This document summarizes key concepts about schools and education from Chapter 2. It discusses the differences between education and schooling, the role of culture and society, the purposes of schools, experiences of students at different grade levels, and characteristics of effective schools. The summary provides an overview of the main topics covered in the chapter in 3 sentences: The chapter discusses the differences between education and schooling, the influence of culture and society on schools, the intellectual, civic, economic and social purposes of schools, how the roles of teachers and experiences of students vary between elementary, middle, and high school levels, and characteristics of effective schools such as high expectations, teacher collaboration, and parental involvement.

1. Chapter Two
What Is a School
and What is it For?

2. Education v. Schooling
Education Schooling
• A process of human • A specific, formalized
growth by which one process, whose general
gains greater pattern traditionally varies
understanding and little from one setting to
control over oneself and the next.
one’s world.
© 2009 Wadsworth, Cengage Learning 2|2

3. Society and Culture
Culture Society
• Beliefs about what is right • Grouping of individuals
and wrong, good and bad bound together by a
• Dominant ideas, stories variety of connections
and myths, artistic works • Connections might be
• Social habits and shared geographic space
organizations or similar racial features
• Language and the ways • What really connects
people use it in people is their shared
relationship to one culture
another
© 2009 Wadsworth, Cengage Learning 2|3

4. School Culture
• Can be positive or negative
• A strong, positive school culture engages the
hearts and minds of children, stretching them
intellectually, physically, morally, and socially
• Children socialized to school culture
– Compliance
– Competition
© 2009 Wadsworth, Cengage Learning 2|4

5. Schools: Transmitters or Re-creators of
Culture?
Transmitters Re-Creators
• School as acculturator • Social reconstructionists
• Learn prevailing ways; – Economic
conflict discouraged – Democratic
• Can diminish diversity • Schools can be used as
tools for oppression
• Train students as agents
of change
© 2009 Wadsworth, Cengage Learning 2|5

6. Four Basic
Purposes of School
• Intellectual Purposes - “brainwork” and the
development of reason
• Political and Civic Purposes - training responsible,
informed citizens
• Economic Purposes - preparing future workers
• Social Purposes - “adapt the child to the social milieu”
© 2009 Wadsworth, Cengage Learning 2|6

7. Teachers’ Roles in
Elementary Schools
• Gatekeeper
• Dispenser of Supplies
• Granter of Special Privileges
• Timekeeper
© 2009 Wadsworth, Cengage Learning 2|7

8. Students’ Experiences in
Elementary Schools
• Waiting/Delayed Gratification
• Denial of Desire
• Interruptions
• Social Distraction
© 2009 Wadsworth, Cengage Learning 2|8

9. Junior High and Middle Schools
Many grade configurations, related to
• Goals of school
• Curriculum offerings
• Instruction
• School, class size
• Class and staffing patterns
• Teacher licensing
© 2009 Wadsworth, Cengage Learning 2|9

10. Seven Key
Developmental Needs of Early Adolescents
1. Positive social interaction with adults & peers
2. Structure and clear limits
3. Physical activity
4. Creative expression
5. Competence and achievement
6. Meaningful participation in families, school, &
communities
7. Opportunities for self-definition
© 2009 Wadsworth, Cengage Learning 2 | 10

11. Life in High Schools
• Remarkably similar across the country
• Classroom instruction little changed since 1890s
• Schools expected to serve many purposes
© 2009 Wadsworth, Cengage Learning 2 | 11

12. The “Shopping Mall”
High School
• Emphasis on “consumer choice,” providing students a
wide variety of classes
• Varying levels of seriousness among student
“customers”
• Teachers offer “bargains” to keep the peace in class
• “Specialty shops” provide attention to some students, but
average students may be ignored
© 2009 Wadsworth, Cengage Learning 2 | 12

13. Characteristics of Effective Schools
• Teachers have high, “can do” expectations
• Teachers communicate and are good colleagues
• Teachers are task-oriented
• High academic engaged time
• Teachers effectively manage student behavior
• Principal provides instructional leadership
• Parents are involved
• Calm, safe, orderly, pleasant environment
© 2009 Wadsworth, Cengage Learning 2 | 13

14. VIDEO CASE: Parental Involvement in School
Culture
© 2009 Wadsworth, Cengage Learning 2 | 14