Ppt chapter 2

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Ppt chapter 2

  1. 1. Chapter Two What Is a Schooland What is it For?
  2. 2. Education v. SchoolingEducation 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. 3. Society and CultureCulture 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. 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. 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. 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. 7. Teachers’ Roles in Elementary Schools• Gatekeeper• Dispenser of Supplies• Granter of Special Privileges• Timekeeper © 2009 Wadsworth, Cengage Learning 2|7
  8. 8. Students’ Experiences in Elementary Schools• Waiting/Delayed Gratification• Denial of Desire• Interruptions• Social Distraction © 2009 Wadsworth, Cengage Learning 2|8
  9. 9. Junior High and Middle SchoolsMany 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. 10. Seven KeyDevelopmental Needs of Early Adolescents1. Positive social interaction with adults & peers2. Structure and clear limits3. Physical activity4. Creative expression5. Competence and achievement6. Meaningful participation in families, school, & communities7. Opportunities for self-definition © 2009 Wadsworth, Cengage Learning 2 | 10
  11. 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. 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. 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. 14. VIDEO CASE: Parental Involvement in School Culture© 2009 Wadsworth, Cengage Learning 2 | 14

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