EDFON 430 Test 3 – Ball State

Progressive Education
a. Different positions progressive reformers took
Liberal –social justice John Dewey & Ella Flag Young
Conservative– Social order, Elliot & Cubberly
Pro
Progressive Education
b. Economic reform in the progressive era
Problem: Monopolies, or Trust
Solution: Roosevelt and WIlson breaking up the trust, organizes labor, trade union activity
Progressive Education
c. Changes progressive educators introduced into public schools
8-4 school day, high school organization, organization based on school testing, extracurricular activities
Progressive Education
d. Difference between administrative progressives & pedagogical progressives
administrative: administration, tracking, vocational education

Pedagogical: teachers, sharing authority with teachers, democratic socail reform

Progressive Education
e. Committee of Ten
administrative progressive; Elliot
Progressive Education
f. Charles W. Eliot
administrative, Hardvard chairmen of the committee of ten

the purpose of secondary education was the same for all students
discipline their minds for what activity was to follow

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pioneer/toward elective system into high shchools

Progressive Education
g. Curricular Differentiation
Administrative progressives, standardized test, traking, sorting students, economic goals
Progressive Education
h. Ellwood Cubberley
Administrative; former school superintendent,
negativism toward immigration on the part of administration progressives, school surveys, remaining gap
Progressive Education
i. John Dewey
pedagogical; education is a social process, education is growth education is life
Progressive Education
j. Ella Flagg Young
pedagogical, can’t separate the life of the teacher and student
John Dewey
a. How John Dewey views the nature of the child and the nature of learning
children are inherently curious individuality social
John Dewey
b. What Dewey finds problematic with traditional schooling
drilling, selfish, egoistic, and competitive
John Dewey
c. Is the process of education an “end result” –fixed or completed?
society is not fixed, we do not know how things will be in the future.

experience –> contemplation–> logic/principles

John Dewey
d. Dewey’s response to Rousseau: the two fallacies
The thought that Human beings are as simplistic as a seed
We are much more complex
Environmental factors
If you don’t have the correct factors to grow you will not grow.
John Dewey
e. Where does the initiative in growth come from?
the needs and powers of the individual
John Dewey
f. What is the ultimate test of the value of what is learned?
use and application in carrying on and improving the common life of all
John Dewey
g. Respect for individuality
i. All students are different from one another and will not learn in one standard, uniform way
Gardner
a. Shortcomings of progressive education
a. Insensitive to problems some students have
b. Students lack basic skills
c. Some lack motivation
d. Different learning styles
Gardner
b. Francis Parker on standards
i. Standards should arise from the student and the teacher as being imposed from the outside externally
ii. Standards shouldn’t come from the outside
Gardner
c. Historian Ella Lagemann on the fate of progressive education
Thorndike won and Dewey lost
Gardner
d. Positive aspects of progressive education (page 198)
the model is there
WEB Du Bois
a. Du Bois’ argument
education of the African American Population
WEB Du Bois
b. How does he support his position What a “proper education” is comprised of
a sympathetic connection between student and teacher
knowledge of the history and background of black students
proper facilities
WEB Du Bois
d. What reasons does Du Bois give for the lack of support for African American schools (page 330)?
1) disparage of their own schools
1) segragation will bring more evil back on the blacks
2) lack of self determination or believing one can succeed
WEB Du Bois
c. How does DuBois answer the question: “Does the Negro Need Separate Schools?”
yes because the student an =d the tacher have to relate to one another and that they should be socially equal

black children cannot get the educaiton that they desrerve in white or mixed schools

WEB Du Bois
e. Ethiopians Have No Negro Blood
anthropologist, erase the history of black folk
James D. Anderson
a. The legacy of the Brown v. Board case
separate is inherently unequal
individual equality under the law
James D. Anderson
c. How did Brown vs. Board of Education influence other struggles for equality?
i. Devastated the careers of black educators and administrators
ii. Placed many black children in hostile environments
iii. Black students lost all their cultural symbols
1. Schools were lost or burnt down
iv. Segregation reemerged through tracking and other activities.
v. Prince Edward County, VA
vi. Maya Angelou
vii. Unequal Educational Opportunities
James D. Anderson
d. Declaration of Independence
All men are created equal
James D. Anderson
e. Constitution – 1787
i. Equal representation in the house of representatives
ii. No mention of equal rights
James D. Anderson
f. 14th Amendment
i. the Equal protection clause
ii. due process
1. extended citizenship to African Americans
2. gave them all the rights under citizenship
James D. Anderson
g. Constitutional equality
a. The Civil Rights Act of 1875
i. The supreme Court declared this law unconstitutional
James D. Anderson
h. Why was there no reference to equality for individuals in the Constitution of 1787?
no
James D. Anderson
Charles Sumner
i. Congressman who Sought to give African Americans complete voting rights and substantial of equality
Stacy Lee
Stacy Lee
The Model Minority Sterotype
a. Problem
i. The stereotype homogenizes the Asian American population, masking the diversity within Asian American communities due to social class, religion, language, ethnicity, migratory status, length of residence, and education
Stacy Lee
Voluntary and involuntary Minorities
a. Voluntary Minority
i. Immigrants who voluntarily come to America to seek a better life
ii. View themselves as guest in the U.S. and tolerate discrimination and will assimilate
iii. Do well in school
iv. Asian- Americans
b. Involuntary Minority
i. Immigrants who were incorporated into the U.S. through slavery or conquest
1. African Americans
2. Mexicans
3. Native Americans
4. Hawaiians
Stacy Lee
Ogbu’s Framework
a. Voluntary Minority
i. Immigrants who voluntarily come to America to seek a better life
ii. View themselves as guest in the U.S. and tolerate discrimination and will assimilate
iii. Do well in school
iv. Asian- Americans
b. Involuntary Minority
i. Immigrants who were incorporated into the U.S. through slavery or conquest
1. African Americans
2. Mexicans
3. Native Americans
4. Hawaiians
Stacy Lee
Koreans
i. Identification
1. Korean, not Asian
2. Don’t want to identify with any other Asians
ii. Values
1. Their parents encourage them to keep their Korean identity
2. School success needed for social mobility
iii. Challenges
1. English/language skills
2. Not connected to other Asians
3. Pressure from stereotype
b. Asian Americans
Stacy Lee
High Achievers
i. Identification
1. Pan-Asian ethnic identity
ii. Values
1. School
2. Family
iii. Challenges
1. Fear they will not live up to the expectations
2. Choose career carefully, language
Stacy Lee
Low Acievers
i. Identification
1. Identify themselves as Asians
ii. Values
1. Schooling was the key to a successful future
2. Same as High Achievers
iii. Challenges
1. Seeking help
a. Negatively impact their families
2. Teachers overlook their need for help
Stacy Lee
New Waivers
i. Identification
1. Identified themselves as south east Asian refugees. From the working class and poor families
2. PARTY
ii. Values
1. Did not view school as the key to success
2. Get around the school rules and pass their classes without doing a lot of work
3. Peer oriented
4. Casting off an Asian American stereotype
iii. Challenges
1. Life
2. Don’t have a lot of ideas on how to do things or accomplish anything
Stacy Lee
Asian Americans
i. Identification
1. Asian American
2. Believed all Asians shaped common experiences in the U.S.
ii. Values
1. Viewed education more as a tool to combat racism
a. Challenging racism
iii. Challenges
1. discrimination
Stacy Lee
Lee’s critique of Ogbu’s framework
a. fails to explain why Asian do not perform as well in their respective countries of origin as they do in the U.S.
b. treats voluntary minorities as a homogeneous groups
c. fails to explain poor achievement among Asian Americans

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