1. TIANJIN FOREIGN STUDIES UNIVERSITY American Culture Unit Five UNIT 5 Education in America

2. Page  2 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 Education in America  Ever since early colonial times Americans have shown a great concern for education.  They regard good education as a way of “bettering oneself”, of “rising in the world”, and as a fundamental part of the American Dream.

3. Page  3 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 I. Philosophy of American Education In the first place, education in the United States has been shaped by the American belief in religious freedom. The puritans believed that every person should be educated so that he could read the Bible in his own way. In the colonial period, the Puritans introduced two practices that still influence American education: compulsory education for all children, and public taxation for schools. A. Practice of religious freedom

4. Page  4 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 I. Philosophy of American Education The first colonists had not only believed that education was important to the preservation of religious freedom, but also important to the preservation of a democratic republic. Thomas Jefferson argued that the survival of a democracy depends on the intelligent participation of all its citizens. Every American needs to be educated so that he can understand and take part in affairs of government, both local and national. B. Preservation of American democracy

5. Page  5 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 1. Common school The United States was the first industrial nation to adopt the notion of mass education—the idea that everyone is entitled to a certain amount of publicly provided education and obligated to obtain it. The United States was the first industrial nation to adopt the notion of mass education—the idea that everyone is entitled to a certain amount of publicly provided education and obligated to obtain it. Horace Mann regarded education as the Great Equalizer that could bring more equality to American society. He introduced the idea “common school”, public education open to all, supported by all, and controlled by the people themselves. Horace Mann regarded education as the Great Equalizer that could bring more equality to American society. He introduced the idea “common school”, public education open to all, supported by all, and controlled by the people themselves. I. Philosophy of American Education C. Mass education- the Great Equalizer

6. Page  6 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 I. Philosophy of American Education C. Mass education- the Great Equalizer 2. Morrill Act (1862)—”land grant colleges” The act reflected and promoted Horace Mann’s belief in mass education. It extended the principle of mass education to higher education. Under this law, the federal government gave huge tracts of public land to the states for the establishment of “land grant” colleges.

7. Page  7 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 I. Philosophy of American Education C. Mass education- the Great Equalizer 3. 3. Servicemen’s Readjustment Act– “GI Bill of Rights” (1944) Mass higher education was turned into reality. Higher education had been something for the elite, now it was within the reach of ordinary citizens. Mass higher education was turned into reality. Higher education had been something for the elite, now it was within the reach of ordinary citizens.

8. Page  8 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 I. Philosophy of American Education Education in America has also traditionally served the goal of Americanization, that is, bringing together millions and millions of immigrants who are from various religious, ethnic, social, and political backgrounds. D. Americanization

9. Page  9 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 I. Philosophy of American Education John Dewey claimed that the only worthwhile knowledge is knowledge that can be used. He influenced not only what schools should teach, but also how schools should teach. Today, individualized instruction within a classroom is still an important idea in American education, and “learning by doing ”remains a highly respected approach to child development. E. Pragmatism

10. Page  10 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 II. Characteristics of Education in the US B A E D C Compulsory education In 1852, Massachusetts passed the first compulsory education law in the US. Debate over whether to intervene in another European war Coeducation Concern for major public issues Responding to public pressure, boards of education in different areas often add courses on various relevant issues to the curriculum. Cultivation of creativity and self-reliance

11. Page  11 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 III. The Structure of Education in America A. Elementary & secondary education A. Elementary & secondary education B. Higher education B. Higher education 1. The university 1. The university 2. The college 2. The college 3. The 2-year, or community college 3. The 2-year, or community college 4. The technical training institution 4. The technical training institution The Structure of Education in America B. College students are chosen on the following basis B. College students are chosen on the following basis 1. High school records; 1. High school records; 2. recommendations from high school teachers; 2. recommendations from high school teachers; 3. the impression they make during the interviews at the university; 3. the impression they make during the interviews at the university; 4. their scores on the SAT— Scholastic Aptitude Test 4. their scores on the SAT— Scholastic Aptitude Test

12. Page  12 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 III. The Structure of Education in America C. Colleges are ranked on the following basis C. Colleges are ranked on the following basis Quality of teaching faculty; quality of research facilities; amount of funding available for libraries; special programs, etc; and the competence and number of applicants for admission. Quality of teaching faculty; quality of research facilities; amount of funding available for libraries; special programs, etc; and the competence and number of applicants for admission. The Structure of Education in America D. Education and occupational opportunities D. Education and occupational opportunities A college education brings a person distinct advantages as he seeks employment opportunities and social mobility within the American society. A college education brings a person distinct advantages as he seeks employment opportunities and social mobility within the American society.

13. Page  13 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 IV. Problems in American Education A. Educational inequality 1. Native Americans and African Americans 5. The Coleman Report 4. The Civil Rights movement 3. Brown v. Board of Education Topeka decision (1954) Educational inequality 2. Plessy v. Ferguson decision (1896) 6. Educational programs Head start—a federal supported program for preschoolers from disadvantaged homes Head start—a federal supported program for preschoolers from disadvantaged homes Busing—busing students to schools outside their local neighborhoods to achieve school integration Busing—busing students to schools outside their local neighborhoods to achieve school integration

14. Page  14 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 IV. Problems in American Education  B. Declining academic performance  1. Functional illiteracy  2. Cultural illiteracy  C. Inadequate funding  D. School violence

15. Page  15 TIANJIN FOREIGN STUDIES UNIVERSITY 2015/12/15 Contemporary Trends A. Year-round education—longer school days and extended calendars B. The home schooling movement— more efficient than mass education C. Multicultural education— to promote an appreciation of all cultures D. Lifelong education V. Contemporary Trends in American Education

16. TIANJIN FOREIGN STUDIES UNIVERSITY