Midterm Exam Study Guide - Education, School and Society | EDCI 2001, Study notes of History of Education

Download Midterm Exam Study Guide - Education, School and Society | EDCI 2001 and more Study notes History of Education in PDF only on Docsity! Midterm Study Guide EDCI 2001 Chapters 1 & 2: 1. What would the teacher look like in today’s public school? a. White and female 2. What is the most common way to become a teacher? a. 4 year teacher education program 3. 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. 4. 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 5. Who verifies credentials and issues teaching certifications? a. The state 6. Why is the demand of additional teachers expected to increase? a. Increased student enrollment and vacancies due to retirement 7. What are the major dissatisfactions with teaching? a. Level of support from parents/administration b. Availability of resources c. Class size d. Amount of time for planning / professional growth e. Student misbehavior f. Salary and benefits 8. What are the disciplines or areas where there are teacher shortages? a. Special education b. Bilingual c. Science d. math 9. 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. Specialized knowledge and preparation b. Provision of essential services to society c. The exercise of discretion d. Autonomy and freedom from supervision e. Code of professional standards f. Professional codes of ethics 12. What was the first established teacher union? a. National teachers association (NTA) formed in 1857 Chapters 3 & 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 iv. 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 master the principles of scientific inquiry vi. Curriculum and Instruction 1. Liberal arts and sciences taught through lecture, discussion, and scientific method c. Neo-Thomism- 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 vi. Assessment 1. Objective exam 2. Essay exam vii. The perennialist teacher 1. Educated in liberal arts 2. Authority figure disseminator of truth 3. Director of mental calisthenics 4. Intellectual coach 5. Rational 6. Logical 7. Well versed in classics 8. Scholar viii. Leading proponents 1. Jacques Maritain 2. Robert Hutchins 3. Mortimer Adler 4. Allan Bloom b. Progressivism i. Purpose of schooling 1. Model a democratic and pluralistic society 2. Encourage cooperation 3. Develop problem solving and decision making skills 4. Educate physical, emotional, and social needs ii. Nature of learner 1. Experiencing organism 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 iii. Curriculum 1. Experience centered 2. Relevant 3. Reflective 4. Integrated 5. Problem solving 6. Responsive to students interests and needs 7. Child centered 8. Growth centered 9. Process centered 10. Community centered iv. Instructional methods 1. Group activities 2. Project method 3. Critical thinking 4. Problem solving 5. Decision making 6. Cooperative learning v. Classroom management 1. Democratic and participatory 2. Self directed vi. Assessment 1. Formative evaluation 2. Ongoing feedback 3. Monitoring student progress 4. Appraising skills vii. The progressivist teacher 1. Teacher as facilitator 2. Director of learning 3. Guide 4. Collaborative partner viii. Leading proponents 1. Francis W Parker 2. John Dewey 3. Ella Flagg Young 4. William H. Kilpatrick 5. Behaviorism a. Purpose of schooling i. Increase or reinforce appropriate behavior ii. Modify or change in appropriate behavior iii. Increase or reinforce new behavior b. Nature of learner i. Capable of and disposed to modifying or changing behavior ii. Capable of learning new behavior c. Curriculum i. Individualized ii. Cognitive problem solving d. Instructional methods i. Classical conditioning ii. Operant conditioning iii. Computer assisted instruction iv. Problem solving self instruction v. Self reinforcement training e. Classroom management i. Identifying expected behavior ii. Translating expectations into procedures iii. Formulating rules of conduct iv. Monitoring v. Observing vi. Responding promptly to inappropriate behavior vii. Using rewards viii. Using penalties ix. Establishing accountability f. Assessment i. Behavioral objectives ii. Performance contracting iii. Student self evaluation g. The behaviorist teacher i. Skilled in variety of technical and observational skills ii. Trained in educational psychology iii. Skilled in scientific method iv. Plans and uses behavioral objectives v. Designed and uses various types of instruction, schedules of reinforcement, and intervention strategies h. Leading proponents i. Ivan Pavlov ii. John W Watson iii. E L Thorndike iv. E F Skinner David Permack 6. Essentialism a. Purpose of schooling i. Train intellect ii. Teach past culture and tradition iii. Teach knowledge and skills b. Nature of learner i. Capable to becoming culturally literate ii. Capable of a disciplined mind c. Curriculum i. Critical body of knowledge reading, writing, and math ii. Upper elementary, history, geography, natural science, foreign language iii. Secondary common core, English, math, science, social studies, computer science, foreign language iv. Back to basics v. Moral development vi. Character training d. Instructional methods i. Lecture ii. Recitation iii. Discussion iv. Socratic dialogue 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 d. 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. Individual 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 h. Leading proponents i. Michael Apple ii. Michel Foucault iii. Hennery A Grroux Chapters 5, 6, &7 Use the on-line self quizzes (multiple choice only) www.prenhall.com/webb . 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!! : ) Dr. B.