The document provides an overview of early childhood education in America, including its history and key figures. It discusses how early childhood education emerged in the 19th century influenced by thinkers like Pestalozzi and Froebel. Current programs discussed include Head Start, public school kindergarten, and employer-sponsored childcare. Issues debated include developmentally appropriate practices and funding for early childhood programs.
Kindergarten refers to the first classroom experience for children starting their formal education journey. It originated in Germany in the 1800s as a "children's garden" concept developed by Friedrich Froebel. In the Philippines, early preschooling was unorganized but began to develop formally in the 1900s, with the first recognized kindergarten program opening at Harris Memorial School in Manila. Government support for preschool education grew in following decades, including a national "Decade of the Filipino Child" in the 1970s-80s that increased preschool enrollment.
The document provides a history of special education from the 18th century to modern day. It discusses how in the 18th century, enlightenment thinkers like Rousseau influenced new ideas about educating all children according to their needs and abilities. Pioneers in the late 18th century like Charles Michel L'Epeé and Valentin Haüy established the first schools for deaf and blind students. Throughout the 19th century, more schools and programs for disabled students were founded in the US and laws were passed to support special education. Major legislation in the 20th century like IDEA, ADA, and the Rehabilitation Act established legal rights and protections for students with disabilities to receive a free and appropriate public education.
The document provides a historical overview of parent involvement in education from the 17th century to present day. It discusses early social thinkers like Comenius, Locke, Rousseau, Pestalozzi and Froebel who believed children were inherently good and emphasized the important role of parents in a child's development. In the early 20th century, views shifted between indulgence and strict discipline. The 1960s brought greater social change, programs like Head Start, and more parent education. The 1970s was an era of advocacy while the 1980s saw concerns over finances, drugs and childcare. The 1990s focused more on family involvement and the 21st century emphasizes technology in education.
Friedrich Froebel established the first kindergarten program in Germany in 1837 based on principles of play-based learning. He believed that children learn best through hands-on activities using specialized materials he developed. The kindergarten model spread to the United States in the mid-1800s, where it grew rapidly. However, critics argued that kindergarten had become too rigid and structured, not reflecting new progressive ideas of how children learn best. Reformers in the early 1900s incorporated more free play, creative activities, and topics relevant to children's lives to make kindergarten more developmentally appropriate.
- The document discusses the history and development of early childhood education from the 1800s to today. It covers the contributions of key figures like Friedrich Froebel, Maria Montessori, John Dewey, Patty Smith Hill, and others. It also outlines the establishment and growth of kindergarten programs in both Germany and the United States. Major developments like the establishment of Head Start programs to support early education for children from low-income families are also summarized.
This document discusses the history and goals of early childhood intervention and education. It traces important developments in early childhood starting in the 1600s and highlights the establishment of programs like Head Start in the 1960s to provide preschool services to disadvantaged children. The goals of early childhood programs are to provide high-quality and inclusive learning environments for children from birth to age 8 as well as support for professionals working in early childhood education. Recent policy changes like No Child Left Behind have increased academic expectations in preschools.
This document provides a historical overview of influences on parent education and involvement from the 17th century to present day. It describes the views and works of important early thinkers like Comenius, Locke, Rousseau, and Pestalozzi who emphasized the importance of early childhood education and parental involvement. It then outlines key developments in parent education and policies promoting family involvement from the early 20th century through different decades up to the 21st century, including the growth of organizations like the PTA and head start and changes in views around parenting.
This document discusses the history and goals of early childhood intervention. It notes that early childhood intervention provides services like physical therapy, occupational therapy, and speech therapy in homes or preschools to help children develop skills in the least restrictive environment. The goals of early childhood programs are to provide high quality learning environments, promote inclusive programs, facilitate community partnerships to address child and family needs, and provide professional development for early childhood workers. The document traces the history of early childhood education back to the 1600s and highlights milestones like the establishment of Head Start in 1964 to help disadvantaged preschoolers.
Kindergarten refers to the first classroom experience for children starting their formal education journey. It originated in Germany in the 1800s as a "children's garden" concept developed by Friedrich Froebel. In the Philippines, early preschooling was unorganized but began to develop formally in the 1900s, with the first recognized kindergarten program opening at Harris Memorial School in Manila. Government support for preschool education grew in following decades, including a national "Decade of the Filipino Child" in the 1970s-80s that increased preschool enrollment.
The document provides a history of special education from the 18th century to modern day. It discusses how in the 18th century, enlightenment thinkers like Rousseau influenced new ideas about educating all children according to their needs and abilities. Pioneers in the late 18th century like Charles Michel L'Epeé and Valentin Haüy established the first schools for deaf and blind students. Throughout the 19th century, more schools and programs for disabled students were founded in the US and laws were passed to support special education. Major legislation in the 20th century like IDEA, ADA, and the Rehabilitation Act established legal rights and protections for students with disabilities to receive a free and appropriate public education.
The document provides a historical overview of parent involvement in education from the 17th century to present day. It discusses early social thinkers like Comenius, Locke, Rousseau, Pestalozzi and Froebel who believed children were inherently good and emphasized the important role of parents in a child's development. In the early 20th century, views shifted between indulgence and strict discipline. The 1960s brought greater social change, programs like Head Start, and more parent education. The 1970s was an era of advocacy while the 1980s saw concerns over finances, drugs and childcare. The 1990s focused more on family involvement and the 21st century emphasizes technology in education.
Friedrich Froebel established the first kindergarten program in Germany in 1837 based on principles of play-based learning. He believed that children learn best through hands-on activities using specialized materials he developed. The kindergarten model spread to the United States in the mid-1800s, where it grew rapidly. However, critics argued that kindergarten had become too rigid and structured, not reflecting new progressive ideas of how children learn best. Reformers in the early 1900s incorporated more free play, creative activities, and topics relevant to children's lives to make kindergarten more developmentally appropriate.
- The document discusses the history and development of early childhood education from the 1800s to today. It covers the contributions of key figures like Friedrich Froebel, Maria Montessori, John Dewey, Patty Smith Hill, and others. It also outlines the establishment and growth of kindergarten programs in both Germany and the United States. Major developments like the establishment of Head Start programs to support early education for children from low-income families are also summarized.
This document discusses the history and goals of early childhood intervention and education. It traces important developments in early childhood starting in the 1600s and highlights the establishment of programs like Head Start in the 1960s to provide preschool services to disadvantaged children. The goals of early childhood programs are to provide high-quality and inclusive learning environments for children from birth to age 8 as well as support for professionals working in early childhood education. Recent policy changes like No Child Left Behind have increased academic expectations in preschools.
This document provides a historical overview of influences on parent education and involvement from the 17th century to present day. It describes the views and works of important early thinkers like Comenius, Locke, Rousseau, and Pestalozzi who emphasized the importance of early childhood education and parental involvement. It then outlines key developments in parent education and policies promoting family involvement from the early 20th century through different decades up to the 21st century, including the growth of organizations like the PTA and head start and changes in views around parenting.
This document discusses the history and goals of early childhood intervention. It notes that early childhood intervention provides services like physical therapy, occupational therapy, and speech therapy in homes or preschools to help children develop skills in the least restrictive environment. The goals of early childhood programs are to provide high quality learning environments, promote inclusive programs, facilitate community partnerships to address child and family needs, and provide professional development for early childhood workers. The document traces the history of early childhood education back to the 1600s and highlights milestones like the establishment of Head Start in 1964 to help disadvantaged preschoolers.
Jean-Marc Itard was a French physician in the late 18th/early 19th century who is considered a pioneer in special education. He developed the first systematic program for educating mentally retarded children and conducted studies with Victor, the "Wild Boy of Aveyron", to teach him language and social skills. His work demonstrated the importance of early intervention and influenced later theorists. Maria Montessori was the first female physician in Italy who developed an educational method focused on fostering independence, respecting critical periods of development, and following the child's natural interests through hands-on learning materials. Jean Piaget was a Swiss psychologist who studied cognitive development in children and proposed that it occurs through four distinct stages as they interact
Progressive education in the United States underwent several shifts from 1920 to 2000. Initially led by administrative progressives, schools adopted a hierarchical structure and standardized testing. In the 1950s, critics argued schools failed to adequately educate students, leading to a focus on basics. Alternative models like open classrooms emerged in the 1970s as more child-centered approaches. Today, pockets of progressive practices remain through hybrid models and school choice options.
History of Higher Education in the United States TimelinePamela Kidd
In the United States, Higher Education began as a way to establish one's social standing. It wasn't until the Industrial Age that Higher Education was expected to help students enter the job market. This timeline highlights these important periods of transformation in the history of Higher Education in the United States.
More than 1 million students with disabilities were denied access to public schools in the US by the mid-20th century. Jean Marc Gaspard Itard is considered the father of special education, as he was the first to educate a "wild child" in France in the early 1800s, helping to prove those with disabilities could learn. His student Edouard Seguin brought these techniques to the US in 1848. Major laws such as the Education for All Handicapped Children Act of 1973 and the Americans with Disabilities Act of 1990 ensured equal access to education and non-discrimination for those with disabilities.
Dr. Suzuki developed the "Mother Tongue Method" for teaching music based on observations of how children naturally learn their native language from parents with enthusiasm and repetition. He applied this method in early experiments teaching violin to children in Japan, which showed they progressed well and enjoyed learning. Later, Dr. Suzuki founded the Talent Education Institute with a philosophy that all children can develop abilities through nurturing environments without tests or failure. He argued this approach prevents dropouts and helps children reach their potential by building confidence through easy initial lessons with no mistakes.
The document discusses the major changes in American education from the Progressive Era at the beginning of the 20th century to the present day, including the emergence of compulsory schooling, expanded curriculums, and the development of teachers' organizations like the NEA and AFT. It also examines key events like the Soviet launch of Sputnik that influenced education reform, as well as the landmark Brown v. Board of Education Supreme Court decision that mandated desegregation of schools.
This document discusses the major changes in American education from the early 20th century through the present. It describes how education became compulsory nationwide by 1918 and began incorporating new subjects beyond basic academics. Significant events like the founding of teachers' organizations like the NEA and AFT helped professionalize teaching, while the Supreme Court's 1954 Brown v. Board of Education ruling declared racial segregation in public schools to be unconstitutional.
The curriculum in the Philippines has evolved over time through different periods of history. During the pre-Hispanic period, education was oral and practical, aiming to prepare children for adulthood. In the Spanish period, friars managed parochial schools that spread Christianity through basic education. The American period established a public school system and abolished religious instruction. Today, the K-12 program provides mother-tongue based education through junior and senior high school, allowing students to choose between academic or vocational tracks.
The document discusses the history and evolution of child care systems in Greece from the 1800s to present day. It traces the development of early child care centers and kindergartens in Greece from 1839 to becoming integrated into primary education by 1929. It also outlines the roles of early childhood educators in Greece, which include following a High/Scope model where children and teachers actively learn, as well as requirements for caregiver training. Finally, it compares availability and accessibility of child care options between Greece and Ontario, noting programs that are accessible to families needing financial assistance for child care.
Teaching profession (Historical Perspective of Philippine Educational System)Franzelle Mae Lignes
Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.
Presentation includes historical trivia and information about presenter's role as Kindergarten teacher and information about 5 and 6 year olds' cognitive processing.
The document provides a history of education in America from early colonial times to the present day public school system. It discusses how education evolved from being limited to wealthy families to becoming compulsory and publicly funded for all citizens. Key figures and developments discussed include the establishment of common schools by Horace Mann in the 1800s, the rise of kindergartens and standardized grade levels, and goals of modern public education which include developing well-rounded students with critical thinking skills.
This chapter discusses the rise of scientific management in schools in the early 20th century. Key points:
- Schools aimed to be managed by trained experts rather than local politics to create a meritocratic system. This reduced public control over schools.
- Intelligence tests developed for the military were adopted by schools and seemed to confirm racial hierarchies, influencing immigration policy.
- The 1924 Immigration Act imposed quotas that restricted immigration based on national origins from the 1910 census, largely closing immigration.
- Special classrooms increased for students seen as "backward" but emphasized segregation rather than support for disabilities. Overall support has increased since then.
Narrative Report on Children's Month 2021.pdfwena henorga
The document discusses Dulangan National High School's observance of National Children's Month in November. It aims to stimulate advocacy and public awareness on upholding children's rights amid COVID-19 by intensifying knowledge of children's rights, promoting child-friendly environments, providing discourse on children's issues, empowering children, and equipping duty-bearers. Some activities discussed include a feeding program that provided meals to 46 children and selling affordable vegetables from the school garden. The school utilized various media to educate the public and adhered to health protocols during activities.
History of the study of child developmentNorthside ISD
Parenting styles have evolved significantly over time. Historically, children were viewed as the property of their parents and expected to obey without question. As views changed, the authoritarian style gave way to authoritative and permissive approaches that consider children's input and independence. Today, children are seen as individuals deserving nurturing environments to grow and learn at their own pace through play and exploration.
The child-study movement of the late 19th to early 20th century sought to reform public schools based on scientific findings about child development. Inspired by Jean-Jacques Rousseau's ideas, researchers like G. Stanley Hall collected data on children to establish norms and advocate for a more child-centered approach. While music educators did not directly participate, the movement influenced textbooks and appreciation of developmental stages. It highlighted the need for developmentally appropriate practices and viewing children as individuals.
The 1920s saw the beginning of major reforms and developments in education in America. Several important organizations were founded, including the Progressive Education Association in 1919 to reform schools, and the International Council for Exceptional Children at Columbia University in 1922 to advocate for students with disabilities. Significant studies were also conducted during this time on topics like reading and child development. The SAT was first administered in 1926. However, the Great Depression in 1929 had severely negative impacts on education, with funding cuts leading to school closures and layoffs.
This document provides a timeline of major events and figures in the history of US education from 1635 to 1975. Some key developments include the establishment of the first Latin grammar school in Boston in 1635, Harvard College in 1636, and Thomas Jefferson's proposal for a two-track educational system in 1779. Major educational philosophers mentioned include John Locke, Benjamin Franklin, Noah Webster, and Johann Pestalozzi. The timeline also notes milestones in special education, the establishment of public school systems, and important court cases around desegregation and disability rights.
Branch Robert M National Agenda Minority Teacher Recruitment(4)William Kritsonis
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
This document summarizes a Texas Supreme Court case regarding a high school baseball team that played with an ineligible player. The UIL ruled that the team had to forfeit those games, preventing them from qualifying for the state tournament. The school district sued and a trial court ordered the UIL to schedule a playoff game instead. The UIL sought a writ of mandamus, arguing the trial court overstepped. The Supreme Court held that the right to extracurricular activities is not fundamental, the trial court abused its discretion in interfering with the UIL decision, and the UIL had no other remedy since the tournament was ongoing.
Jean-Marc Itard was a French physician in the late 18th/early 19th century who is considered a pioneer in special education. He developed the first systematic program for educating mentally retarded children and conducted studies with Victor, the "Wild Boy of Aveyron", to teach him language and social skills. His work demonstrated the importance of early intervention and influenced later theorists. Maria Montessori was the first female physician in Italy who developed an educational method focused on fostering independence, respecting critical periods of development, and following the child's natural interests through hands-on learning materials. Jean Piaget was a Swiss psychologist who studied cognitive development in children and proposed that it occurs through four distinct stages as they interact
Progressive education in the United States underwent several shifts from 1920 to 2000. Initially led by administrative progressives, schools adopted a hierarchical structure and standardized testing. In the 1950s, critics argued schools failed to adequately educate students, leading to a focus on basics. Alternative models like open classrooms emerged in the 1970s as more child-centered approaches. Today, pockets of progressive practices remain through hybrid models and school choice options.
History of Higher Education in the United States TimelinePamela Kidd
In the United States, Higher Education began as a way to establish one's social standing. It wasn't until the Industrial Age that Higher Education was expected to help students enter the job market. This timeline highlights these important periods of transformation in the history of Higher Education in the United States.
More than 1 million students with disabilities were denied access to public schools in the US by the mid-20th century. Jean Marc Gaspard Itard is considered the father of special education, as he was the first to educate a "wild child" in France in the early 1800s, helping to prove those with disabilities could learn. His student Edouard Seguin brought these techniques to the US in 1848. Major laws such as the Education for All Handicapped Children Act of 1973 and the Americans with Disabilities Act of 1990 ensured equal access to education and non-discrimination for those with disabilities.
Dr. Suzuki developed the "Mother Tongue Method" for teaching music based on observations of how children naturally learn their native language from parents with enthusiasm and repetition. He applied this method in early experiments teaching violin to children in Japan, which showed they progressed well and enjoyed learning. Later, Dr. Suzuki founded the Talent Education Institute with a philosophy that all children can develop abilities through nurturing environments without tests or failure. He argued this approach prevents dropouts and helps children reach their potential by building confidence through easy initial lessons with no mistakes.
The document discusses the major changes in American education from the Progressive Era at the beginning of the 20th century to the present day, including the emergence of compulsory schooling, expanded curriculums, and the development of teachers' organizations like the NEA and AFT. It also examines key events like the Soviet launch of Sputnik that influenced education reform, as well as the landmark Brown v. Board of Education Supreme Court decision that mandated desegregation of schools.
This document discusses the major changes in American education from the early 20th century through the present. It describes how education became compulsory nationwide by 1918 and began incorporating new subjects beyond basic academics. Significant events like the founding of teachers' organizations like the NEA and AFT helped professionalize teaching, while the Supreme Court's 1954 Brown v. Board of Education ruling declared racial segregation in public schools to be unconstitutional.
The curriculum in the Philippines has evolved over time through different periods of history. During the pre-Hispanic period, education was oral and practical, aiming to prepare children for adulthood. In the Spanish period, friars managed parochial schools that spread Christianity through basic education. The American period established a public school system and abolished religious instruction. Today, the K-12 program provides mother-tongue based education through junior and senior high school, allowing students to choose between academic or vocational tracks.
The document discusses the history and evolution of child care systems in Greece from the 1800s to present day. It traces the development of early child care centers and kindergartens in Greece from 1839 to becoming integrated into primary education by 1929. It also outlines the roles of early childhood educators in Greece, which include following a High/Scope model where children and teachers actively learn, as well as requirements for caregiver training. Finally, it compares availability and accessibility of child care options between Greece and Ontario, noting programs that are accessible to families needing financial assistance for child care.
Teaching profession (Historical Perspective of Philippine Educational System)Franzelle Mae Lignes
Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.
Presentation includes historical trivia and information about presenter's role as Kindergarten teacher and information about 5 and 6 year olds' cognitive processing.
The document provides a history of education in America from early colonial times to the present day public school system. It discusses how education evolved from being limited to wealthy families to becoming compulsory and publicly funded for all citizens. Key figures and developments discussed include the establishment of common schools by Horace Mann in the 1800s, the rise of kindergartens and standardized grade levels, and goals of modern public education which include developing well-rounded students with critical thinking skills.
This chapter discusses the rise of scientific management in schools in the early 20th century. Key points:
- Schools aimed to be managed by trained experts rather than local politics to create a meritocratic system. This reduced public control over schools.
- Intelligence tests developed for the military were adopted by schools and seemed to confirm racial hierarchies, influencing immigration policy.
- The 1924 Immigration Act imposed quotas that restricted immigration based on national origins from the 1910 census, largely closing immigration.
- Special classrooms increased for students seen as "backward" but emphasized segregation rather than support for disabilities. Overall support has increased since then.
Narrative Report on Children's Month 2021.pdfwena henorga
The document discusses Dulangan National High School's observance of National Children's Month in November. It aims to stimulate advocacy and public awareness on upholding children's rights amid COVID-19 by intensifying knowledge of children's rights, promoting child-friendly environments, providing discourse on children's issues, empowering children, and equipping duty-bearers. Some activities discussed include a feeding program that provided meals to 46 children and selling affordable vegetables from the school garden. The school utilized various media to educate the public and adhered to health protocols during activities.
History of the study of child developmentNorthside ISD
Parenting styles have evolved significantly over time. Historically, children were viewed as the property of their parents and expected to obey without question. As views changed, the authoritarian style gave way to authoritative and permissive approaches that consider children's input and independence. Today, children are seen as individuals deserving nurturing environments to grow and learn at their own pace through play and exploration.
The child-study movement of the late 19th to early 20th century sought to reform public schools based on scientific findings about child development. Inspired by Jean-Jacques Rousseau's ideas, researchers like G. Stanley Hall collected data on children to establish norms and advocate for a more child-centered approach. While music educators did not directly participate, the movement influenced textbooks and appreciation of developmental stages. It highlighted the need for developmentally appropriate practices and viewing children as individuals.
The 1920s saw the beginning of major reforms and developments in education in America. Several important organizations were founded, including the Progressive Education Association in 1919 to reform schools, and the International Council for Exceptional Children at Columbia University in 1922 to advocate for students with disabilities. Significant studies were also conducted during this time on topics like reading and child development. The SAT was first administered in 1926. However, the Great Depression in 1929 had severely negative impacts on education, with funding cuts leading to school closures and layoffs.
This document provides a timeline of major events and figures in the history of US education from 1635 to 1975. Some key developments include the establishment of the first Latin grammar school in Boston in 1635, Harvard College in 1636, and Thomas Jefferson's proposal for a two-track educational system in 1779. Major educational philosophers mentioned include John Locke, Benjamin Franklin, Noah Webster, and Johann Pestalozzi. The timeline also notes milestones in special education, the establishment of public school systems, and important court cases around desegregation and disability rights.
Branch Robert M National Agenda Minority Teacher Recruitment(4)William Kritsonis
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
This document summarizes a Texas Supreme Court case regarding a high school baseball team that played with an ineligible player. The UIL ruled that the team had to forfeit those games, preventing them from qualifying for the state tournament. The school district sued and a trial court ordered the UIL to schedule a playoff game instead. The UIL sought a writ of mandamus, arguing the trial court overstepped. The Supreme Court held that the right to extracurricular activities is not fundamental, the trial court abused its discretion in interfering with the UIL decision, and the UIL had no other remedy since the tournament was ongoing.
Johnson clarence_banning_cell_phones_on_public_school_campuses_in_americaWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
The document discusses student attendance policies and the instructional program in Texas schools. It addresses compulsory attendance laws, required curriculum, student assessment, accountability, special student groups including at-risk, bilingual, gifted and abused students. It also discusses extracurricular activities, copyright law, internet use policies, and the removal of objectionable materials from school libraries.
The document discusses the history and legal framework of student drug testing in US public schools. It notes that the Supreme Court ruled in 1995 that drug testing student athletes is constitutional and that the No Child Left Behind Act of 2002 allowed federal funding for random student drug testing. However, the document also clarifies that state laws vary and may provide greater student privacy protections than federal law. It advises that while the Supreme Court has permitted drug testing of students in extracurricular activities, schools are not required to implement such testing and it did not rule on testing other groups of students or those in elementary schools.
This document discusses guidelines for conducting searches of students by school administrators. It covers personal searches, locker searches, automobile searches, and interacting with law enforcement. Key points include having a witness present during searches, following proper procedures to maintain chain of custody of any evidence, and developing protocols with local law enforcement regarding questioning students and responding to various criminal incidents on campus. Developing clear policies and cooperating with police can help reduce conflicts that may arise.
Dr. William Allan Kritsonis, School Law, Use of School Facilities, Religous Rights of Teachers, Religous Freedom of Expression, Religous Rights in Schooling, Due Process, Freedom of Expression, School Prayers, Termination, Due Process
Dr. William Allan Kritsonis, PhD Dissertation Committee for Dr. Melody Wilson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Donald Ray Brown, Jr., PhD Dissertation Proposal Defense, Dr. William Allan K...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Donald Ray Brown, Jr., PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. Cheng Chieh Lai, PhD Dissertation Defense, Dr. David E. Herrington, Disse...William Kritsonis
This dissertation examines the effectiveness of computer assisted language learning (CALL) programs for enhancing English learning among students with limited English proficiency. The author conducted a study using quantitative and qualitative methods to collect data from 329 limited English proficiency students and 7 English as a second language instructors. The study aimed to understand how student backgrounds like native language, gender, age, and education level influence perceptions of the usefulness and ease of use of CALL programs. It also explored the advantages, disadvantages, roles, and expectations of CALL programs from the perspectives of both students and instructors. The findings provide insights for educational leaders on integrating technology into English instruction programs.
This study examined retention rates of first-time students at 2-year public, private non-profit (independent), and private for-profit (proprietary) institutions using data from the Integrated Postsecondary Education Data System (IPEDS). The study found that private 2-year institutions, whether proprietary or independent, had higher retention rates of full-time first-time students than public institutions. Full-time students also had higher retention rates than part-time students across all institution types. The study used multivariate analysis of variance to test for differences in retention rates between institution types.
The document discusses different educational philosophies and provides definitions for key terms related to philosophy. It begins by outlining some basic philosophies like idealism and realism. It then discusses specific educational philosophies such as essentialism, progressivism, pragmatism, and existentialism. The document also provides definitions for analytical philosophy, axiology, behaviorism, epistemology, metaphysics, ontology, and other terms relevant to the study of educational philosophies.
This document provides guidance on developing institutional effectiveness and assessment plans. It begins with an introduction to assessment planning at Prairie View A&M University, including the creation of an assessment coordinator position. It then discusses the purpose of assessment and institutional effectiveness in meeting accreditation standards. Finally, it outlines Prairie View A&M University's mission, core values, goals, and a brief history to provide context for developing effective assessment plans.
The document discusses student rights regarding religion on campus. It outlines that there is no explicit separation of church and state in the Constitution, rather it was mentioned in a letter. The First Amendment establishes freedom of religion. Students have the right to pray, hold bible studies as long as it doesn't interfere with school activities according to the Equal Access Act of 1984. Students can also carry bibles and wear religious clothing or symbols on campus grounds.
The document discusses sexual harassment in education workplaces. It provides background on relevant legislation including Title VII, Title IX, and the 14th Amendment. It defines sexual harassment as unwelcome sexual conduct that creates a hostile environment. There are two types of sexual harassment: quid pro quo, where favors are demanded in exchange for benefits, and hostile environment, involving severe or pervasive unwelcome sexually oriented conduct. The document outlines responsibilities of schools and individuals to prevent harassment, noting schools can be liable for deliberate indifference to known harassment.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge and skills.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
1) A high school student was suspended for 10 days for creating a "Top 10" list ridiculing his school's athletic director that he wrote and emailed at home to other students.
2) The student sued the school district alleging violation of his free speech and due process rights.
3) The US District Court ruled in favor of the student, finding that the list did not disrupt school operations and the school's policy against abuse was overly broad and vague. The court set boundaries for what speech a school can punish.
1) A high school student was suspended for 10 days for creating a "Top 10" list ridiculing his school's athletic director that he wrote and emailed at home to other students.
2) The student sued the school district alleging violation of his free speech and due process rights.
3) The US District Court ruled in favor of the student, finding that the list did not disrupt school operations and the school's policy against abuse was overly broad and vague. The court set boundaries for what speech a school can punish.
R E L I G O U S R I G H T S O F T E A C H E R S I N T H E S C H O O L E NWilliam Kritsonis
William Allan Kritsonis, PhD
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
FERPA, also known as the Family Educational Rights and Privacy Act, is a US federal law that protects the privacy of student education records. It requires educational institutions receiving federal funds to annually notify students of their rights to access, amend, and consent to disclose their records. FERPA applies to all schools from elementary through postsecondary level. It defines directory information like name and address that can be disclosed without consent, and non-directory information like grades and social security numbers that require student consent to be shared. Landmark court cases have established that individuals cannot sue for damages due to FERPA violations but schools can lose federal funding for noncompliance.
Ch. 6 Early Childhood Schooling in America - Dr. William Allan KritsonisWilliam Kritsonis
Early childhood education programs have evolved since the 19th century due to the influences of important thinkers. Current programs include preschools, child care centers, family day care, and employer-sponsored care. Issues include determining appropriate curricula and teaching methods for kindergarten, funding for early education, and involving parents in the education process.
The document discusses key events and developments in education between 1900-1950. Some highlights include:
- In the early 1900s, higher education institutions were established in the US to promote higher standards for universities.
- Mary McLeod Bethune founded a school for African American girls in 1904 that later merged and became Bethune-Cookman University.
- Alfred Binet and Theodore Simon created the Binet-Simon intelligence test in 1905 to identify students with mental retardation.
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2. SCHOOLING (2002)
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CHAPTER 6–EARLY CHILDHOOD SCHOOLING IN AMERICA
A. OVERVIEW
This chapter presents information regarding educational activities for children
younger than traditional school-age children. Also discussed is the history of the
development of early childhood education and current services.
B. KEY TERMS–DEFINITIONS
ADVOCACY - professionals in education who are politically active in efforts
to change public policy that affects young children and their families.
CHILD CARE CENTER OR DAY CARE CENTER - centers that provide
care for young children. Most child care center goals are one or more of the
following:
a. to provide for the education and care of young children;
b. to provide child care for working parents;
c. to enhance the intellectual, social, physical, and emotional development
of the children;
d. to provide education and support services for parents.
COMPENSATORY - programs for early childhood education that focus on
planned intervention in the younger years and have shown positive benefits lat-
er in life.
DISABLED CHILDREN - children who are handicapped, physically or men-
tally, and are at risk or show a developmental delay.
EARLY CHILDHOOD EDUCATION - the education of children from birth
to age 8.
EMPLOYER SPONSORED SCHOOLS - according to some researchers, this
is the fastest growing type of child care. Employers have learned that providing
day-care services to employees results in many advantages to the company’s
productivity, image, and employee morale.
FAMILY DAY CARE - an alternative to center care and serve a small group of
children in a home setting.
FEDERAL INVOLVEMENT - the creation of the Children’s Bureau in 1912
marks the first federal involvement in promoting the health, education, and
welfare of young children. During WWII, the Lanhan Act established child
care centers in war industry areas. In 1959, the Department of Health Educa-
tion and Welfare was established. In 1972, a comprehensive child care services
bill was passed.
3. CHAPTER 6–EARLY CHILDHOOD SCHOOLING IN AMERICA
PAGE 188
FROEBEL - Friedrich Wilhelm August Froebel was a German-born educator
who was called the “Father of Kindergarten.” He believed that activity was the
basis for knowing and that play was an essential component for learning. His
concept of how children learned was based on the idea of natural unfolding and
that the educator’s roll was to observe this unfolding process and provide activ-
ities that helped the child learn what he was ready to learn.
HEAD START - this program started in 1965 as an eight-week summer pro-
gram but soon grew into a full-year program. Through Head Start, early child-
hood education was viewed as a vehicle for school improvement and social
change. This program is primarily directed to low socio-economic level chil-
dren.
J. OBERLIN - Johann Freidrick Oberlin, a Protestant minister, developed the
earliest reported school for young children in 1767.
KINDERGARTEN - a curriculum and methodology developed by Froebel for
young children.
NURSERY SCHOOL - first established by Margaret McMillan in London in
1911. The nursery school stressed health and nutrition, perceptual motor skills,
the development of the imagination, and outdoor play and work. The role of
the teacher was to nurture opportunities for creativity and play.
PESTALOZZI - Johan Heinrich Pestalozzi was a Swiss educator who was
greatly influenced by the romantic philosopher, Rousseau. Pestalozzi believed
the best way to learn many concepts was through manipulative experiences.
PIAGET - Jean Piaget contributed his theory of cognitive development that
uses four stages of cognitive development:
a. Sensorimotor - birth to 18 months or 2 years;
b. Preoperational - 2 to 7 years;
c. Concrete operations - 7 to 12 years;
d. Formal operations - 12 to 15 years.
Piaget also found that children use three processes to organize their experi-
ences into a framework for thinking:
a. assimilation;
b. accommodation;
c. equilibrium.
Jean Piaget was a Swiss scientist who studied the developmental psychology of
children. He was also a recognized zoologist and genetic epistemologist. He
4. SCHOOLING (2002)
PAGE 189
made contributions to philosophy, religion, sociology, logic, mathematics, and
psychology.
P.L. 99-457 - 1986 - the Education of the Handicapped Act Amendment was
legislation affecting the needs of special-needs youngsters. This law recognizes
the importance of family services in meeting the needs of the pre-school child.
The law allows for greater family participation in the education process. It also
established new federal initiative to assist states in developing and implement-
ing comprehensive programs for young children with special needs.
PRE-KINDERGARTEN - most of these programs are part-day and target at-
risk four-year-olds. They generally are administered by the state departments
of education and provided by the local school districts.
PRESCHOOL - sometimes called nursery schools, preschools have historical-
ly been half-day programs. They traditionally focus on the social and emotion-
al needs of the children. Today they focus on the intellectual development of
the child and sponsorship is often assumed by colleges, universities, and other
educational institutions that provide a laboratory setting in which to train stu-
dents.
C. SOME PRECEDING THOUGHTS
1. What are the purposes of early childhood education programs?
The education of children from birth to age eight is the purpose of early
childhood education. The purpose and focus of these programs has varied
greatly among sponsors. Programs have been sponsored by institutions,
agencies, government, and other groups. Federal, state, and local govern-
ments, parent groups, churches, private entrepreneurs, businesses, and in-
dustries have provided programs for young children.
2. How did the field of early childhood education emerge?
Early childhood education dates back to the 19th century. Early childhood
education as a field could not emerge until the concept of childhood as a
developmental period was accepted. Prior to the 16th and 17th centuries,
children were regarded as little adults and were given no special considera-
tion or treatment.
3. What leading thinkers influenced programs for young children?
Plato - development of a ruling class of people with strong values.
Aristotle - a person’s merits should determine his status.
5. CHAPTER 6–EARLY CHILDHOOD SCHOOLING IN AMERICA
PAGE 190
Martin Luther - believed all people were equal before God; believed edu-
cation should follow the course of nature; recommended that teachers
make learning easy and pleasant.
Jean-Jacques Rousseau - believed a child can become autonomous and
self-directed based on his philosophy. Some historians of education point
to his work as the dividing line between historical and modern periods of
education.
Johann Heinrich Pestalozzi - best way to learn many concepts was
through manipulative experiences.
Johann Friedrich Oberlin - developed earliest reported school, especially
for young children known as the “knitting school.”
Robert Owen - established the Infant School in 1816. Some of the prac-
tices originating in Owen’s schools still can be found in today’s programs
for young children. These include child-chosen activities, learning through
play, and a nurturing atmosphere guided by a non-punitive teacher.
Friederick Froebel - “Father of Kindergarten” whose curriculum included
a set of “gifts and occupations” designed to enhance development of the
senses and symbolize unity with God. Also established an institute to train
young women to teach kindergarten.
John Dewey - “child centered curriculum” and “child centered schools”;
stressed daily living activities; believed teachers should use the interests of
children as a source for subject matter and as a catalyst for learning skills.
Maria Montessori - concluded that intelligence was not fixed and could
be shaped by the child’s experiences. Her ideas of creating a child-sized
environment and her focus on using sensory materials were adopted in ear-
ly childhood education programs throughout the world.
Jean Piaget - devoted many years to studying the way children think;
found that children construct knowledge about their world through real ex-
periences and through manipulating, changing, and adapting information.
Framework for thinking:
a. assimilation–integration of new information into existing structures;
b. accommodation–changing or modifying the scheme or structures to re-
flect the child’s understanding of the world;
c. equilibrium–successful balancing of assimilation and accommodation.
6. SCHOOLING (2002)
PAGE 191
The Four Stages of Cognitive Development
a. Sensorimotor;
b. Preoperational;
c. Concrete operations;
d. Formal operations.
4. What influenced federal involvement in early childhood education
programs?
The Children’s Bureau established in 1912 was an investigative and re-
porting office. Except for some work relief programs under Franklin De-
lano Roosevelt (FDR), there was no federal involvement until WWII when
the Lanhan Act was passed to establish child care centers in industry areas.
When the war ended, the government withdrew its involvement. Since
then, the focus has been on providing assistance to families unable to ade-
quately care for their children. Then in 1965, Head Start began.
5. What were the goals of compensatory early childhood education pro-
grams?
a. improve physical health and abilities;
b. help social and emotional development;
c. improve mental processes and skills;
d. establish patterns and expectations of success;
e. increase capacity to relate positively to family members while at the
same time strengthening the family’s stability and capacity to relate
positively to the child;
f. develop a positive attitude toward society and foster constructive op-
portunities for society to work together with the poor in solving their
problems;
g. increase the sense of dignity and self-worth within child and family.
6. What types of current programs are available for young children?
Child Care Centers - sponsored by various agencies or individuals either
as employee benefits or for profit. Serve children from six weeks to after
school care for older children.
Family Day Care Homes - serves a small number of children in group
care; provides more toddler care than any other group.
Preschools or Nursery Schools - historically, half-day programs focused
on the social and emotional needs of the children.
7. CHAPTER 6–EARLY CHILDHOOD SCHOOLING IN AMERICA
PAGE 192
Employer-Sponsored Programs - currently the fastest growing type of
child care. Reasons employers consider providing child care include:
a. reduce employee turnover;
b. reduce absenteeism;
c. increase productivity;
d. enhance morale;
e. improve recruitment;
f. enhance the company’s image.
Public School Kindergarten - since 1986, all 50 states now serve five-
year-olds in public schools, but there is a tremendous diversity in the pro-
grams.
7. What are the current issues in early childhood education programs?
a. the education of the whole child; the role of play in learning; the belief
in universal education; individual freedom in learning;
b. should kindergarten be compulsory? Full day? And what should we
teach?
c. recent trends to incorporate developmentally inappropriate teaching
strategies such as workbooks, ditto sheets, and formal reading groups,
as well as academic skill oriented curriculum content in kindergarten
raise serious concerns;
d. developmentally appropriate educational experiences; the need for a
national child care bill.
D. DISCUSSION QUESTIONS AND EXERCISES
1. What are the trends in public school kindergarten and pre-kinder-
garten programs?
A growing body of research has emerged recently affirming that children
learn most effectively through a concrete, play-oriented approach to early
childhood education.
During the last decade, funds for early childhood programs have decreased
even as a greater awareness of the benefits of good quality programs for
young children has occurred. While the federal government has generally
reduced its support for young children’s programs, the states have recog-
nized the need to fund programs for pre-kindergartners.
8. SCHOOLING (2002)
PAGE 193
2. What is the most accepted practice concerning parent involvement in
programs for young children?
Traditionally, parental involvement in the educational process was some-
what vague and restricted. Professionals are now viewing parents as an un-
tapped resource in working with young children.
E. REVIEW ITEMS
True-False
1. Two of the earliest influences on current practice were Plato and Aristotle.
2. Child care legislation in the 1980s has taken the form of “comprehensive
bills.”
3. The purpose and focus of programs has been the same among sponsors.
4. Family day care homes serve more school-age children than infants and
toddlers.
5. By 1979, 80% of the states in the United States were serving pre-kinder-
garten children in public schools.
Multiple Choice
1. The person who has been called the “Father of Kindergarten” is _______.
a. Comenius b. Pestalozzi c. Rousseau d. Froebel
2. Jean Piaget is remembered for his theory of _______.
a. social and emotional development b. moral development
c. cognitive development d. physical development
3. The objectives of Head Start include all of the following except.
a. improving the child’s health
b. facilitating the child’s social and emotional development
c. teaching children to read
d. improving the child’s mental processes
4. The enactment of P.L. 99-457 demonstrates _______.
a. commitment to parent involvement
b. commitment to school-age child care
c. commitment to special needs children
d. commitment to the teaching profession