EDUC, SCHOOL, & SOC
EDUC, SCHOOL, & SOC EDCI 2001
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This 34 page Class Notes was uploaded by Cassie Gleichner on Tuesday October 13, 2015. The Class Notes belongs to EDCI 2001 at Louisiana State University taught by E. Lathon in Fall. Since its upload, it has received 18 views. For similar materials see /class/222904/edci-2001-louisiana-state-university in Education and Teacher Studies at Louisiana State University.
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Date Created: 10/13/15
CHAPTER 1 Status of the Teaching Profession PEARSON Cor ntrover sial Issue Do I waht to become a teacher ofA 9 quot Editor 2010 peereen Education I Ine WebbMethaJordan 2 All RiQI ICS Reserved Overview of Chapter I Defihihg teacher ahd teachihg Profile of the teachihg professior I Why become a teacher Satisfactior Is dissatisfactior Is with teachihg Teacher preparatior programs Mihorities ih teachihg Teacher Certificatior issues Teacher supply ahd demahd Salary ahd compehsatior l 9 quot Edito 3 9154 WebbMethaJordan Defining Teacher and Teaching A variety I eachir lg Ir addition skills an art of defir litior ls of teacher exist is ah art ahd a scier lce to helping studer nts acquire Khowledge arid attitudes through iristructior39n I eachers O39Fter39n teaching is Perform with skill and grace Make judgments based on qualities that unfold during action Influenced by unpredictable qualities ofA 9 quot Editor WebbMethaJcrdan e 2010 peereen Education I Inc All Righe Reserved Profile of the Teaching Profession The teacher is the most important school related variable in student learning Predominantly Female and White Trends Reduction OF pupilteacher ratio Increased student ehrollmeht Increase ir39n special services to studer nts Increase ir39n aids librarians other 9154 9 quot Editor e 2010 pearsan Education I Irlc WebbMethaJcrdan 5 Why Become a Teacher Few teachers mention a single reason Many irrFluer39nced by Former teachers Job security First career choice blocked LOT IQ summer vacations or Family Friendly schedule Temporary job 3 Primary Reasons Carir lg For and desiring to Work with young people Make a contribution to society Interest in a Field and excitement For sharing it with others W e 2010 peereen Education I Inc All Righe Reserved ofA 9 quot Editor WebbMethaJordan 6 Satisfaction IS Dissatisfactions with Teaching I eacher satisfaction is growing among teachers With Five or less years experience Many teachers are satisfied With Workir ng With childrer39n Makir ng a difference With childrer39n society Feelir ng rewarded Havihg autor norriy control Cooperatior n With colleagues 9154 9 quot Editor e 2010 pearsan Education I Irlc WebbMetheJorden 7 All Righis Re 6 m EMULUHMIHWgtUUWgtgt MLMWH UWUN tOSNxE we Vu0 mpmmmcmn nHVFlm gtlm mm gtpm mm 00l va L0gtm mnmmE cm MVme Fl HFgt0Lm IKOLAH mFlmccmAH Lou MEmHF m0 CJOEd MNmm mmmU mMULjomML m0 gtHFmmAHmmmgtlt CmE va mpcmlhmn EOLW Loan3m m0 0gt0 minimlion l 390 EOMHUNH39m Hmmm nl luvIN EOMHUNkm umm mc ucmlnlln39lllnln mllouumnl I eacher preparation programs Standards movement has arrived in institutions Led by the Interstate New I eacher Assessment and Support Consortium IN I ASC Other organizations have established standards For teacher education programs eg NCA I E 9154 9 quot Editor WebbMsthaJordan Pathways to becoming a teacher Most common is 4 year teacher education program 5 year programs also exist which Feature a master39s degree upon completion Alternative routes are available For those With existing degrees in other a reas 9 quot Edito 1 c 9154 WebbMethaJcrdan Becca Ia u reate Teacher Education Prog rams Approximately 1200 departmer lts schools colleges ih US I ypically 39r lcludes Four areas of study General studies or Content studies in major or minor Professional studies Field experiences and clinical Most programs Praxis I practice req u 39 re a test of basic sllti lls ofA WebbMethaJordan 9 quot Editor e 2010 pearsan Education I Inc All RigI us Reserved Alternative Teacher Prepa ration Prog ra ms 46 states have adopted programs Certifies cahdidates with subject matter competer lce Without Formal teacher prep program Ihtehded to recruit teachers For uriderserved or shortage areas Research is mixed regardir lg the effectiver less of these programs 9154 9 quot Editor WebbMethaJordan 12 M i norities i n Teachi 19 students if Fror r l sa r39r39le Serve as role model For all Benefits minority students minority group Few minority teachers are teaching Enrollment OF minority students growuhg a tt ra cted to is 9154 WebbMethaJordan 13 9 quot Editor Strategies for Increasing M inority Enroll menI in Teachi g Ihcreased scholarships Forgiver less Ihcreasir lg support services amp retention efforts Expar ldir lg alterr lative certificatior l programs High school uriiversity partnerships Grow your OWhquot programs For paraprofessior lal ih area schools loar l loar l 9154 WebbMsthaJordan s r Editor I eacher Certification Issues To teach license Administered by the state License makes one eligible for teaching Requiremer nts vary from state to state Most certificatior ns are good for 3 5 years ihitially Stahdard or professior nal certificate granted after state assesses performance by Video lessons portfolio or classroom observations individuals must acquire certificatior n or a ofA 9 quot Editor WebbMethaJcrdan e 2010 peereen Education I Inc 15 All Righe Reserved Assessment of I eacher Certification and Licensure Increase in state testir ng I ests at admission into teacher program and at end test For certification Praxis II is most common test For certification 9154 9 quot Editor WebbMethaJcrdan Certification cont Emergency certification I emporary permission to teach Without meetir lg qualificatior ls NO other state Iicer lsed professior l issues emergency certificates to those who are uritrair led RecertiFicatior n I eachers must renew takir lg courses attair l pass an assessment certificates by either master39s degrees or 9154 WebbMethaJordan 17 9 quot Editor e 2010 pearsan Education I Irlc All RigI us Re Certification cont Reciprocity Interstate reciprocity allows teachers certified in one state to work in another 44 states have signed the Interstate Certification Contract National Certificatior39n NBPTS Teachers can start process after 3 years of teaching Includes Professional Portfolio Video tapes of teaching Sample of student Work with Written commentary Written Assessment focused on content knowledge Successful candidates are deemed board certified ofA 9 quot Editor e 2010 peereen Education I Inc WebbMethaJordan 18 All Righe Reserved I eacher Supply and Demand Unprecedented demand hatior nwide Increased student ehrollmehts and vacancies due to retlremehts Studer ntteacher ratios are also declihihg indicatir ng a heed For more teachers HI l jly ualified teachers as defined by No Child Left Be Ihd as Increased the demand For teachers who eet thls s Highest heed areas include Populations in the southern and western states Areas of specialty include special education bilingual education sciences mathematics High demand For male elementary school teachers ofA 9 quot Editor e 2010 peereen Education I Inc WebbMethaJordan 19 All Righe Reserved Salary and Compensation Teachers39 salaries are behir ld those of other professior lal with comparable trair lir lg Twer lty states offer ihcehtives For teachers who work ih targeted schools Sighihg boriuses For areas of high heed Most of the hatior l has a Sihgle Salary Schedule that correspor lds to years of experier lce ahd levels of academic preparatior n 9154 9 quot Editor WebbMethaJordan 2010 pearsan Education I Irlc 20 All RigI us Re pe rforma nce Based pay Ihcreased Focus Oh Studer lt performar lce has led to greater atter ltior l to teacher competer lce TWO types Performar nce based Skills based I eachers and teacher orgar nizatior ns prefer skills based or competency based pay because it is hot linked to student performance arid all teachers can achieve it 9154 WebbMethaJordan 2 1 9 quot Editor 2010 pearsan Education I Irlc Com pensation for Supplemental Activities Approximately 13 of public school receive supplemental comper nsatior n Ihcludes activities such as coachir lg studer lt activity sporisorir lg or extra teachir lg Pay deper lds Oh the activity teacher Adr r lir listrative ahd support persor lr lel Employee behefits ahd services 9154 9 quot Editor WebbMethaJordan Review Questions for Chapter 1 Define the profession of teaching Describe characteristics of teaching and the profession What are some reasons for becoming a teacher What are some of the satisfactions and dissatisfactions with teaching What are the components of a teacher preparation important and What can program Why are minorities ih teaching be done to encourage more What are several teacher certification What is the current demand for teachers How is a teacher39s salary and compensation determined issues e 2010 peereen Education I Inc All Righis Reserved 9 quot Edito 23 ofA WebbMethaJordan Questior ns C0htrover sial Issue video ihsight page 11 Teacher Shortage Alterhative Certificatior i ofA 9 quot Editor e 2010 peereen Education I Ine WebbMethaJordan 24 All RiQI ICS Reserved EDCI 2001 Study Guide 352012 82200 PM Chapter 1 What do you know about the teaching profession Why become a teacher Satisfactions and dissatisfactions with teaching 0 Teachers feel a certain achievement and fulfillment with teaching 0 Dissatisfaction lack of resources to prepare students Teacher preparation 0 What mustI do Teacher education programs 0 College programs alternative certification Teacher certification Teacher supply and demand 0 There is a national rising demand for teachers boards are trying to lower teacherpupil ratio Chapter 2 Requirements of a profession 0 Be an intellectual endeavor o Involve discretion and judgement 0 Have an output that cannot be standardized o Require advanced knowledge 0 Require a prolonged period of specialized study Professional code of ethics 0 Set of standards for behavior of members of the profession 0 Not necessarily a system of law but they indicate aspirations of members of the profession Professional standards 0 Professions have adopted a code of prof standards that establish what is acceptable and unacceptable practice that is monitored and enforced by their members sitting as boards or commissions Teacher organizations 0 Teachers will most often affiliate themselves with one of these organizations NEA National Education Association AFI39 American Federation of Teachers State affiliates 352012 82200 PM Chapter 3 o Metaphysics What is the nature of reality 0 Concerned w reality and existence 0 Subdivided into two categories Ontology what is the nature of existence Cosmology origin and organization of the universe o Epistemology What is the nature of knowledge 0 Logic is a key dimension to epistemology o Deductive logic from general to specific 0 Inductive logic from specific facts to generalization o Axiology what is the nature of Values 0 Ethics study of human conduct and examines morality o Aesthetics value beauty nature and aesthetic experience often associated with music art literature dance theater and other fine arts Chapters 34 o Realism antithesis of idealism Metaphysics reality composed of matter and form body and mind Epistemology sense realism knowledge comes through the senses o Axiology values are derives from nature 0 Leading proponents Aristotle Francis Bacon and John Locke o Neotheism o Metaphysics God gives meaning and purpose to the universe 0 Epistemology it is through faith and our capacity to reason that we come to know God 0 Axiology values are unchanging moral laws established by God that can be discerned by reason 0 Leading proponents Thomas Aquinas o Idealism the world of the mind ideas and reason is primary 0 metaphysics stresses mind over matter 0 epistemology all knowledge includes a mental grasp of ideas and concept 0 O O O axiology values are rooted in reality leading proponents Plato o Pragmatism O O O Metaphysics reality is an event which is subject to constant change and lacks absolutes Epistemology truth is not absolute it is determined by function or consequences Axiology values are tentative they are constructed from experience and are subject to testing questioning and retesting whatever works and leads to desired consequences is morally and ethically just Leading proponents Auguste Comte and Charles Darwin Americans Charles Peirce William James John Dewey o Existentialism O O Metaphysics there is neither meaning nor purpose to the physical universe we are born here by chance Epistemology the way we come to truth is by choice the individual must decide what is true and how we know Axiology choice is imperative for determining reality knowledge as well as values Leading proponents Soen Kierkegaard Father of Existentialism What is a theory o Theory composite of systematic thinking and generalization of schooling 0 O O O O Progressivism Behaviorism Perennialism Essentialism Social Reconstruction all listed on educational theories chart Chapter 5 352012 82200 PM o Vernacular schools 0 Primary or elementary schools that offered instruction in the mother tongue or vernacular o This provided a service to reinforce nationalism that emerged during the renaissance Vernacular schools provided a basic curriculum of reading writing mathematics and religion o The renaissance o Erasmus argued for early childhood education by teachers who were broadly educated and experts in their field of study expressed a belief in potential for the individual to improve himself as well as development of intellect and morality o Early schools in Rome Greece and Egypt 0 Egypt schools were connected with temples taught writing mathematics and science attended almost only by upper class to prepare bureaucracy 0 Greece considered first real educators of the western world Sparta was mainly a military state education reflected Spartan life Maintenance of military strength was the main goal of the government Education was mainly to create patriotism for the state Athens was a democracy and held the individual in highest regard From ages 7 to 14 children were sent to different schools for music reading and writing and physical education Education could continue for military purpose or either in religious or public service Citizens were raised to be well mannered physically fit and agile Roman schools consisted of elementary school ludus and secondary school grammar school a Ludus taught 7 to 12 year olds reading writing accounting n Grammar school was for 12 to 16 learned either greek or latin and literature n Rhetoric School was for 16 to 20 instructed boys in grammar rhetoric dialectic music arithmetic geometry and astronomy n Universities founded during early years of Roman Empire mainly taught philosophy law math medicine architecture and rhetoric What do you know about the academy o A type of private secondary school operating is the 18005 designed to teach subjects useful in trade and commerce Colonies o Puritans who settled New England contributed most that was of value for our future educational development 0 Colonists who were generally educated sustained vigorous emphasis on education even in the hostile new environment Socrates o Believed society was only as good as its schools if education produced good citizens the society would be good and strong Plato o Opened a university where fees were not required but donations were taken 0 Believed the state should operate the educational system and have a curriculum to develop the individual Education should include studies such as wiring math and logic as well as physical education including games sports and music Aristotle o Aristotle was more of a realist and believed in a scientific point of view 0 Had more impact of the education system classified branches of knowledge introduced the scientific method 0 Unlike plato he did not believe the education of girls Quintilian tutored the emperor s grandsons Believed education should be concerned with a person s whole intellectual and moral nature and should have the goal of production of an effective moral man in practical life disapproved of corporal punishment Martin Luther Rejected the belief that scripture should be read by preists due to most people being illiterate This objected the power this gave to the church and he believed everyone was responsible for their own salvation John Locke 0 Known best for his political theories which were basis for American and French constitutions taught the Tabula Rasa concept of the human mind we come into the world as a blank slate and we learn through sensation 0 Curriculum that included history ethics geography philosophy science and foreign languages Math was also taught but mainly to make a reasonable man Comenius 0 Proposed teaching be straightforward and simple and proceed from concrete examples to abstract ideas that it deal with things before symbols and have practical application 0 One of the first educators to propose universal public education Francis Bacon 0 Placed emphasis on scientific inquiry rather than accepting previously derived hypotheses Emphasized the need for education to develop what is termed today as critical thinking skills Described a utopia which is consistent with modern ideals Erasmus o The liberally educated man is one educated in the seven liberal arts steeped in the classics and in rhetoric Systematic training of teachers is needed Follower of Quintilian 0 Advanced the need for the systematic training of teachers and a humanistic pedagogy Promoted the importance of politeness in education Rousseau 0 Associated with an educational movement called naturalism Emphasis on freedom and the individual has had significant influence on the education system 0 0 His book The Social Contract had a major influence on thinking of those involved in both the French and American revolutions o St Thomas Aquinas 0 most important scholar and philosopher of middle ages his philosophy neotheism was the foundation of Roman Catholic education humans have a spiritual and physical nature when reason fails we must rely on faith o Tabula Rasa 0 Ideal taught by John Locke 0 We come into the world as a blank slate and we learn through sensations 352012 82200 PM Chapter 6 c School Master of the Republic o Land Ordinance of 1785 o Prescribed the terms of admitting new states into the union from the northwest territory required the 16th section of land in each town be set aside for support of education Lands could be sold or leased but proceeds would be used to fund education 0 This 16th section was the section closest to the center of the town and made a strategic choice for the location of the school o Sunday Schools 0 First Sunday school opened in 1786 in Virginia Purpose was to offer rudiments of reading and writing to children who worked during the week usually in factories this provided an alternative to roaming the streets on Sundays The bible was commonly the textbook o Rate Bill 0 Bill which adjusts your pay depending on how many students you teach o Meriam report 0 Issued in 1928 documented the intolerable conditions of Native American life and noted that much of their poverty was caused by their loss of land Criticized the BIA educational program exposing the inadequate industrial training overcrowded dorms inadequate diet and physical punishment in boarding schools 0 Discouraged boarding schools and encouraged construction of day schools that could double as community centers o Education of Minorities 0 Chapter 7 o IQ NDEA o Life Adjustment NCLB Project Method
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