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Ppt chapter 2
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
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