EDFD 7305:OID; 51D; 52D HISTORY OF AMERICAN EDUCATION
3 Semester Hours
Spring Semester 2001
Instructor: Thomas A. Peterson, Ed.D.
Office Location: 135 Education Annex
Office Hours: By appointment
Telephone: (678) 839-6128 (office)
FAX: (678) 839-6097
Distance Support: http://www.westga.edu/~distance/webct3/main/help.html
A Survey of the development and patterns of public education in this country. This course meets via GSAMS - a two-way interactive video-conferencing system.
Through this course students will demonstrate progress in the achievement of two NBPTS propositions that form the conceptual framework for advanced preparation programs in the College of Education. This course will enable the student to begin the development of a portfolio that could be submitted for National Board certification.
Proposition #4: Educators think systematically about their practice and learn from experience. Graduates will identify historical pattern and reform efforts in education.
Proposition #5: Educators are members of learning communities. The graduates will recognize their role as part of a community seeking truth.
1. understand major historical periods and consider influences upon American educational thought and practice. (Cremin, 1961; Rippa, 1992; Kaestle, 1983).
2. study patterns of 20th Century American educational practices. (Cremin, 1961; Dewey, 1916; Good, 1962; Perkinson, 1995; Rippa, 1992; Tyack, 1974),
3. examine the ideals of democratic life and the relationship to the mission of public education in contrast to the realities of social and political inequities. (Cremin, 1961; Dewey, 1916; Greene, 1988; Perkinson, 1995; Tyack, 1974),
4. explore personal history in relation to shared history. (Greene, 1988).
5. recognize the importance of the story form as a means of communication, teaching and learning. (Schank, 1995).
Aronowitz, S. & Giroux, H. (1985) Education under siege: The conservative, liberal and radical debate over schooling. New York: Bergin & Gravey.
Cremin, L (1990) Education and its popular discontents: Progressivism in American education, 1876-1957. New York: Random House [Vintage Books].
Crentin, L. (1961) The transformation of the school: Progressivism in American education, 1876-1957. New York: Vintage.
Dewey, John. (1916) Democracy and education: An introduction to the Philosophy of education. New York: Macmillan.
Good, Harry, and James, Teller. (1973) A history of American education. 3rd ed. New York: Macmillan.
Goodlad, John 1. (1984) A place called school. New York: McGraw-Hill.
Green, Maxine. (1988) The dialectic of freedom. New York: Teachers College Press.
Kaestle, Carl F. (1983) Pillars of the republic: Common schools and American society, 1780- 1860. New York: Hill & Wang.
Kozol, Jonathan. (1990) The night is dark and I am far from home. new, revised edition. New York: Simon & Schuster Inc.
Pai, Y. and Adler, S. (1997). Cultural foundations of education. Second edition. Upper Saddler River, NJ: Merrill.
Perkinson Henry J. (1991) The imperfect panacea: American faith in education 1865-1990.
New York: McGraw-IEII, Inc.
Postman, Neil. (1985) Amusing ourselves to death. NY: Viking Penguin Inc.
Pulliam, John D. (1995) HistoEy of education in America. 6th edition. Englewood Cliffs, New Jersey: Prentice-Hall, Inc..
Rippa, Alexandera S. (1992) Education in a free society: An American history. New York: Longman Publishing Group.
Shannon, Shannon. (1989) Broken promises: Reading instruction in twentieth-century America. New York: Bergin & Gravey.
Spring, Joel. (1998) American education: An introduction to social and political aspects. New York: Longman.
Spring, Joel. (1994) The American school: 1642-1985. 3rd ed. New York: McGraw-Hill. Spring, Joel. (1988) Conflict of interests: The politics of American education. 2nd edition. New York: Longman
Spring, Joel. (1992) Images of American life: A history of ideological management in schools., movies, Radio, and Television. Albany, New York: State University of New York Press.
Spring, Joel. (1989) The sorting machine revisited: National educational ]2olicv since 1945. updated edition. New York: Longman.
Tyack David B. (1974) The one best system: A history of American urban education. Cambridge, Ma.: Harvard University Press.
TEXT, READINGS, AND INSTRUCTIONAL RESOURCES
Spring, Joel. (2000) The American School 1642-1990. 5th edition. New York: McGraw-IEII
ASSIGNMENTS/REQUIREMENTS, EVALUATION PROCEDURES, & GRADING POLICY
* Mystery project - My-story - "Cosmos Drawings" How do I know myself - how do you know me - how do I want you to know me? Each person will develop the unfolding of your history/ history.
Option #1 Two reaction papers and one historical visit.
Option #2 Four narration/reaction papers.
Option #3 One reaction paper and one research paper.
Choose any four of the videos and weave your reaction/analysis connecting the readings to the videos (generally 3-5+ pg.).
RESEARCH PAPER This paper is a historical search on a topic of interest to you. Your paper must be typed, double-spaced, and include citation for reference material (APA form). Topics for your consideration: individual instruction, cooperative learning, team teaching, open classrooms, schools without walls, alternative schools for secondary students, work-study programs, nongraded schools and competency based programs, woman's movement, politics and education, economy and education, national defense and war, racism and education, nationalism, religion, citizenship/socialization, electronic media, social movements, teachers, curriculum, global economics, scientific activity, classicism, and progressivism.
Evaluation Procedures and Grading Policy
A final grade will be assigned to each student based on the quality of the work submitted.
Your Participation is an integral dimension for leaming and is encouraged. I invite you to become involved in every class. No classes should be missed. More than one (1) absence may lower your grade by one letter grade.
Grading Guide: A4.5-3.6; B=3.5-2.6; C=2.5-1.6.
Option I- visit historical site & (2) reaction papers .... 34%
Option 2- (4) narration/reaction papers .......................... 34%
preparation/participation ....................... 33%
Option 3- * narration/reaction paper ........................ 10%
research paper . .................................... 24%
preparation/participation ......................... 33%
Distance Education Center help line (678) 839-6248;
*Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.
Course syllabus and readings can be found at http://www.westga.edu/webct
Monday 4:30 to 7 -- 243 Ed Center, NW Tech., Dade Co.
Jan 8 Introduction to the course
Development of an "ethos" for this class. "Cosmos Drawings"
Jan 22 Major themes in the history of America
What was the purpose of education in Colonial America? What were some of the problems with linking religion to the state and making education a function of religion? Read chapters 1, 2, and Kozol, Jonathan. (1990). "Great Men and Women". VIDEO: "Education in America: the 17th & 18th Centuries"
Jan 29 Nationalism and education
What was the purpose of education for post revolutionary Americans? How was education linked to nationalism and moral reform? Read chapters 3, & 4.
VIDEO "Education in America: 19th Century.
Feb 5 Ideology and politics of the common school. order and disorder
What was the purpose of the common school? What did various groups see as the meaning of the word education? What trend was evolving regarding education and religion? What impact has the bureaucratic model for education had on the professional teacher? on learning?
Read chapters 5 and 6. *Video "Journey to America"
Read chapters 5 -and 6. *VIDEO
Feb 12 Modelfor 19'h century school organization and the teacher
What steps were taken to standardize curriculum and instruction? What purposes were accomplished by standardizing education? Read chapter 7. Examine McGuffey Readers. Bring any old readers you might locate.
Feb 19 Schooling, social order
What is the "American Dream?" What was the "American Dream?" What role has public schools taken in acculturating students? What impact did "Americanizing programs have on immigrants and Native Americans?
Read chapters 8, and 9. *VIDEO "In the White Man's Image"
Feb 26 Reform movements and the changing classroom:
Read: John Dewey. Read chapters 11 and 12. *VIDEO: "Mr. Sears' Catalogue" Mar 5 The politics in education
Whose interest are/should be served by education? What role do educators, politicians, business, and the public play in education? Read chapters 13. *VIDEO: "Sit Down and Fight"
Mar 12 The culture of knowledge: Media as epistemology
Media, Democracy and Education. How has the media changed the way we think and the way we see the world? Read chapter 14. VIDEO: "The Telephone"
Mar, 26 National policy - educational policy
How has our national policy impacted education? How have schools responded
to our national agenda? Read text, Chapters 15. *VIDEO: "Johnstown Flood" Apr 2 & Education as a system for social REFORM
Apr 9 What is the relationship between equal educational opportunity and Social Equality in the U.S.? Do special programs in education promote social justice? Read: Chapter 16 and article on Frederick Douglas *VIDEO: "Simple Justice"
Apr 16 The business of education
How has education responded to our global economic crisis? How does business view the purpose of education? What is seen as the purpose of the Vocational Ed. movement? Lee Iacocca tape 1978 ASCD "The Business Challenge to Education" Read chapter 17. *VIDEO "Roger and Me"
Apr 23 Special Guest; Apr 30 Student project reports; May 7 Final thoughts