Education: Critical Investigation , Week 1 Notes
Education: Critical Investigation , Week 1 Notes EDUC 20003
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This 3 page Class Notes was uploaded by Jayla Johnson on Sunday January 17, 2016. The Class Notes belongs to EDUC 20003 at Texas Christian University taught by Richard Curby Alexander in Fall 2015. Since its upload, it has received 77 views. For similar materials see Critical Investigation: Teaching and Learning in Education and Teacher Studies at Texas Christian University.
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Date Created: 01/17/16
History of Education in the U.S.: Colonization to Industrial Revolution Learning Objectives 1. Students will be able to summarize in their own words the characteristics of the Dame School, Latin Grammar School, and Common School. ● Dame Schools were ran by housewives who took in children for a low cost. The housewives would teach reading, basic prayers, religious beliefs, and writing. Dame schools often provided the only formal education most girls received. ● Common schools were created to provide education for the “average person” although it may or may not been at public expense or available to everyone. ● Latin Grammar School (“college prepatory school”) is the earliest secondary education school. A boy entered the school at age 7 or 8 and spent 7 years learning Latin and Greek 2. Students can describe the contributions of Horace Mann and Henry Barnard to education reform in the 19th Century. ● Horace Mann was the 1st Secretary of Education in Massachusetts. He made the school day longer, raised teacher’s salary, introduced new textbooks, and organized libraries in many schools. He established the Massachusetts Board of Education, and founded the first public normal school for training elementary school teachers. ● Henry Barnard was appointed the Secretary of Education in Rhode Island. He contributed textbooks and building inspections, the bell schedule, parentteacher partnerships, Institute for Teacher Training, and an American Education Research Journal. 3. Students can summarize in their own words Horace Mann’s 6 Principles of Universal Schooling. ● The public should no longer remain ignorant; ● Such education should be paid for, controlled, and sustained by an interested public; ● Education will be best provided in schools that embrace children from a variety of backgrounds; ● Education must be nonsectarian; (religion separate from school) ● Education must be taught by the spirit method and discipline of a free society; ● Education should be provided by welltrained professional teachers; 4. Students can explain the 11 recommendations made by the Committee of Ten. (1892 National curriculum for college preperation) ● 12 years of education ○ 8 elementary/4 high school ● Standard education for every student ○ Simplify instructional techniques and teacher training ● English, math, and history taught every year ● Geography, geology, and civics taught at least once ● Biology, chemistry, and physics taught in this order ● Subjectspecific teacher training courses (methods) ● Lower tuition for teacher college ● Travel fees for classroom teachers ● mentor teachers (student teaching) Module 1 Describe the ways in which schools in New England, the South, and the middle colonies were similar, as well as ways they were different. Religion played an import role in early New England, the South, and the middle colonies. Although each society incorporated religion they did so in a different way. New England made religion there main purpose for educating children in their Old Deluder Satan Act stating, it is important that all children learn how to read because Satan would try to keep people from understanding the Scriptures. New England saw education as very important because of this they went through three types of schools town schools, moving schools, and district schools. As things changed in New England so did the way children were educated. In the south there were no schools like in New England and the middle colonies, plantation owners were encouraged to get private tutors. The southern colonies were not as concerned with religion being primary like New England and the middle colonies. Religion was taught to settlers through the Anglican Church and they did not believe everyone had an obligation to read like the Puritans believed. The middle colonies had many religious groups and as a result private venture schools were created. These schools were not publicly funded like the New England schools were. Describe the various educational opportunities that were offered to females from the 1700's through the early 1900's. Universal education, dame schools, apprenticeships, and instruction time between 5:00 and 7:00 am are all various educational opportunities that were offered to females from the 1700s through the early 1900s. Universal education granted girls and other omitted groups access to elementary and secondary education. Dame schools were ran by housewives who took in children (mostly girls), and taught them reading, writing, religious studies, and basic prayers. This served as the only formal education many girls ever received. Apprenticeships were offered to girls and lasted from 3 to 10 years. The apprentice is taught the basic skills of a particular trade and during this time they may also be taught writing, reading, and arithmetic. Lastly, New England schools allowed girls to have instruction before school from 5:00 to 7:00 am before the boys got to school.
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