profession (1865 -1920)? Higher Education for African Americans • Booker T. Washington became the first African American instructor at the Hampton Normal and Agricultural Institute of Virginia and was the founder of the Tuskegee Institute – He believed that education would allow for African Americans and whites to live together peacefully • William Du. Bois believed that African American should educate themselves for leadership positions and not accept inferior status – espoused the notion that African Americans can exceed the performance of whites not just equal them Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -17

How did compulsory education change schools and the teaching profession (1865 -1920)? The Kindergarten, “A garden where children grow” • Early Childhood Education spread after the Civil War • They were patterned after the progressive humanistic theories of Friedrich Froebel • Margaret Schurz, a student of Froebel, opened the first U. S. Kindergarten in the basement of her home • Elizabeth Peabody opened the first English-speaking Kindergarten in the U. S. • Susan Blow opened what is viewed as the first successful public kindergarten Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -18

How did compulsory education change schools and the teaching profession (1865 -1920)? The Professionalization of Teaching • In the late 1800’s, professional teaching organizations began to have a great influence on the development of schools in America – The National Education Association (NEA) – American Federation of Teachers (AFT) • Women became influential in shaping educational policies during the early 1900’s Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -19

How did compulsory education change schools and the teaching profession (1865 -1920)? Committee of Ten Funded by NEA Decided primary function of high schools to take intellectually elite students and prepare them for life Stressed mental discipline in humanities, languages and science Committee of Fifteen NEA appointed committee to examine elementary curriculum Introduced Latin, modern languages, and algebra into curriculum Elementary curriculum should be organized around 5 subjects: grammar, literature, arithmetic, geography and history Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -20

How did compulsory education change schools and the teaching profession (1865 -1920)? Reorganization of Secondary Education • Called for high school curriculum to accommodate individual instruction • Determined 7 goals to provide focus for schooling at all levels: • health, command of individual processes, worthy home membership, vocation, citizenship, worthy use of leisure time, and ethical character Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -21

How did compulsory education change schools and the teaching profession (1865 -1920)? Women’s Influence on Teaching • Greater demand for teachers • Linked schools with social service agencies and institutions Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -22

What were the aims of education during the Progressive Era (1920 -1945)? Progressivism Belief that life is evolving in positive direction, people should be trusted to act in their own best interest Education should focus on children’s interests and practical needs Teachers should served as guides John Dewey’s Laboratory School – Gave students meaningful relevant education – Test principles of university in the laboratory school with actual students as “subjects” for differing approaches to teaching – Curriculum should be a natural outgrowth of child’s interests Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -23

What were the aims of education during the Progressive Era (1920 -1945)? Maria Montessori’s Method • Believed children’s mental, physical and spiritual development should be enhanced by providing them with developmentally appropriate activities • Teachers created learning environments based on student’s level of development and readiness to learn new material Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -24

What were the aims of education during the Progressive Era (1920 -1945)? • Decline in progressivism due to public criticism • Lasting effects of progressivism • Inquiry or discovery learning • Self paced instructional approaches • Field trips • Flexible scheduling • Open Concept classrooms • Non-graded schools • Small group activities • School-based counseling Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -25

What were the aims of education during the Progressive Era (1920 -1945)? Education of Immigrants and Minorities • Goal – rapid assimilation into English-speaking Anglo. European society – have children become “good Americans” • Children often punished for speaking native language – some parents discouraged native languages • Ethnic groups established separate schools to preserve culture Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -26

What were the aims of education during the Progressive Era (1920 -1945)? Education of Immigrants and Minorities • Native Americans – Federal Government placed tribes on reservations and tribal children in boarding schools to assimilate them into the dominate culture • The Problem of Indian Administration • Recommended Native American Education be restructured • Built day schools • Revised curricula to reflect tribal cultures and needs based upon tribal input and encouragement of PTAs Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -27

What were the aims of education during the Progressive Era (1920 -1945)? Mary Mc. Leod Bethune • Started what became Bethune-Cookman College • Directed Office of Minority Affairs in the National Youth Administration (NYA) Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -28

What were the aims of education during the Progressive Era (1920 -1945)? World War II and Federal Government Influences • Lanham Act Provided funding for: – Worker training – Construction of school in military areas – Childcare for working parents • G. I. Bill of Rights provided funding for tuition and board at colleges and universities for veterans – greatest improvement in higher education in history Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -29

How did education change during the modern postwar era (1945 -2000)? Trends • How can full and equal educational opportunity be extended to all groups? • What knowledge and skills should be taught? • How should knowledge and skills be taught? Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -30

How did education change during the modern postwar era (1945 -2000)? 1950 s National Defense Education Act of 1958 • Started in response to Russian Satellite – Sputnik first into space • Education is the first line of defense against the prospect of a Russian invasion • New math, science, social studies and foreign language programs developed to encourage scientific exploration Desegregation • Brown v. Board of Education of Topeka • Education is unequal if separate • Schools ordered to desegregate – notion of busing began Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -31

How did education change during the modern postwar era (1945 -2000)? 1960 s • Elementary and Secondary Education Act • Allocated funds on the basis of the number poor children • Individual teachers can submit grant proposals as well as districts, states etc. • Title VII – The Bilingual Education Act • Provided federal aid to low-income children of limited English-speaking ability Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -32

How did education change during the modern postwar era (1945 -2000)? 1970 s – Accountability of teachers demanded – Back-to-basics Movement began – Title IX ○ No person in the United State shall on the basis of sex be excluded from education or activity receiving federal assistance (impact on sports at university level) – Education for All Handicapped Children (PL 94 -142) ○ Referred to as Mainstreaming Law ○ Children with special needs will receive a free and appropriate education in the least restrictive environment Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -33

How did education change during the modern postwar era (1945 -2000)? 1980 s Nation at Risk – Gave evidence that schools were failing Adlera’s Paideia Proposal – Response to Nation at Risk (report on status of US schools) – Proposal for perrenialist core curriculum – Encourage use of “Great Books” High School: A Report on Secondary Education in America – Suggested strengthening academic core curriculum and the possible elimination of “frills” – concentrate on the 3 Rs Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -34

How did education change during the modern postwar era (1945 -2000)? 1990 s Challenges – Greater diversity – Greater international competition – Less support for public education – Decentralization and deregulation of schools Response – Teacher leadership and collaboration Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -35

What are the educational priorities of the new century (2000 -present)? Excellence 2010 ESEA reauthorization Race to the Top grants Accountability Holding schools, teachers, and administrators accountable for student learning. Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -36

What are the educational priorities of the new century (2000 -present)? Equity for all students The achievement gap UCLA – economics, not race UNM – Navajo – transportation UCLA – breakfast and lunch quality Plans of action (? ) parents governments schools Becoming At Teacher, 9 e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved 5 -37