The answer of this part would be 5 sintences:
Whether you are a math teacher or a science teacher, instructional leaders will need to know “something” about each content area when evaluating effective instruction.
Read through Chapter 6-Redefining Inquiry in Science, and Chapter 7-Making Math Meaningful, and discuss your thoughts on Schmokers instructional approach on both disciplines.
The discussion can include the positives, the negatives, and/or both.
The total words for all questions for that week should be no less than 350
Week 3 :Schooling from 1890 through 1980
Chapter 8 – The Progressive Era, 1890-1950
1. Imagine a conversation between James Jackson Storrow, John Dewey, and Lewis M. Terman. On what major points would they agree and disagree?
2. Imagine a conversation between Margaret Haley, Ella Flagg Young, Grace Strachan, and Cora Bigelow. On what major points would they agree and disagree?
Chapter 9 – Schools in the Cold War Era, 1950-1970
3. Imagine a conversation between the authors of the National Defense Education Act and the editors of the Scott-Foresman Readers. What would they see as the purposes of education in a democratic society? On what would they agree or disagree?
4. Select either Herb Kohl or John Holt and then defend or critique the statement that they represent the next generation of progressive educators.
Chapter 10 – Civil Rights, Integration, and School Reform, 1954-1980
5. Considering the case of Brown v. Board of Education, what was wrong with American schools that Brown was designed to fix?
6. Why did the United States Supreme Court rule as it did in the Brown v. Board of Education case? Cite specific examples for your reasons.
Reflection,, peer posting those answers:
Each reflection has to be 75 words,,
1. As an educator I believe President Lyndon Johnson was instrumental in the way we “do educational business today.” President Johnson, as many presidents, juggled many impactful pieces of American history (Title IX, Vietnam War, War on Poverty, Civil Rights movement). However President Johnson kept his eye on the prize and stuck with his vision of educational reform. President Johnson felt the number one business of American people was education. Johnson believed in the Full Education Opportunity, where all students would receive the full benefits of education. President Johnson believed education was the gap between helplessness and hope for many young people. Johnson stated we can not “sustain growth without trained manpower” (pg. 310). Of the little readings I have done on President Johnson I completely agree with his philosophy and approach to education.
(Chapter 12.4) I see the Nation at Risk document as an attempt to kick education in the butt! It lays out the issues, points out that we have not paid attention to the needs or the system throughout history, that instead we have let education get tied up in bureaucracy without really attending to the problems…and that the problems still exist.
The authors suggest that we need to look at the kinds of students we are turning out and basically put up or shut up. “It is also that these developments [global competition] signify a redistribution of trained capability throughout the globe” (text, p. 334). This report is not such a damning of the education system as it is a wakeup call to pay attention to what is happening around us. We need to decide if it is o.k. with us to NOT be number one in all we do.
What strikes me as sad in reading this report is that it has now been another thirty years and I think this report could stand for today as well.