1. CHAPTER 2 Collin College EDUC 1301 Dr. Nita Thomason January 27, 2011 What is a School and What is it For?

2. I. Welcome II. Chapter 2 – What is a School? A. Education vs. Schooling B. Schools & Culture C. Purposes of Schooling D. School Reform & Effective Schools Copyright by Houghton Mifflin Company. All rights reserved. 2 - 2

3. Education  A process of human growth by which one gains greater understanding and control over oneself and one’s world. Schooling  A specific, formal process, whose general pattern varies little from one setting to the next. Copyright by Houghton Mifflin Company. All rights reserved. 2 - 3 Can you provide examples of both?

4.  Beliefs about what is right and wrong, good and bad  Dominant ideas, stories and myths, artistic works  Social habits and organizations  Language and the ways people use it in relationship to one another Copyright by Houghton Mifflin Company. All rights reserved. 2 - 4

5.  Can be positive or negative  Children socialized to school culture Compliance Competition Copyright by Houghton Mifflin Company. All rights reserved. 2 - 5 Can you provide examples of these?

6. Transmitters  School as acculturator  Learn prevailing ways; conflict discouraged  Can diminish diversity Re-Creators  Social reconstructionists Economic Democratic  Schools can be used as tools for oppression  Train students as agents of change Copyright by Houghton Mifflin Company. All rights reserved. 2 - 6

7.  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” Copyright by Houghton Mifflin Company. All rights reserved. 2 - 7 Can you provide examples of these purposes?

8.  Gatekeeper  Dispenser of Supplies  Granter of Special Privileges  Timekeeper Copyright by Houghton Mifflin Company. All rights reserved. 2 - 8

9.  Waiting  Denial of Desire  Interruption  Social Distraction Copyright by Houghton Mifflin Company. All rights reserved. 2 - 9

10. Many grade configurations, related to  Goals of school  Curriculum offerings  Instruction  School, class size  Class and staffing patterns  Teacher licensing Copyright by Houghton Mifflin Company. All rights reserved. 2 - 10

11.  Positive social interaction with adults & peers  Structure and clear limits  Physical activity  Creative expression  Competence and achievement  Meaningful participation in families, school, & communities  Opportunities for self-definition Copyright by Houghton Mifflin Company. All rights reserved. 2 - 11

12.  Remarkably similar across the country  Classroom instruction little changed since 1890s  Schools expected to serve many purposes Copyright by Houghton Mifflin Company. All rights reserved. 2 - 12

13.  Developmental Assets for Adolescents | Search Institute Developmental Assets for Adolescents | Search Institute ©2010 Cengage Learning. All Rights Reserved.

14.  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 Copyright by Houghton Mifflin Company. All rights reserved. 2 - 14

15.  Personalization - smaller schools and units within larger schools allow adults to get to know students  Coherence - closer links among subject departments and between teaching and testing  Time - year-round schooling, flexible days, measures of learnings instead of seat time  Technology - long-term plans and staff to coordinate technology Copyright by Houghton Mifflin Company. All rights reserved. 2 - 15

16. What do you think are the characteristics of schools deemed to be “effective?  Class brain-storming session  Vote on Top Ideas  Compare to Research Findings Copyright by Houghton Mifflin Company. All rights reserved. 2 - 16

17.  High, “can do” expectations  Task-oriented faculty  High academic engaged time  Teachers effectively manage student behavior  Principal provides instructional leadership  Involved parents  Calm, safe, orderly, pleasant environment Copyright by Houghton Mifflin Company. All rights reserved. 2 - 17

18. Items Due February 1  Complete Learning Style & Multiple Intelligences Instrument Birmingham Grid for Learning - Multiple Intelligences (Secondary)  Read Chapters 3 & 4  Print TEKS for your teaching subject/grade Texas Education Agency - Texas Essential Knowledge and Skills Copyright by Houghton Mifflin Company. All rights reserved. 2 - 18