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Development of Education in the United Statw and How Major Schools of Educational Thoughtave Affected It

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Development of Education in the United Statw and How Major Schools of Educational Thoughtave Affected It DOCUMENT RESUME ED 132 232 UD 016 630 AUTHOR Lawrence, -Joyce V.; Mamola, Claire Z. TITLE public Education in the United States. A Modularized Course. Elementary Education 301e. Secondary Education 3040. SPONS AGENCY Appalachian/State Univ., Boone, N.C. Center for Instructional Development. PUB DATE [75] NOTE EDRS PRICE MF-$0.83 HC-$19.41 Plus Postage. DESCRIPTORS College Curriculum; Course Descriptions; Course Organization; *Education Courses; Education Majors; Elementary Secondary Education; Independent Study; Individualized Instruction; Instructional Materials;, /*Learning Modules; *Programed Instruction; Public Education; *Teacher Education Curriculum; Teaching Methods; *UnderyLaduate Students ABSTPACT . This modularized,.self-paced study program in Elementary 4nd Secondary Education for K-12 majors is an evolving course of study designed for responsible students.The course is organized into six modules: Trends and Issues in Contemporary Education, Phil6sOphical and Historical Foundations of Education, Administrative Structure and Financing of Public Education, Curriculum/Instruction, Students with Special Needs, and Legal Aspects of Public Education. Module One examines current writers and crucial questions in American education. Options for study within n this module also include examinatiOn of these questions: What could evaluation be? Is education a profession? What's "in"? Whose values? How can we foster creativity? Module Two is an overview of the development of education in the United Statw and how major schools of educational thoughtave affected it. Moable Three examines patterns of organizati n and ways of financing the educational proqess. Module Four is4'.. an pverview of o-ganizational conceptsin today!s schools including alternatives % traditional schooling. Module Five is an opportunity to become. acquainted with problems face& by students of various cultures and by students designated "exceptional" as they experience public schooling. Module Sik is an introdUction to crucial components of mirrent North Carolina law about .ibich all prospective teachers sb.ould be knowledgeable. (Author/JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERfc makes every effort * * to obtain the best copyavailable. Nevertheless, items of marginal * * reproducibility are often encountered and this affects thequality * * of the microfiche and hardcopy reproducions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document.Reproductions * * supplied by'EDRS are the best that can be made from the original. * *********************************************************************** U S . DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF c\-1 EDUCATION THIS DOCUMENT HAS BEENr r'r\ DUCED E XACTL,, AS RECEJED ROM THE PERSON OR ORGANIZATION O. N (NI ATINC, IT POINTS & VIEW OR OPIN.JNS STATED DO NO T NECESSARILY REPRE C \ J St-N t Dv c ICIAL NATIONAL INSTITUTF ff.\ DuC A T 'ON POSITION OR POLICY C.) w, PUBLIC EDUCATION IN THE UNITED STATES: A MODULARIZED COURSE Elementary Education 3010. Secondary Educaton 3040- Developed by: Joyce V. Lawrence Professor, Elementary Education and Claire Z. Mamola Assistant Professor, Secondary Education College of Leerning and Human Development Center for, Instructional n(velopment Appalachian Stat'e Boone, North Carolina 28608 Cover design by Robert S. Jones 'Photography by Mick Kreszock This book was mad& possible through a project sponsored by The Center for Instructional Development William C.-Hubbard, Coordinator of Iustz=uctional Resources Sarah Kirk, Project Coordinator Lillie Roark, Production Coordinator Center for Instructional Development Appalachian State University Boone5 North Carolina. 28608 0 ASU supports the protections available to members of its coMmunity under all applicable Federal laws. 3 ACKNOWLENEMENTS To our Appalachian students who have served-during the past two years as catalysts for helping in:Aiate'the change process in the instruclional °program must go our greatest debt of gcatitude. Their fruscrations--- and satisfactions__ have not gone unnoticed, but have helped us tremendously in the 0.ontinual rewriting and reworking of the course "Public Education in the United States." We are indebted to our elementary and secondary department chairpersons, Grac2 Lilly and,Andy Miller, for their foresight in suggesting, two years ago, n in erdepartmental eflort. The" continuity or focus for K-12'ffiajors who represent various subject area specialities provides an integration of - learning which is congruent with the departments' philosophies. Of great help and support during the first year of our cooperative effort was our graduate student, the late Joann Sprunt. Her value to us as helper, critic, and friend was immeasureable. We still miss her keenly. A special note of appreciation is also due our colleagues at App Jian State University who have served to inspire, challenge and assist this collaborative endeavor. We especially appreciate the diligent and cheerful help of graduate student Sarah Kirk and secretary Cathy Cantwell. Both have , aided this tndeavor significantly. 4 iii A Note from the Aulhors This is an.evolving course of study designed .fOr responSi,ble students. It represents more than anything else the collaborative efforts of-two persons who.view the educational proceSs as alifelong experience. The excitement of learning for us is real indeed. A _strong belief in the ongoing continuum of school experi6ncesand the holistic deVelopment of the learner are motivating forces which undergird our reasons for concep- tualizing the course as it is. It is our hope that the K-12 majors who take this course will, in turn, view their.students as intrinsically moti- vated human beings who want to learn because it is simply great to do so! During the past two years of team te.Lo.l.ng Public Education in the United states, we have continually .revised, refined and reworked the course. By its very title," the course must reflect an ever-changing- curriculum and concern for those ( who would be teachers. The endeavor' to 'commit to writing a course which we see as flexible, contemporary, and humane hascaused us,great concern. It raises serious questions for us. Will the hoped-for spontaneity of the teaching/learning process be,perceived by our students? Will gur concern for developing the helping nature of professional"teachers be apparent to students who might simply "purchase" the hearts and substance of our teaching ability? Will the rigor of independent learning challenge or discourage our students? We know for many students this will be the first experience 1 5 in 1,zorking on one's ow l! with no regUlarly scheduled classes to meet, no lectures to listen to, no one to serve as reminder for meeting particular responsibilities. , In addition to these concerns of a serious nature, wg.vipw the course as one which is fun to teach. We have selectively chosen areas and issues important to us, but with cognizance of those factors'which vitally affect the wider human community. As lifelong learners ourselves, we seek to empathize always with our students as we develop activities. Our curriculum, then, is based upon the uniqueness of the individual and the teacher using "self" as the instrument for facilitating educational goals. 6 vi TABLE OF GONTENTS Acknowledgements A Note from the Authors v . INTRODUCTION 1 Orientation 1 Overview of the Course 3 General Information ' 5 0, Procedures 7 Grading Policies 9 Course Contract 11 Record of Work 15 MODULE I- TRENDS AND ISSUES IN CONTEMPORARY EDUCATION' . 17 Alternative Topics for Module I 19 1:14 4t1ternative A -.Is Education a Profession?. 21 Worksheet . 25 .Alternat4e B - How Can We Foster Creativity? 27 Creativity and Education 29 Gail Inlow Thinking and Feeling Processes / 47 Scamper 49 BrainstorTing 51 Worksheet .. ........ 53 Alternative C - What Could Evaluation Be? 55 Reaction Sheet Alternative D - What's "In" Now? 59 Learning Centers 1 61 7 yii Leacping Center Study Guide 63 P.261.W..George 4' 73 Independent Study . I The Male Machine. The High Price Of Macho . 75 Marc Fasteau The Power Of a Frilly Apron Coming Of Age In Sodom and New 77 Milford. ...... .... 'Berkeley Rice Androgony Vs. the Tight. Little Lives Of Fluffy 4omen and Chesty Men 83 Sandra L.., Bem Women's Liberation and Human Liberation 89 Susan Colberg Macdonald and James B. Macdonald Reaction Sheet 99 Alternative E - Whose Values9 101 Clarifying Values 103 Selected Bibliography Values Education 115 Worksheet' 117 Student Evaluation of Module I 121 MODULE II - PHILOSOPHICAL AND HISTORICAL FOUNDATIONS OF EDUCATION 123 Contemporary Educational Theories 125 George Kneller Freedom and.the Control Of Men 145 B. F. Skinner John Dewey and the Progressive-Educaiion Movement, 1915-1952 157 Lawrence A. Cremin The Interpersonal Relationship In the FacilitationOf Learning 167 Carl R.,gogers Debate Worksheet 183 Student Evaluation of Module II 187 viii MODULE III-- ADMINISTRATIVE STRUCTURE AND FINANCING OF PUBLIC EDUCATION 189 The School-As a Bureacratic Organization. 191 , DaleBrubaker and Roland Nelson Suggestions For Developing an Interview Schedule. 203 Worksheet 205 Student Evaluation of Module III 209 s MODULE IV - CURRICULUM/INSTRUCTION . 211 . How To 'Start an Alternative School and Wh From . There. 215 Mildred W. Abramowitz We Move Toward Options
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