EDUC, SCHOOL, & SOC
EDUC, SCHOOL, & SOC EDCI 2001
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This 11 page Class Notes was uploaded by Harrison Torphy on Tuesday October 13, 2015. The Class Notes belongs to EDCI 2001 at Louisiana State University taught by Grandstaff-Be in Fall. Since its upload, it has received 12 views. For similar materials see /class/222906/edci-2001-louisiana-state-university in Education and Teacher Studies at Louisiana State University.
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Date Created: 10/13/15
Midterm Study Guide EDCI 2001 Chapters 1 amp 2 A N a A 01 O l 00 O What would the teacher look like in today s public school a White and female What is the most common way to become a teacher a 4 year teacher education program What are the major components of teacher education programs a A general studies requirement content studies in a major or minor a professional studies component and field experience and clinical practice What are the most common reasons given for becoming a teacher a Caring for and desiring to work with young people b Make a contribution to society c Interest in a field and excitement for sharing it with others Who verifies credentials and issues teaching certifications a The state Why is the demand of additional teachers expected to increase a 39 student quot and due to retirement What are the major dissatisfactions with teaching a Level of support from parentsadministration b Availability of resources c Class size d Amount of time for planning professional growth e Student misbehavior v Salary and benefits What are the disciplines or areas where there are teacher shortages a Special education b Bilingual c Science d math What are the characteristic of professional standards for teachers a National Board Certification 10 What is the NEA Code of Ethics is committed to a Students and profession 11 What classifies an occupation as a profession a a and p p Provision of essential services to society The exercise of discretion Autonomy and freedom from supervision Code of professional standards Professional codes of ethics sue057 v 12 What was the first established teacher union a National teachers association NTA formed in 1857 Chapters 3 amp 4 1 What are the 3 branches of philosophy and how are they defined a Metaphysics what is the nature of reality b Epistemology what is the nature of knowledge c Axiology what is the nature of values 2 Use the Figures in Chapter 3 for each of the philosophies and learn the basic facts including the leading proponents a Idealism Plato leading proponent i The nature of Reality Metaphysics 1 The mind and eternal ideas that represent perfect order ii The nature of knowledge Epistemology 1 A rational orderly body of truth iii The nature of values Axiology 1 Absolute eternal and universal a reflection of the ideal God iv The nature of the learner 1 A mind soul and spirit capable of emulating the Absolute Mind v Purpose of Schooling 1 Education should stress eternal ideas of the past and promote spiritual and intellectual development vi Curriculum and Instruction 1 The liberal arts and Great Books taught by lecture discussion and Socratic dialogue b Realism Aristotle leading proponent i The nature of Reality Metaphysics 1 Physical thing or nature and our experience or perception of those things ii The nature of knowledge Epistemology 1 The discovery of logical orderly truth of the external world via sensing and the scientific method iii The nature of values Axiology 1 Natural law or moral law governing what is good 39v The nature of the learner 1 An orderly sensing and rational being capable of understanding the world of things v Purpose of Schooling 1 Develop reason teach natural law and help students masterthe principles of scientific inquiry vi Curriculum and Instruction 1 Liberal arts and sciences taught through lecture discussion and scientific method c NeoThomism Thomas Aquinas leading proponent i The nature of Reality Metaphysics 1 Physical objects and human beings including our minds and ideas are a creation of God ii The nature of knowledge Epistemology 1 Faith and reason enable us to know God iii The nature of values Axiology 1 Goodness follows reason Beauty follows knowledge Ignorance is the source of evil iv The nature of the learner 1 A rational being with a soul modeled after God perfection v Purpose of Schooling 1 Cultivate the intellect and develop spirituality through a relationship with God vi Curriculum and Instruction 1 Basic skills liberal arts and theology taught through drill and practice demonstration and recitation d Pragmatism Auguste Comte and Charles Darwin leading proponents i The nature of Reality Metaphysics 1 Experience and interaction with environment ii The nature of knowledge Epistemology 1 Tentative truth determined by the scientific method or function iii The nature of values Axiology 1 Ethica conduct and moral codes are determined by what works aesthetics are determined by experimental consequences iv The nature of the learner 1 An evolving and active being capable of interacting with the environment v Purpose of Schooling 1 Education should stress function or experience model a democratic society vi Curriculum and Instruction 1 An integrated curriculumtaught through problem solving group projects and discussion e Existentialism Soren Kierkegaard leading proponent i The nature of Reality Metaphysics 1 Existence precedes essence the individual determines personal reality by choice ii The nature of knowledge Epistemology 1 The individual is responsible for personal knowledge iii The nature of values Axiology 1 Values consist of personal choices iv The nature of the learner 1 Afree individual capable of authentic and responsible choices v Purpose of Schooling 1 Education should stress individual responsibility and choice vi Curriculum and Instruction 1 Humanities values education taught through self discovery decision making and the Socratic method 3 What the definition of a theory a A hypothesis or set of hypotheses that have been verified by observation or experiment b A general synonym for systematic thinking c A set of coherent thoughts 4 Use the Figures in Chapter 4 for each of the educational philosophies and learn basic facts including the leading proponents a Perennilaism Purpose of Schooling 1 Teach eternal truth 2 Cultivate intellect 3 Develop spiritual nature 4 Prepare for life Nature of learner 1 Rational being with soul 2 Exemplify value and worth Curriculum 1 Christian doctrine 2 Liberal arts philosophy math history geography political science sociology theology foreign language science fine arts and humanities 3 Great books 4 Charactertraining 5 Moral development Instructional methods 1 Didactic instruction 2 Coaching 3 Socratic method 4 Critical thinking 5 Questioning strategies 6 Discussion 7 Lecture Classroom management 1 Traiing the will 2 Time on task 3 Precision 4 Order 5 Structure 6 Regularity 7 Prayer 8 Contemption Assessment Objective exam 2 Essay exam vi 1 vii 1 2 3 4 5 6 7 8 viii 1 2 Robert Hutchins 3 MortimerAdIer 4 Allan Bloom b Progressivism The perennialist teacher Educated in liberal arts Authority figure disseminator of truth Director of mental calisthenics Intellectual coach Rational Logical Well versed in classics Scholar Leading proponents Jacques Maritain i Purpose of schooling 1 2 Encourage cooperation 3 Develop problem solving and decision making skills 4 Educate physical emotional and social needs ii Nature of learner 1 2 Capable of learning by doing 3 Evolving and active being 4 Capable of integrating with environment 5 Capable of setting objectives for learning 6 Capable of cooperative problem solving 7 Capable of establishing classroom rules 8 Capable of testing and evaluating ideas 1 2 3 4 5 6 7 8 9 1 Model a democratic and pluralistic society Experiencing organism Curriculum Experience centered Relevant Reflective Integrated Problem solving Responsive to students interests and needs Child centered Growth centered Process centered 0 Community centered Instructional methods 1 Group activities 2 Project method 3 Critical thinking 4 Problem solving 5 Decision making Cooperative learning v Classroom management 1 Democratic and participatory 2 Self directed IE 9 vi Assessment 1 Formative evaluation 2 Ongoing feedback 3 Monitoring student progress 4 Appraising skills WI The progressivist teacher 1 Teacher as facilitator 2 Directoroflearning 3 Guide 4 Collaborative partner viii Leading proponents 1 Francis W Parker 2 John Dewey 3 Ella Flagg Young 4 V lliam H Kilpatrick 5 Behaviorism a Pquot 9 Purpose of schooling i Increase or reinforce appropriate behavior ii Modify or change in appropriate behavior iii Increase or reinforce new behavior Nature of learner i Capable of and disposed to modifying or changing behavior ii Capable of learning new behavior Curriculum i Individualized ii Cognitive problem solving Instructional methods Classical conditioning Operant conditioning ii39 Computer assisted instruction iv Problem solving self instruction v Self reinforcement training Classroom management i Identifying expected behavior viii ix Translating expectations into procedures Formulating rules of conduct Monitoring Observing Responding promptly to inappropriate behavior Using rewards Using penalties Establishing accountability f Assessment Behavioral objectives Performance contracting Student self evaluation g The behaviorist teacher i ii iii iv v Skilled in variety of technical and observational skills Trained in educational psychology Skilled in scientific method Plans and uses behavioral objectives Designed and uses various types of instruction schedules of reinforcement and intervention strategies h Leading proponents I ii iii iv 6 Essentialism lvan Pavlov John W Watson E L Thorndike E F Skinner David Permack a Purpose of schooling Train intellect Teach past culture and tradition Teach knowledge and skills b Nature of learner Capable to becoming culturally literate Capable of a disciplined mind c Curriculum i ii iii iv v vi Critical body of knowledge reading writing and math Upper elementary history geography natural science foreign language Secondary common core English math science social studies computer science foreign language Back to basics Moral development Character training d Instructional methods Lecture Recitation Discussion iv Socratic dialogue v Written communication vi Oral communication vii Books viii Computer assisted instruction ix Paced anc sequence materials x Detailed syllabi x39 Lesson plans xquot Learning by objectives xiii Competency based instruction e Classroom management i Discipline ii Clear behavior expectations iii Respect for others f Assessment IQ tests Standardized achievement tests iquot Performance based tests iv Competency based tests v High stakes tests vi Mastery learning g The essentialist teacher i Well versed in liberal arts sciences or humanities ii Intellectual iii Skilled communicator iv Superior pedagogical skills h Leading propenents William C Bagley Arthur E Bestor Hyman G Rickover ED Hirsch JR v William J Bennett v39 Chester Finn vquot Diane Ravitch 7 Social Rcontructionalism a Purpose of schooling i Examine cultural and educational institutions ii Recommend change and reform iii Prepare change agents b Nature of Learner i Capable of initiating change ii Capable of adapting to change c Curriculum i Democratic ideals 2 39 9 3quot Critical literacy iquot Critical thinking iv Politicalsocial awareness v Community problems v Hidden curriculum Instructional methods i Problem solving ii Critical thinking iii Community projects iv Becoming immersed in social problems v Analyzing and researching problems vi Planning for change Classroom management i Establishing a climate of inquiry ii Questioning the status quo iii Community building iv Conflict resolution v Encouraging criticism and differences Assessment i Authentic assessment ii Formative evaluation iii Ongoing feedback iv Periodic formal and informal conferences The social recontrucationalist teacher i Shaper of a new society ii Transformational leader iii Change agent iv Tolerance for ambiguity v Comfortable with change vi Educational reformer vii Engaged in community alliance Leading proponents i Karl marx ii George S Counts iii Teodore Brameld iv Harold Rugg v Paulo Frire vi lvan lllich 8 Postmodern a Purpose of schooling i Critically examine all institutions in society ii Develop critical literacy iii Question scientific realism iv Question objectivity truth and reationality 57 Nature of learner i Capable of becoming aware of the disequity in society ii Capable of understanding social economic political and ecological injustices c Curriculum i Cultural politics that challenge all unequal power relationships ii Hidden curriculum Instructional methods i Constructivism ii Critique and examine autobiographical histories languages and cultures e Classroom management i Nonthreatening ii Supportive iii Open iv Self discipline v lndividual choice vi Responsibility f Assessment i Authentic assessment journal narratives portfolios writing samples ii Student self evaluation iii Teacher evaluation g The post modernist teacher i Scholar practitioner leader ii Critical thinker iii Change agent iv Doing critical theory v Sensitive to and aware of their influence on students vi Respect right of students to disagree Leading proponents i Michael Apple ii Michel Foucault iii Hennery A Grroux 9 3quot Chapters5 6 amp7 Use the online self quizzes multiple choice only wwwprenhallcomwebb Focus on the content covered in the Power Point lectures and pointed out in class from the charts figures tables in the textbook I gave you several question examples for these chapters in class If it s not on the Power Points or I didn t point it out in class it will NOT be on the midterm I will show you this website in class on Tuesday Happy Studying I Do 3
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