This document summarizes the historical context and principles of early vocational education in the United States between 1900-1916. It discusses how schools primarily served the small minority preparing for college, while the majority left by age 14 with little preparation for work. Vocational education advocates believed it could make schools more democratic by providing useful preparation for non-college bound students. It also describes the lives of women during this period, most of whom worked outside the home after leaving school around age 14, then married in their early 20s after years of employment with limited opportunities. Schools failed to prepare youth, especially girls, for their roles as wage-earners or homemakers.
Intro to education_in_american_society-raymond_e_callahan-1964-480pgs-eduRareBooksnRecords
This document provides an introduction and foreword to a textbook on education in American society. The introduction discusses the importance of the teacher in educational enterprises and argues that teacher training programs need to be improved. It claims that programs overemphasize mechanics and underemphasize the social context. The foreword further emphasizes this point, arguing that teaching is a unique profession that shapes society and should be treated as such in training programs. It presents the textbook as an attempt to address these issues by drawing on relevant sciences and philosophies to situate education within society and civilization.
The document discusses socioeconomic inequalities in education outcomes in the UK. It summarizes that the attainment gap between high and low socioeconomic status (SES) children starts early and widens throughout school. By age 10, low SES children with initially high cognitive scores fall behind high SES peers with lower scores. These gaps continue into further education and career outcomes. The document examines potential causes such as differences in opportunities, resources, and expectations between high and low SES families and communities. It argues that reducing these inequalities could boost the UK economy by £1.3 trillion over 40 years through improved social mobility.
The opening address at the IAU Durban Conference in 2000 focused on three main topics:
1) Values in higher education - discussing the need to balance academic freedom with public accountability and prepare students for democratic citizenship.
2) Knowledge - noting the impact of technology and commercialization on knowledge production while emphasizing the need to maintain universities' critical functions.
3) Leadership - addressing the divide between academics and administrators and challenges to define universities' public role and bridge internal rifts through open communication.
Disabling the Education System A Case of Zimbabwe’s Mental GenocideYogeshIJTSRD
This document discusses the deterioration of Zimbabwe's education system under the government from 2018 to 2023. It provides background on education in Zimbabwe, from the colonial era where it was inequitable and designed to limit African advancement, to the early post-colonial era where education was expanded and made publicly accessible. However, since 2018 the government has underfunded education, leaving teachers underpaid and schools without resources. This has effectively deprived much of the population access to education, going against the constitution. The document argues this agenda is intentional in order to perpetuate poverty and consolidate power among the elite.
The document discusses the origins and development of modern schooling systems. It notes that the first widespread compulsory schooling system was developed in 19th century Prussia following military defeats, with the goal of creating obedient workers and soldiers. This Prussian model was later influential in other countries like France and the U.S., where industrialists and philanthropists further shaped public education to support their interests. The document also describes alternative school models like Sudbury Valley Schools that take a less rigid, more student-directed approach.
What is inequality in education?
Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
Gender representations in educational materials chap9 thun2000Éva Thun
Gender Representations in Educational Materials in the Period of Transition in Hungary. In Beyond Civic Society: Education and Civic Culture in Post-Communist Countries. (eds.) Stephen Webber and Ilkka Liikanen, Houndsmills, UK: Pelgrave, 2001. pp. 124-141.
Educational inequality in secondary schools in three developing countries
Rhiannon Moore & Bridget Azubuike
CEID Launch Symposium
UCL Institute of Education, 15 June 2017
Intro to education_in_american_society-raymond_e_callahan-1964-480pgs-eduRareBooksnRecords
This document provides an introduction and foreword to a textbook on education in American society. The introduction discusses the importance of the teacher in educational enterprises and argues that teacher training programs need to be improved. It claims that programs overemphasize mechanics and underemphasize the social context. The foreword further emphasizes this point, arguing that teaching is a unique profession that shapes society and should be treated as such in training programs. It presents the textbook as an attempt to address these issues by drawing on relevant sciences and philosophies to situate education within society and civilization.
The document discusses socioeconomic inequalities in education outcomes in the UK. It summarizes that the attainment gap between high and low socioeconomic status (SES) children starts early and widens throughout school. By age 10, low SES children with initially high cognitive scores fall behind high SES peers with lower scores. These gaps continue into further education and career outcomes. The document examines potential causes such as differences in opportunities, resources, and expectations between high and low SES families and communities. It argues that reducing these inequalities could boost the UK economy by £1.3 trillion over 40 years through improved social mobility.
The opening address at the IAU Durban Conference in 2000 focused on three main topics:
1) Values in higher education - discussing the need to balance academic freedom with public accountability and prepare students for democratic citizenship.
2) Knowledge - noting the impact of technology and commercialization on knowledge production while emphasizing the need to maintain universities' critical functions.
3) Leadership - addressing the divide between academics and administrators and challenges to define universities' public role and bridge internal rifts through open communication.
Disabling the Education System A Case of Zimbabwe’s Mental GenocideYogeshIJTSRD
This document discusses the deterioration of Zimbabwe's education system under the government from 2018 to 2023. It provides background on education in Zimbabwe, from the colonial era where it was inequitable and designed to limit African advancement, to the early post-colonial era where education was expanded and made publicly accessible. However, since 2018 the government has underfunded education, leaving teachers underpaid and schools without resources. This has effectively deprived much of the population access to education, going against the constitution. The document argues this agenda is intentional in order to perpetuate poverty and consolidate power among the elite.
The document discusses the origins and development of modern schooling systems. It notes that the first widespread compulsory schooling system was developed in 19th century Prussia following military defeats, with the goal of creating obedient workers and soldiers. This Prussian model was later influential in other countries like France and the U.S., where industrialists and philanthropists further shaped public education to support their interests. The document also describes alternative school models like Sudbury Valley Schools that take a less rigid, more student-directed approach.
What is inequality in education?
Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
Gender representations in educational materials chap9 thun2000Éva Thun
Gender Representations in Educational Materials in the Period of Transition in Hungary. In Beyond Civic Society: Education and Civic Culture in Post-Communist Countries. (eds.) Stephen Webber and Ilkka Liikanen, Houndsmills, UK: Pelgrave, 2001. pp. 124-141.
Educational inequality in secondary schools in three developing countries
Rhiannon Moore & Bridget Azubuike
CEID Launch Symposium
UCL Institute of Education, 15 June 2017
Illiteracy and pakistan m sc anthropology morning 2nd semesterAftab Chaudhry
The document discusses illiteracy in Pakistan. It begins by defining illiteracy and providing some global statistics on illiteracy rates. It then discusses the different types of illiteracy and provides Pakistan's literacy rates. The document outlines some of the key problems with education in Pakistan, such as low funding, regional disparities, and lack of technical education. It also discusses the causes of illiteracy in Pakistan, such as poverty, the poor education system, and low budgets for education. The effects of illiteracy are then presented, including increased poverty, drug abuse, and unemployment. Finally, the document suggests solutions like increasing the number of schools, encouraging female education, and boosting education budgets.
This document is a thesis submitted by William R. Hewitt to Chapman University in partial fulfillment of the requirements for a Master of Arts in Teaching degree. The thesis examines how schools can produce more civically involved students. It explores civic education practices in Japan, Australia, and Taiwan and compares them to the American system. The thesis argues that standardized testing has undermined civic involvement in U.S. schools by shifting the mission of education to career preparation over community betterment and participation. It aims to identify successful international programs that could benefit the American system.
Jaume Camps i Bansell: "Single-sex education in the XXI century"Elisabeth Vierheller
This document discusses single-sex education in the 21st century. It begins by noting that after centuries of segregated schooling, coeducation became popular as a way to promote equality, but gender inequalities persist. Now, single-sex education is presented as a modern approach with proven benefits. The document examines two perspectives on the issue: those who see coeducation as important for equality, and those who argue that separating boys and girls can create a better academic environment without gender pressures. It notes the complexity of educational research but reviews meta-analyses finding single-sex schools outperform or equal coed schools in various measures. The document then discusses how single-sex schooling relates to individualized education and respecting each student's
The document discusses Native Studies education in Saskatchewan. It notes that while the province has made efforts to improve education for First Nations students, outcomes still lag behind non-Aboriginal students. Native Studies was introduced to focus on First Nations content, but questions remain around its structure and whether it should remain separate. The document also examines the challenges of having mostly non-Aboriginal teachers delivering Native Studies curriculum.
The communist magazine-schools_and_the_peoples_front-1957-17pgs-eduRareBooksnRecords
This article discusses the role of public schools in the development of a People's Front movement in the United States. It argues that while public schools were established through popular struggle led by unions, they ultimately serve the function of perpetuating capitalist ideology. The article outlines some of the key issues with how schools are currently administered and the impact this has on students. It asserts that the educational crisis cannot be separated from the broader capitalist crisis. The article concludes by arguing for the development of a progressive philosophy of education centered around Marxism-Leninism to guide the people's movement in transforming both the content and administration of schools.
Finland began to reshape its education system from 1963, when the Finnish government took the decision to consider public education as their best chance of recovering its economy after World War II. The thesis of the Finnish Government was that the country would only be competitive if educate its population. The second major decision came in 1979, when it was granted to teachers equal status with doctors and lawyers. Teacher candidates grew steeply, not because wages were so high, but because their autonomy and respect become attractive work. The transformation of the Finnish education system began 50 years ago as the driving force of the economic recovery plan in the country.
A quick sketch of how rising income inequality has started reshaping American education, from K-12 through higher ed.
Notes on adjuncts, school funding, pedagogy, etc.
The Education Futures timeline of education: 1657 - 2045John Moravec
Adapted from www.educationfutures.com/timeline:
Education Futures celebrates its first five years of exploring new futures in human capital development with a timeline of the history of modern education. This timeline provides not only a glimpse into the past and present, but plots out a plausible future history for human capital development. The future history presented is intended to be edgy, but also as a conversation starter on futures for education and future thinking in human capital development.
Although this timeline is largely U.S.-centric, the trends impacting it are global. Please consult the glossary, below, for additional information regarding many of the themes presented. As always, we invite your feedback and suggestions for further development!
FACTORS INFLUENCING STREET HAWKING AMONG ST YOUNG CHILDREN: A CASE STUDY OF...Paul Kibirige
This study aimed at investigating the circumstances beneath the occurrence of street hawking among children and how relevant authorities have tried to curb this prevailing issue. The study, therefore, intended to lay down various strategies that will help the relevant authorities and organizations on how effectively child labor can be managed. Street vending is increasingly (UNICEF report 2005) a common feature of urban centers for several decades, with a relatively high proportion of developing countries’ populations depending on it for employment, income or survival. Seeing the dangers, behavioral problems, and crises associated with young children engaging in this activity, this study is inevitable.
2 Blaming the poor: Marginality, Disconnection and the Implementation of Poli...The Impact Initiative
The document summarizes a study on the implementation of gender equality and education policies in Kenya and South Africa in relation to the Millennium Development Goals (MDGs). It finds that in both countries:
1) MDG goals were interpreted narrowly in terms of reporting and numbers rather than meaningful engagement or discussion.
2) There was blame placed on the poor for lack of progress, rather than examining lack of resources or historical factors.
3) National officials and others blamed "cultural values" and communities rather than taking responsibility to address issues like poverty that impacted gender equality.
The document summarizes a paper that argues a curriculum needs to be designed for the future rather than reproducing the past. It notes that society is changing rapidly due to various social and economic forces. An education for stability is no longer adequate - students must be prepared for instability and change. The document provides an example flyer for a summer university program that illustrates how established frames around education are dissolving, such as the separation between universities and local government youth programs. It also shows changes in factors like the sites, times, audiences and content of education.
This document summarizes a study on heritage language schools and their role in supporting refugee communities. It discusses how language loss occurs in refugee children as they spend more time immersed in English at school. This impacts their ability to communicate with parents and help them navigate life in Canada. The document then describes how heritage language schools can help slow language loss by providing an environment for children to learn and practice their heritage language. It also discusses additional benefits of the schools for strengthening parent-child relationships, building community pride, and increasing cultural knowledge.
1) Johnson & Wales University was founded in 1914 by Gertrude Johnson and Mary Wales who placed a classified ad seeking one student for their new business school. They tapped into the emerging market of women seeking career training during World War I.
2) The founders created individualized curriculum plans for each student and worked closely with employers to understand their needs and place graduates in jobs. This established JWU's focus on career preparation and strong industry ties.
3) Over the decades, JWU expanded its programs and campuses while continuing to focus on practical, industry-aligned education. It has emerged as a pioneering model as other colleges increasingly adopt career-focused approaches.
This document discusses the inclusion of students with special needs in mainstream classrooms. It explores both the benefits and challenges of inclusion. Research has shown inclusion has positive impacts on both the academic achievement and social development of students with special needs. Studies also indicate inclusion does not negatively impact students without special needs. While some students may initially feel uncomfortable around students with disabilities, inclusion fosters understanding and respect among all students. Overall, the document argues inclusion aligns with Canada's values of equality and is beneficial for students of all abilities.
Education is a social institution that transmits a society's values and norms. In the UK, the education system developed two streams - state schools that are free for all children, and independent private schools. While education can promote social mobility, some argue it also serves to reproduce social inequalities. Functionalists see education as meritocratic and allowing mobility, while Marxists argue it maintains the privileged positions of ruling classes and reproduces inequality despite appearing fair.
The document summarizes key aspects of sociological theories of education including functionalism, Marxism, feminism, and interactionism. It also examines research on social class, gender, and ethnicity in relation to differential educational achievement. Some of the studies discussed include Douglas (1964, 1970) on social class differences, Bernstein (1960) on language and social class, and Sharpe (1976, 1994) on changes in expectations for girls over time.
Smith Hughes Act of 1917: Vocational Education in US Public SchoolsKiran Budhrani
This presentation shows the need and purpose of vocational education in the United States. It starts with data on current state of vocational education in the USA and goes back in the 1600s-1900s highlighting the rise of trades schools, vocational schools and land-grand schools during the industrial revolution. Towards the end, the presentation covers the involvement of the federal government (Smith-Hughes Act 1917, Smith Lever Act of 1914, Hatch Act of 1887, Morrill Land Grant College Act 1862) in funding of vocational education in public schools.
The @Filosoclips project: teaching feminist philosophy through popular cultur...eraser Juan José Calderón
The @Filosoclips project: teaching feminist philosophy through popular culture in Spain
Laura Triviño-Cabrera , Asunción Bernárdez-Rodal & Alba Velázquez-Felipe
The document discusses education in Pakistan, including:
- Gender disparities exist with lower enrollment rates for girls compared to boys at both the primary and secondary levels.
- The education system is divided into five levels from primary to university and is influenced by Islam which values knowledge.
- Factors contributing to lower literacy rates for females include poverty, social norms, distance to schools, and shortage of female teachers.
- Teaching methods primarily involve rote learning and memorization rather than developing critical thinking skills.
- Improving the status of female teachers and their training could help address issues in the education system.
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
Illiteracy and pakistan m sc anthropology morning 2nd semesterAftab Chaudhry
The document discusses illiteracy in Pakistan. It begins by defining illiteracy and providing some global statistics on illiteracy rates. It then discusses the different types of illiteracy and provides Pakistan's literacy rates. The document outlines some of the key problems with education in Pakistan, such as low funding, regional disparities, and lack of technical education. It also discusses the causes of illiteracy in Pakistan, such as poverty, the poor education system, and low budgets for education. The effects of illiteracy are then presented, including increased poverty, drug abuse, and unemployment. Finally, the document suggests solutions like increasing the number of schools, encouraging female education, and boosting education budgets.
This document is a thesis submitted by William R. Hewitt to Chapman University in partial fulfillment of the requirements for a Master of Arts in Teaching degree. The thesis examines how schools can produce more civically involved students. It explores civic education practices in Japan, Australia, and Taiwan and compares them to the American system. The thesis argues that standardized testing has undermined civic involvement in U.S. schools by shifting the mission of education to career preparation over community betterment and participation. It aims to identify successful international programs that could benefit the American system.
Jaume Camps i Bansell: "Single-sex education in the XXI century"Elisabeth Vierheller
This document discusses single-sex education in the 21st century. It begins by noting that after centuries of segregated schooling, coeducation became popular as a way to promote equality, but gender inequalities persist. Now, single-sex education is presented as a modern approach with proven benefits. The document examines two perspectives on the issue: those who see coeducation as important for equality, and those who argue that separating boys and girls can create a better academic environment without gender pressures. It notes the complexity of educational research but reviews meta-analyses finding single-sex schools outperform or equal coed schools in various measures. The document then discusses how single-sex schooling relates to individualized education and respecting each student's
The document discusses Native Studies education in Saskatchewan. It notes that while the province has made efforts to improve education for First Nations students, outcomes still lag behind non-Aboriginal students. Native Studies was introduced to focus on First Nations content, but questions remain around its structure and whether it should remain separate. The document also examines the challenges of having mostly non-Aboriginal teachers delivering Native Studies curriculum.
The communist magazine-schools_and_the_peoples_front-1957-17pgs-eduRareBooksnRecords
This article discusses the role of public schools in the development of a People's Front movement in the United States. It argues that while public schools were established through popular struggle led by unions, they ultimately serve the function of perpetuating capitalist ideology. The article outlines some of the key issues with how schools are currently administered and the impact this has on students. It asserts that the educational crisis cannot be separated from the broader capitalist crisis. The article concludes by arguing for the development of a progressive philosophy of education centered around Marxism-Leninism to guide the people's movement in transforming both the content and administration of schools.
Finland began to reshape its education system from 1963, when the Finnish government took the decision to consider public education as their best chance of recovering its economy after World War II. The thesis of the Finnish Government was that the country would only be competitive if educate its population. The second major decision came in 1979, when it was granted to teachers equal status with doctors and lawyers. Teacher candidates grew steeply, not because wages were so high, but because their autonomy and respect become attractive work. The transformation of the Finnish education system began 50 years ago as the driving force of the economic recovery plan in the country.
A quick sketch of how rising income inequality has started reshaping American education, from K-12 through higher ed.
Notes on adjuncts, school funding, pedagogy, etc.
The Education Futures timeline of education: 1657 - 2045John Moravec
Adapted from www.educationfutures.com/timeline:
Education Futures celebrates its first five years of exploring new futures in human capital development with a timeline of the history of modern education. This timeline provides not only a glimpse into the past and present, but plots out a plausible future history for human capital development. The future history presented is intended to be edgy, but also as a conversation starter on futures for education and future thinking in human capital development.
Although this timeline is largely U.S.-centric, the trends impacting it are global. Please consult the glossary, below, for additional information regarding many of the themes presented. As always, we invite your feedback and suggestions for further development!
FACTORS INFLUENCING STREET HAWKING AMONG ST YOUNG CHILDREN: A CASE STUDY OF...Paul Kibirige
This study aimed at investigating the circumstances beneath the occurrence of street hawking among children and how relevant authorities have tried to curb this prevailing issue. The study, therefore, intended to lay down various strategies that will help the relevant authorities and organizations on how effectively child labor can be managed. Street vending is increasingly (UNICEF report 2005) a common feature of urban centers for several decades, with a relatively high proportion of developing countries’ populations depending on it for employment, income or survival. Seeing the dangers, behavioral problems, and crises associated with young children engaging in this activity, this study is inevitable.
2 Blaming the poor: Marginality, Disconnection and the Implementation of Poli...The Impact Initiative
The document summarizes a study on the implementation of gender equality and education policies in Kenya and South Africa in relation to the Millennium Development Goals (MDGs). It finds that in both countries:
1) MDG goals were interpreted narrowly in terms of reporting and numbers rather than meaningful engagement or discussion.
2) There was blame placed on the poor for lack of progress, rather than examining lack of resources or historical factors.
3) National officials and others blamed "cultural values" and communities rather than taking responsibility to address issues like poverty that impacted gender equality.
The document summarizes a paper that argues a curriculum needs to be designed for the future rather than reproducing the past. It notes that society is changing rapidly due to various social and economic forces. An education for stability is no longer adequate - students must be prepared for instability and change. The document provides an example flyer for a summer university program that illustrates how established frames around education are dissolving, such as the separation between universities and local government youth programs. It also shows changes in factors like the sites, times, audiences and content of education.
This document summarizes a study on heritage language schools and their role in supporting refugee communities. It discusses how language loss occurs in refugee children as they spend more time immersed in English at school. This impacts their ability to communicate with parents and help them navigate life in Canada. The document then describes how heritage language schools can help slow language loss by providing an environment for children to learn and practice their heritage language. It also discusses additional benefits of the schools for strengthening parent-child relationships, building community pride, and increasing cultural knowledge.
1) Johnson & Wales University was founded in 1914 by Gertrude Johnson and Mary Wales who placed a classified ad seeking one student for their new business school. They tapped into the emerging market of women seeking career training during World War I.
2) The founders created individualized curriculum plans for each student and worked closely with employers to understand their needs and place graduates in jobs. This established JWU's focus on career preparation and strong industry ties.
3) Over the decades, JWU expanded its programs and campuses while continuing to focus on practical, industry-aligned education. It has emerged as a pioneering model as other colleges increasingly adopt career-focused approaches.
This document discusses the inclusion of students with special needs in mainstream classrooms. It explores both the benefits and challenges of inclusion. Research has shown inclusion has positive impacts on both the academic achievement and social development of students with special needs. Studies also indicate inclusion does not negatively impact students without special needs. While some students may initially feel uncomfortable around students with disabilities, inclusion fosters understanding and respect among all students. Overall, the document argues inclusion aligns with Canada's values of equality and is beneficial for students of all abilities.
Education is a social institution that transmits a society's values and norms. In the UK, the education system developed two streams - state schools that are free for all children, and independent private schools. While education can promote social mobility, some argue it also serves to reproduce social inequalities. Functionalists see education as meritocratic and allowing mobility, while Marxists argue it maintains the privileged positions of ruling classes and reproduces inequality despite appearing fair.
The document summarizes key aspects of sociological theories of education including functionalism, Marxism, feminism, and interactionism. It also examines research on social class, gender, and ethnicity in relation to differential educational achievement. Some of the studies discussed include Douglas (1964, 1970) on social class differences, Bernstein (1960) on language and social class, and Sharpe (1976, 1994) on changes in expectations for girls over time.
Smith Hughes Act of 1917: Vocational Education in US Public SchoolsKiran Budhrani
This presentation shows the need and purpose of vocational education in the United States. It starts with data on current state of vocational education in the USA and goes back in the 1600s-1900s highlighting the rise of trades schools, vocational schools and land-grand schools during the industrial revolution. Towards the end, the presentation covers the involvement of the federal government (Smith-Hughes Act 1917, Smith Lever Act of 1914, Hatch Act of 1887, Morrill Land Grant College Act 1862) in funding of vocational education in public schools.
The @Filosoclips project: teaching feminist philosophy through popular cultur...eraser Juan José Calderón
The @Filosoclips project: teaching feminist philosophy through popular culture in Spain
Laura Triviño-Cabrera , Asunción Bernárdez-Rodal & Alba Velázquez-Felipe
The document discusses education in Pakistan, including:
- Gender disparities exist with lower enrollment rates for girls compared to boys at both the primary and secondary levels.
- The education system is divided into five levels from primary to university and is influenced by Islam which values knowledge.
- Factors contributing to lower literacy rates for females include poverty, social norms, distance to schools, and shortage of female teachers.
- Teaching methods primarily involve rote learning and memorization rather than developing critical thinking skills.
- Improving the status of female teachers and their training could help address issues in the education system.
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
Education for All: The Push for Universal Schooling in 19th Century Americafaizalkhan1393
The 19th century was a period of profound transformation for American education. Amid the sweeping changes of the Industrial Revolution, the United States saw a fundamental shift from a loosely connected system of local, often voluntary schooling to a more standardized, state-supported public education system.
The document provides a history of American schooling from the colonial period to the present. It outlines several major eras in American education including the colonial period, common school era, industrial era, progressive era, and post-World War II era. For each era, it describes changes to curriculum, teaching methods, and the societal factors influencing education. It also summarizes several major educational reform efforts from the 1950s to present such as No Child Left Behind and Race to the Top. In closing, it shares the author's perspective that educational reform should shift toward a more democratic and multicultural approach.
The document discusses the history of education and how it has differed for men and women. It notes that for most of history, formal education was largely restricted to wealthy men, while most people learned trades from family. By the late 19th century, some schooling was provided to immigrant women to teach English, home economics, and American values. While access to education has expanded for women in recent decades, subtle messages in schools still track students according to gender expectations.
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Assignment
Name
College of Affiliation
Date
Education is the social institution whereby the members of the society are equipped with skills, acquaintance, values, and the values needed to learn on how to be good, and industrious members of the society.
In early American society, education was barely formal.
Puritans or currently known as the Massachusetts demanded that it was the responsibilities of the parents to inform the parents on how to teach their children on how to read.
The cities were required to have elementary learning institutions to help children in learning how to read, write, and learn about religion.
To ensure that there was existence of unity after the revolutionary war, the textbooks with common spelling and pronunciation was introduced
The textbooks also had some negative stereotypes of the Native Americans and some immigrant groups (Nodine, 2016).
The history of education In American Society
Education is described as the social institution whereby the society teaches it members about the skills, knowledge, norms, and the values needed to learn on how to be good, and productive members of the society. In the early American society, education was hardly formal. During the colonial period, the Puritans or currently known as the Massachusetts demanded that it was the responsibilities of the parents to teach their children on how to read. Large towns were required to have elementary schools to help children in learning how to read, write, and learn about religion. The schooling was not required in he colonies and only 10 percent of the colonial children from the wealthiest family went to school. Others became apprentices. To ensure that there was existence of unity after the revolutionary war, textbooks were written using common spelling and pronunciation and to make sure that patriotism and religious beliefs are instilled in students. The textbooks also had some negative stereotypes of the Native Americans and some immigrant groups. In 1800s, free and compulsory education was introduced. Children from all social classes got the opportunity of getting free and formal education. The free education was further aimed at promoting national unity and to educate the immigrants the American values. The free education also emerged due to the industrialization since the industrial economy demanded reading, writing, and math skills as compared to the agricultural economy. The free and compulsory education was introduced to both primary and secondary schools. The number of individuals who joined college was not part of the practice until mid 1900s when few people started to join colleges and most of these people were from the fairly wealthy families. After the end of World War II, there was an increase in the number of people who enrolled for the college education. At present, many people are joining colleges than before even though the attendance of the college is related to the social class.
In 1800s, free .
Assignment NameCollege of AffiliationDate.docxbraycarissa250
Assignment
Name
College of Affiliation
Date
Education is the social institution whereby the members of the society are equipped with skills, acquaintance, values, and the values needed to learn on how to be good, and industrious members of the society.
In early American society, education was barely formal.
Puritans or currently known as the Massachusetts demanded that it was the responsibilities of the parents to inform the parents on how to teach their children on how to read.
The cities were required to have elementary learning institutions to help children in learning how to read, write, and learn about religion.
To ensure that there was existence of unity after the revolutionary war, the textbooks with common spelling and pronunciation was introduced
The textbooks also had some negative stereotypes of the Native Americans and some immigrant groups (Nodine, 2016).
The history of education In American Society
Education is described as the social institution whereby the society teaches it members about the skills, knowledge, norms, and the values needed to learn on how to be good, and productive members of the society. In the early American society, education was hardly formal. During the colonial period, the Puritans or currently known as the Massachusetts demanded that it was the responsibilities of the parents to teach their children on how to read. Large towns were required to have elementary schools to help children in learning how to read, write, and learn about religion. The schooling was not required in he colonies and only 10 percent of the colonial children from the wealthiest family went to school. Others became apprentices. To ensure that there was existence of unity after the revolutionary war, textbooks were written using common spelling and pronunciation and to make sure that patriotism and religious beliefs are instilled in students. The textbooks also had some negative stereotypes of the Native Americans and some immigrant groups. In 1800s, free and compulsory education was introduced. Children from all social classes got the opportunity of getting free and formal education. The free education was further aimed at promoting national unity and to educate the immigrants the American values. The free education also emerged due to the industrialization since the industrial economy demanded reading, writing, and math skills as compared to the agricultural economy. The free and compulsory education was introduced to both primary and secondary schools. The number of individuals who joined college was not part of the practice until mid 1900s when few people started to join colleges and most of these people were from the fairly wealthy families. After the end of World War II, there was an increase in the number of people who enrolled for the college education. At present, many people are joining colleges than before even though the attendance of the college is related to the social class.
In 1800s, free ...
The document summarizes the development of the American curriculum from 1830 to the present. It describes the common school movement from 1830-1890 which aimed to provide universal public education. It then discusses the influence of various interest groups on the curriculum, including humanists, social efficiency educators, developmentalists, and social meliorists. John Dewey is discussed as trying to synthesize these positions and advocating for a pragmatic, problem-solving approach focused on the interests and experiences of students.
History Of American Education: Modern PeriodKen Gillam
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Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
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The history of home economics (HE) began in 1884 with the first book on the subject. In the late 19th century, conferences sought to establish it as a legitimate profession, initially wanting to call it "oekology" but ultimately settling on "home economics" in 1899. International coordination of the field began in 1908 with the International Federation for Home Economics. Key milestones included the founding of the American Home Economics Association in 1909 and the passage of acts in 1914 and 1917 that provided federal funding for homemaking education. Over time, the field sought to become more inclusive and change its name to family and consumer sciences in 1994 to reflect a broader scope. Enrollment in related secondary programs has declined significantly in recent decades.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 2
1. CHAPTER 2
THE HISTORICAL SETTING AND PRINCIPLESOF
VOCATIONAL EDUCATION
A number of issues and concerns surrounded the early development andexpansion of vocational
education. Some of themthose that seemed to: dominate the literature of the dayare
developed here. These descriptionsare not complete as either history or evidence. However, they
are an accu-:rate portrayal of issues and concerns that were central to establishing voca-tional
education in the public schools during the critical groundwork periodbetween 1900 and 1916. The
historical background is intended to provide:the reader with a better understanding of the dynamics
that were workingat that time, in order to set the stage for an appreciation of events related tothe
individual principles developed in chapters 3, 4, and 5.
HISTORICAL CONTEXTDEMOCRACY AND THE SCHOOLS:Schools in the first
decade of the twentieth century largely held to tf.., de-ments of a so-calledliberal education.
Preparationfor college', v:
intended outcomeanoutcomeservingfewer than 10 percent of tiI:,
:lation. Liberal educationwas not concernedwith making efficient pro-z ducers, although it
didindirectly,pontribute to that end; rather, it concerned
itself with consuming (Snedden 1910c).
1/441.000At the same 'time, opportunities to workwere very attractive to those
:youth who saw little value in further schooling. For those who chose to: leave school to
enter the work forceand the numbers were largethere: had been little or no preparation for
work. Fewer than 10 percent of the Fey-,enteen-year-olds received a high school diploma (U.S.
Department of Labor 1968). By modern standards, 90 percent of the, population were high
schooldropouts or had never attended high school. Typically, youth left the publicschools by the
age e fourteen, and less than half of these completedthe sixthgrade. School attendance laws
for persons older thanfourteenwerejust beginning to emerge.Schools did not adequately serve the
needs of youth. The'Commission onNational Aid to 'Vocational Education (1914) stressed how
public educationwas falling short. The equality of opportunityin the system of educationwas
not afforded to the mass of children. Although the schools were freelyopen to every child, the aims
and purposes of the schools were such that amajority of the children were unable to take advantage of
schooling beyonda certain grade, and hence did not secure, at public expense, a preparationfor their
work in life. The Commissionheldthat the schools rere plannedfor only the few who were
preparing for college rather than the large num-ber who would go into industry.Advocates of
vocational educationin the public schools believedthatvocational education would make the
schools more democratic. "The Ameri-can school will become truly democratic," said Prosser, "when
we learn totrain all kinds of men, in all kinds of ways, for all kinds of things" (1913,p. 406).
Establishing vocational training as an alternative for those whowere leaving schools at
fourteenyears of age would, it was hoped, vastlyextend general education, provide a reason for
the continued school attendance of more persons fourteen years of age and older, and democratize
edu-cation.Several additional benefits were expected as vocational education becamea part of the
system of public education. Not only would schools be mean-ingful for more students, but education
for employinent would help extendthe years of education, thus increasing the level of citizenship of
those per-sons. Vocational education would also make for greater efficiency in produc-tion and
2. increase the wage-earning ability of youthboth boys andgirlsbyhelping them move
from noneducative occupations as unskilledlaborers to positions as skilled workers sought after
by industry. Similarly,training in the scientific principles of farmingand the householdoccupa-
tions would contribute to greater efficiency in farming and wouldstrengthenthe
American home (Marshall 1907). It was also believedthatvocational training was needed for
its indirect but positive effect ontheaims and methods of general education (Commission on
National Aid 1914).Accordingly, vocational education would develop better teaching
processesthrough which children who did not respond to book instruction might bereached and
educated through learning by doing. It would also introduce tothe educational system the aim of
utility, which would take a place in dig-nity at the side of,culture, an art would connect education
with life by makingit purposeful and useful.Dewey (1916) saw occupations as central to educational
activity. He did,however, express concern about any form of vocational education that
would tend to continue the present forms of education for those whose eco-nomical status would
allow such education, while giving the masses a nar-row education for specialized occupations under
the control of industry.Dewey believed that educationneededchange. Vocational
educationcould, according to him, be the means to induce changes that would improveeducation.
According to Dewey, a right educational use of vocational educa-tion:
...would react upon intelligence and interest so as to mod-ify, in connection with legislation and
administration, thesociallyobnoxious features of the present industrial andcommercial order.
It would turn the increasing fund ofsocial sympathy to constructive account, instead of leavingit
a somewhat blind philanthropic sentiment. It would givethose who engage in industrial callings
desire and ability toshare in social control, and ability to become masters oftheir industrial fate.
It would enable them to saturate withmeaning the technical and mechanical features which areso
marked a feature of our machine system of productionand distribution (1916, p. 320).,
Considerable argument, frequently public, existed between Dewey, Sned-den, and Prosser. Wirth
(1972) treats this controversyindetail and labelsProsser's and Snedden's economic philosophy as
Social Darwinism; whereasothers have felt that Dewey allowed his socialistic tendenciesto
obscure.-Eme of his preferences (later more evident) regarding. schooling.. However,_the
controversy seemed aimed more st why and how vocational educationshould be developed rather
than at the questionof whether or not it wasneeded. The why and how questions are just as
important today as theywere then, but as a matter of historical record, the evidence shows
thatvocational education emerged as a result of a real concern for youth and ofthe failure of the
schools to provide an educational program that was bothattractive to them and fittedto their
needs.
LIFE PATTERNS FOR WOMEN
Several important events stand out in examining the life patterns ofwomen. These include
schooling, work, and marriage. Schoolingheldagreater attractionfor females thanmales. In
1910, 60 percent of all highschool graduates were women (U.S. Department of Labor 1968).
At thesame time, nearly one-third (30.6 percent) of all women between the ages offifteen and
twenty-four were gainfully employed (National Society for the Promotion of Industrial Education
1907). At the first annual meeting of UleNational Society for the Promotion of Industrial Edw.! ion
(NSPIE), Mar-shall (1908) pointed to.the work patterns of women in discussing Taylor's(1908)
report, "The Effect of Trade Schools on the Social Interest of People."Marshall pointed out that laws
in most of the states permitted girls to leaveschool and enter the industries at the age of fourteen.
3. Further, the nationalcensus indicated that all industries except .itwo admitted women as workers,and
data indicate that in a large majorityof the cities from fiftyto eightypercent of the girls
between fourteen and twenty worked. for wages outsideof the home.Such evidence made it plain
to policymakers that the nation couldnotafford to consider the question of vocational education
merely on sentimen-tal grounds (Marshall 1908). Massachusetts census data for 1910 indicatedthat
60 percent of the sixteen- to twenty-year-oldwomenwere gainfullyemployed, and the same
census data showed the national average for thatgroup to be 40 accent (Federal Board for Vocational
Education 1920b). Cer-tainly, employment inthe workplace was of profoundimportance in
thelives of women.Marriage for women who entered the work forceusually occurred after
anextended period of employment. It was a will-known fact that, among fac-tory workers, the great
majority of girls began as wage earners when theywere fourteen to sixteen years of age; that they
continued as such for five toeight years, after which they married; and, if conditions were at all
prosper-ous, they devoted themselves henceforth to homemaking (Snedden 1916).Schools, however,
were failing to prepare women for either roleas home-maker or wage earner.The nature of women's
involvement with industry had itself undergonechange. Indiritiy tadaliViyi bei3namportin
the life' ofmoatof the products of such industry had been produced at home. At the turn ofthe
century, work opportunities for womenoutside of the home becamegreater each year. The
changing nature of industry also affected whatwomen uid and learned. The processes of
industry tended to divide and sub-divide every operation and simplify the work performed. This in
turn lim-ited what was learned in the factory, as well as its appliCation to the needs ofthe home.Jobs
for women, in spite of their high levels of employment, were limitedin variety and scope. Most were
low-level factory and manufacturing posi-tions with limited opportunity for advancement. Many
were based on piece-work rather than an hOurly rate, and working conditions were
generallypoor at best, if not deplorable. Service occupations and some officeworkprovided
relatively better circumstances. All in all, women were not usually encouraged nor prepared to
advance into more challenging and rewardingpositions.These events led early leaders to see the need
for education of a twofoldnatureeducation for wage earning and education for the work of
thehome. The early departure from high school for most women, coupled withthe lack of
opportunity to prepare for a wage-earning role, left womeninadequately prepared to cope
with the roles theywould fill. As Snedden(1910c) commented, "Society will undoubtedly require
that the two func-tions become harmonized, to the end that the welfare of the individual andthe
soundness of society may at the same time be conserved" (p. 54). Voca-tional education was seen as
an appropriate means of meeting these goalsgoals that would themselves shape the future of
vocational education.
APPRENTICESHIP. PROGRAMS
Traditional apprenticeship programs were affected by theemergingindustrial society.
Snedden (ibid.) emphasized that it was a matter of com-mon observationthat the apprenticeship
system in many trades had beenrendered ineffective by the disappearance of the old form of
industry in itscomplicated form. The new factory system of production had replaced thetotal product
approach that had beencommonto many of the apprentice-able trades.The American Federation
of Labor (AFL) recognized the need for indus-trial education and did not see it as a competitor.
Samual Gompers (1914),then president of the AFL, spoke to the eighth annual convention of NSPIE-
and-outlined the unionVsupport for-PublicvocationtIeducation In-address-ing the issue of industrial
education in the schools, Gompers declared, "I canassure you that no disposition will be found
anywhere among working mento oppose this effortto make our schools more democraticin
4. serving thereal bread-and-butter needs of the community" (1914, p. 7). Gompers, inreferring
to the committee on education appointed at the 1903 annual AFLconvention, went on to say:
What sort of educationdo you think most interestedthedelegates to that. convention?It was
not that educationwhich deals with the syntax of dead languages; it was noteven that education
which deals with the development ofthe fine arts, or with the systematic teachingof the sci-
ences . . ..The sort of education which was under consider-ation... wasindustrial education (ibid., p.
8).
Trade union women were also adamant supporters of vocational educa-tion. Leonara O'Reilly,
representing the Woman's Trade-Union League ofNew York City, spoke to the Coinmkgion on
National Aid to Vocational Edu-cation at one of thei- hearings, O'Reilly said, "I feel that_this
piece_of workbefore your committeeis the most vital thing in educationthat has beendone in
this whole land" (Commission on National Aid 1914, Vol. II, p. 186).Her further comments represent
a vivid commentary on education and hr.perceptions as to changes that needed to take place in the
educational sys-tems of the nation.Organized labor had a vital concernfor expanding public
educationtoinclude industrial education. Such an addition was expectedto advanceorganized
labor by increasing wage-earning power and making the schoolsmore democratic.
A WIDESPREAD CONCERN
.The movement to see vocational education become a part of the publicschools was one that attracted
many proponents. On an individual basis, thesenator from Vermont, Carroll S. Page, has to be
consideredamongthestrongest advocates. Senator Page's contributions are reportedby
Barlow(1976b) in The Unconquerable Senator Page: "Because history sometimesplays queer tricks,
as it did in this case, the man who should have receivedmuch credit for the vocational education
legislation was upstaged by otherswho received, in a historical sense, a lion's share of the credit" (p.
134).Senator Page (1912) recognized the public's interest in vocational educa-tion. He expressed the
widespread nature of that interest to his fellow sena-tors in a speechregarding his vocational
educationbill, which sought toprovide for cooperation in promoting instruction in agriculture, the
tradesand industries, and home economics in Secondary schools. Page warned thesenators that
when they returnedhome they would find the. questionofvocational education the subject of
sermons in churches; of earnest discus-sions in granges and other farmers' associations;as a
burning and vitalquestion among labor organizations and manufacturing trades associations;and as
the subject of special consideration among those connected with ourinstitutions of learning
everywhere, from the elementary schools up to theuniversities, from one end r the country to the
other. Backing up his state-ment were quotations and Latements of support from educators;
newspa-per editors; labor, business, and farm leaders; and governors representingevery state in the
union.
Support for congressional action to stimulate the states to provide voca-tional education through the
public schools was in evidence in many organi-Zations. The Commission on National Aid to
Vocational Education (1914) noted this support in their report. Resolutions favoring the idea of
stimulat-ir4; the states to deliver vocational educationhad been passedby a greatmany national
organizations during the past few years. The Commission'sreport also cited the Cominisai alter of
Education's (1912) report concerningpublic opinion favoring vocational education, which stated, "the
press fairlyteems with editorial and sign.:' articles, which indicate an overwhelmingsentiment
in favor of enlarging and extending the scope of education in thiscountry to include the training of
the great mass of our workers for wage-earning occupations of every, kind" (p, 287). The
Commission's report thenlisted twenty-three major organizations representing a cross section of soci-
5. etal interest. The high level of public support forecast the establishment ofa national program to
promote vocational education Societal interests die-'tated suchan outcome.
PRINCIPLES
Principles of vocational education emerged as vocational education wasbeginning in this country.
The first principles, advanced as theorems, were areflection of circumstances, thinking, and needs
specific to a time in history.The fundamental concepts behind these theorems were influential in
shap-ing the early development of vocational education. In many instances, theseconcepts are still
evident in contemporary principles of vocational educe-
tion. In other cases, old concepts have been 'modified or dropped and newgeneralizations have
emerged.Historical traces and recent preferences are both influential in establish-ing a list of
contemporary principles of vocational education. Whether byaccident or design, history has shaped
vocational education. An awarenessof the early-leaders! intentions eanbe useful inteeing.directions,-
identifyingchanges in direction, and synthesizing the impact of those events. By con-trast, recent
preferences should be the ultimate basis for inductively devel-oping a contemporary philosophic
postin for vocational education. 'Afterall, recent preferences are primary indicators of where
vocational educationis today.Evidence supporting individual principles is drawn from two
periodstheearly 1900s and the second half of the present century. Since the principlesare
contemporary principles of vocational education, the supporting ration-ales are largelybased on
the literature of the 1970s. In some instances,sources go back into the 1960s. Although early
roots, primarily prior to thepassage of the Smith-Hughes Act, are developed (not all of the
principleshave such identifiable beginnings), the preponderance of evidence is fromthe more recent
period. The jump from the early part of the century to the sixth and seventh decades is intentional;
the intervening time is left to thechroniclers of history.Two additional comments are important in
reading the rationale for thecontemporary principles. The literature cited has been generally
limited towhat can be described as the hardback literature. By way of contrast, littlehas been taken
from the periodical literature. In an equally exclusive man-ner, citations represent what has been
written or edited by vocational educa-tors. Largely, it is what we have to say about ourselves
and what we sayabout vocational education.It is appropriate for the reader to ask, "Are these all
of the principles ofvocational education? The answer would have to bee qualified no, in termsof
the finalityof the list over time. And there are other possibilities. Theclassification may limit
the individual's vision regarding, applications andalternative views of the role for a given principle.
Therefore, it is importantto recognize that the individual principles frequently have multiple applica-
tions and varying influences onvocational education. It may be equallyimportant to
acknowledge that the principles do notneedto be classified orgrouped.Purely as a matter of
convenience and structure, the principles aregrouped under three headingsPeople,
Programs, and Processes. Theseheadings are arbitrary, although reasoned. Some will see
parallels betweenthese groupings and the philosophical questions dealt with latter. Such rela-
tionships are not fully intended. To use that as a scheme for organizationposes an
unwarranted and unnecessarylimitation. Similarly, a few selectprinciples maynot have
earned full status as contemporaryprinciples ofvocational educationand consequentlymay
better be labeledas tentativeprinciplesanother unwarrantedand unnecessarylimitation.
Regardless ofthese possibilities, each principle is based on-evidencee that it is a-preferredpniztice
in vocational educationand is treatedas a discrete subsectionofthe chapter in which it
appears. Hence another caveat. Each principle,although treated as a unit by itself, represents
only a partial view of voca-tional education. Hopefully, the design used in presenting the principles
6. willnot limit the individual's gestalt of vocational education.Principles have served vocational
education in a variety of ways. Zb namea few, principles have been useful in guiding program
development, in plan-ning instructional strategies, inevaluating programs, and in
formulatingpolicy. It is expectedthat principles will continue to fill similar rolesforvocational
education.In the present instance, principles are being used to arrive at a philosophyfor vocational
education. The development of a philosophic positionforvocational education from the
principles of the field is not unlike other usesfor principles. lbgether, such purposes draw on what
vocational educators have e7 Teased as preferredpractice invocational education. These pur-
poses reflect where vocational education has been and suggest future direc-iitons. They also
require interpretation to the communityeducators,
vocational educators, and students alike. Furthermore, theyare subject tothe possibility of
change. Finally, they have the potential of being used tobring about imwovement in the vocational
education enterprise. The largerdifferences grow out of the more global nature of philosophic activity
andthe fundamental nature of questions about the human conditionthat areaddressed in the
philosophic quest. Yet, the principles of vocational educa-
tion are central to the process and purpose of inductively developing a phi-losophy for vocational
education. To understand the principles is essentialin accomplishing that goal.
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