curriculum, standards, and testing
DESCRIPTION
6. Curriculum, Standards, and Testing. EDUCATIONAL TIME LINE. 6.1. EDUCATIONAL TIME LINE (continued). 6.2. HIDDEN CURRICULUM?. 6.3. Student Generated Responses: What else did you learn in school?. GRADE LEVEL Elementary Middle High School. “HIDDEN” LESSONS. - PowerPoint PPT PresentationTRANSCRIPT
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Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
TEACHERS, SCHOOLS,AND SOCIETYNINTH EDITION
DAVID MILLER SADKERKAREN R. ZITTLEMAN
Curriculum, Standards, and Testing6
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
EDUCATIONAL TIME LINE
TIMEEDUCATIONAL PHILOSOPHY FOCUS OF CURRICULUM
Seventeenth Century
“Two Rs” Secondary education for males only; reading and religion
Eighteenth Century
Life in the present Reading, religion, morality, writing, and arithmetic; vocational skills; academy open to females
Nineteenth Century
Secular education Secondary education in Latin or English curriculum
Early Twentieth Century
Progressive education Creative expression; junior high school developed; secondary education for all students
6.1
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
EDUCATIONAL TIME LINE (continued)
TIMEEDUCATIONAL PHILOSOPHY FOCUS OF CURRICULUM
1940s-1960s Discipline-oriented Congress funded programs in science, math, languages, and guidance
1960s-1970s Social concern and humanistic education
Gender-based courses; multiethnic curricula
1980s Back to basics Academic subjects emphasized; increased discipline; elimination of electives; competency exams
1990s Widening of the corecurriculum
Expansion of the core curriculum to include more people of color and women
Current _____________ ________________
6.2
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
HIDDEN CURRICULUM?
GRADE LEVEL
Elementary
Middle
High School
“HIDDEN” LESSONS
Student Generated Responses: What else did you learn in school?
6.3
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
THE IMPORTANCE OF EXTRACURRICULAR ACTIVITIES AND ACADEMIC SUBJECTS
National Totals %
No Children in School
%
Public School Parents
%
As important as academic subjects
42 40 46
A supplement to academic subjects
56 58 52
Don’t know 2 2 2
Do you consider extracurricular activities as important as the academic subjects, or do you consider them as only a supplement to the academic subjects?
Source: Lowell C. Rose and Alec M. Gallup (2000), The 32nd Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools, http://www.pdkintl.org/kappan/kpol0009.htm#1a
6.4
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
SHAPING THE CURRICULUM
Figure 6.1
6.5
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
WHO AND WHAT SHAPE THE CURRICULUM?
WHO & WHAT
1. Students
2. Parental and community groups
3. Teachers
4. Administrators
5. Federal government
6. State government
7. Local government
8. Colleges and universities
9. Standardized tests
10. Education commissions andcommittees
11. Professional organizations
12. Special interest groups
EXAMPLES OF HOW
Student Generated Responses
6.6
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
THE DIGITAL DIVIDE ON COMPUTER USE
Source: National Center for Education Statistics, Digest of Education Statistics, 2008 (Issued March 2009).
6.7
Figure 6.2
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
TEXTBOOK ADOPTION STATES6.8
Figure 6.3
Source: American Association of Publishers, Washington, DC, 2009.
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
FORMS OF BIAS
BIAS
Invisibility
Stereotyping
Imbalance/selectivity
Unreality
Fragmentation/isolation
Linguistic bias
Cosmetic bias
EXAMPLES
Student Generated Responses
6.9
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
THREE TYPES OF STANDARDS
1. Content standards
2. Performance standards
3. Opportunity-to-learn standards
Student Generated Responses
6.10
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
WHEN STUDENTS DO POORLY
• The schools failed to prepare students.
• Something was wrong with the test design.
• The students lack ability.
• Don’t know.
How do we vote?
If students in your district did poorly on a standardized test, which might be your reaction?
6.11
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
NO CHILD LEFT BEHIND (2001)
• Annual testing
• Adequate yearly progress (AYP)
• Report cards
• Highly qualified faculty
• What other areas of the law are less well known?
6.12
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
SEVEN REASONS WHY STANDARDIZED TESTS ARE NOT WORKING
1. At-risk students placed at greater risk
2. Lower graduation rates
3. Higher test scores do not mean more learning
4. Standardized testing shrinks the curriculum
5. Test errors
6. Teacher stress
7. What’s worth knowing?
6.13
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
TEACHING TO THE TEST6.14
Source: Education Week, Quality Counts, 2001.
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
TEACHER STRESS6.15
Figure 6.4
Source: A female teacher with a literature specialty teaching in a suburban elementary school. http://ganesh.ed.asu.edu/aims/view_image.php?image_id=72&grade_range_id=3
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
DO YOU BELIEVE IN EVOLUTION?6.16
Figure 6.5
Source: “Trend Lines: Acceptance of Evolution,” The Washington Post, January 16, 2007.
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.
EXAMPLES OF CENSORSHIP
Mary Rodgers’ Freaky Friday: “Makes fun of parents and parental responsibility.”
Plato’s Republic: “This book is un-Christian.”
Jules Verne’s Around the World in Eighty Days: “Very unfavorable to Mormons.”
William Shakespeare’s Macbeth: “Too violent for children.”
Fyodor Dostoyevsky’s Crime and Punishment: “Serves as a poor model for young people.”
Herman Melville’s Moby Dick: “Contains homosexuality.”
Anne Frank’s Diary of a Young Girl: “Obscene and blasphemous.”
E. B. White’s Charlotte’s Web: “Morbid picture of death.”
J. R. R. Tolkien’s The Hobbit: “Subversive elements.”
Roald Dahl’s Charlie and the Chocolate Factory: “Racist.”
Mark Twain’s The Adventures of Huckleberry Finn: “Racism, insensitivity, and offensive language.”
Webster’s Dictionary: “Contains sexually explicit definitions.”
Justin Richardson and Peter Parnell’s And Tango Makes Three, for being anti-ethnic and anti-family, homosexuality, religious viewpoint, unsuited to the age group.
Philip Pullman’s His Dark Materials trilogy for the political viewpoint, religious viewpoint, and violence.
Alvin Schwartz’s Scary Stories for occult/satanism, religious viewpoint, and violence.
6.17