1. CHAPTERCHAPTER Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Eighth Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. TEACHERS, SCHOOLS, AND SOCIETY EIGHTH EDITION DAVID MILLER SADKER MYRA POLLACK SADKER KAREN R. ZITTLEMAN 4 Schools: Choices and Challenges

2. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. THE PURPOSE OF SCHOOL Examples Purpose 1: To transmit society’s knowledge and values Purpose 2: To reconstruct society Which purpose most characterizes the schools you attended? Student Generated Responses 4.1

3. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. THE PURPOSE AND EFFECTIVENESS OF SCHOOLS Public AttitudesClass Attitudes Importance of Purpose Effectiveness of Schools in Meeting Purpose Importance of Purpose Effectiveness of Schools in Meeting Purpose MeanRankMeanRankMeanRankMeanRank To prepare people to become responsible citizens 9.016.12-4 To help people become economically self-sufficient 8.626.21 To ensure a basic level of quality among schools 8.536.12-4 To promote cultural unity among all Americans 8.046.12-4 To improve social conditions for people 7.855.95-6 To enhance people’s happiness and enrich their lives 7.56-75.95-6 To dispel inequities in education among certain schools and certain groups 7.56-75.77 Source: Lowell C. Rose and Alec M. Gallup (2000), The 32 nd Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools, http://www.pdkintl.org/kappan/kpol0009.htm#1a 4.2

4. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. GOALS OF SCHOOLS Figure 4.1 4.3

5. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. WAVES OF REFORM Wave 1—The goal of the first wave was to raise educational quality by requiring more courses and more testing of student and teacher performance. States were to assume the leadership in improving existing practices, and this wave continues to be the strongest. Wave 2—Again it was state governors who promoted improvement and accountability. Teachers were to be empowered, given more control over their schools. Some of the educational problems confronting children of color and some other students facing educational barriers were also addressed. Wave 3—In this, the most ambitious wave, reformers called for reformulating our nation of schools. Schools should be seen as more than educational facilities. They should also provide health care, social services, and transportation. In short, the whole array of services needed to bring the child into successful adulthood should be offered at the school: one-stop shopping for educational, social, medical, and other services. 4.4 Wave 1 (began 1982 to present) “Raise the Standards” Wave 2 (began 1986) “Restructure the School” Wave 3 (began 1998) “Comprehensive Services”

6. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. PUBLIC ATTITUDES: REFORMING OR REPLACING PUBLIC SCHOOLS 4.5 Source: The 2005 Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools. Figure 4.2

7. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. AMERICANS VIEW VOUCHERS Figure 4.3 4.6 Source: The 2005 Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools.

8. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. EDUCATIONAL MAINTENANCE ORGANIZATIONS EMOs Edison Schools Privatization 4.7

9. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. DEBATE ON THE SCHOOL CHOICE PLAN ProCon Freedom to chooseLoss of neighborhood cooperation Competition as force for improvement Competition leading to false advertising Student Generated Responses Examples 4.8

10. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. WHO HAS YOUR VOTE? Candidate 1 (More money, smaller classes) Candidate 2 (Give parents vouchers, let them choose) Candidate 3 (More money, smaller classes) Candidate 4 (Higher standards, better discipline) How do we compare with the public? 4.9

11. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. FACTORS SUPPORTING EFFECTIVE SCHOOLS Strong leadership Clear school mission Safe and orderly climate Monitor student progress High expectations 4.10

12. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. SCHOOL-RELATED VIOLENCE Figure 4.5 Source: National Center for Education Statistics, Indicators of School Crime and Safety: 2005.. 4.11

13. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. FACTORS RESPONSIBLE FOR SCHOOL SAFETY 1.Staff works together 2.Shared authority and decision making 3.Sense of ownership by students 4.Rules/procedures encourage self-discipline 5.Curriculum is interesting and challenging 6.Staff assists students with personal problems 7.Strong school-home cooperation 8.School structure (physical/organizational) supports these factors 9.Other factors? 4.12

14. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. STUDENT OBSERVATIONS OF EFFECTIVE SCHOOL PRACTICES Effective School Practices Ineffective School Practices Principal Climate Safety Student Progress Teacher Expectations 4.13

15. Sadker/Sadker/Zittleman, Teachers, Schools, and Society, Seventh Edition. © 2008 The McGraw-Hill Companies, Inc. All rights reserved. BEYOND THE FIVE FACTORS Start early Focus on reading and math Make schools smaller Make classes smaller Increase learning time Involve parents Train teachers Role of technology? 4.14