Transcript Berns Ch-6 Overview

Include:
two to three explained terms
theorist with his/her ideas explained
In-text citations in APA format:
Chapter Objectives

1. The school’s function as a socializing agent.
2. Macrosystem influences on the school affecting its
function—educational policy, school choice,
diversity, and equity.
3. Chronosystem influences on schools—societal
change, technology, health, and safety.
4. Mesosystem influences on schools—linkages
between school and child, school and family, school
and media, school and community.
Two Minute Write: Section 1 (D and E)
Teacher’s Expectations
 1) Discuss how teacher expectations
influence students’ ability to learn.
2) Discuss educational goals and
their importance.
~~You may include the following:
(Ch-6:
 Self efficacy,
 goals;
NCLB; and
 accountability)
Ecology of the School
MACROSYSTEM INFLUENCES ON SCHOOLS
 School’s function in society is:
 universal, formal, and Prescriptive)
 School’s Purpose:
 transmit the culture;
DEMOCRACY
the basic political ideology of the U. S.
 transmits values and beliefs;
requires citizens to be educated
to discuss and compromise on
issues pertaining to them
(Think-pair-share-everyone writes)
QUIZ
MACROSYSTEM INFLUENCES
 School Values: “Philosophical”
 What ‘s important in Education?
 What should be taught? How? Why?
 What are the Expectations?
 What are the school Goals?........as discussed
 What is the schools function?......
....as discussed
 What is the school purpose?........
....as discussed
School As A Socializing Agent:
the Modern Approach
 GOALS FOR SCHOOLING in the U.S. by John
Goodlad (1984).
 Academic goals (Cultural area will specify specific classes)
 Vocational goals
 Social, Civic, and Cultural Goals
 Personal Goals
No Child Left Behind (NCLB)
DSIB #1
 Philosophy: Education for All/Expectations
 School Choice/Accountability
 Multicultural Education
 Disabilities:
 Terms: (IDEA, IEP, Inclusion)
 Federal Government Expectations
TEACHER CHARACTERISTICS AND STUDENT
LEARNING:
(TEACHER EXPECTATIONS)
 Disabilities: (IDEA, IEP, Inclusion)
 Multicultural Education: (Native Language and culture)
THUS
Influence….. teacher/child interactions
Affects…….. children's performances
Teacher-directed v Learner-directed
Traditional/Teacher-directed
 Children sit quietly,
 follow directions,
 listen attentively,
and
 talk only when
called upon.
Children

experience:
Less autonomy
Gains in academics in
different areas, but
gains!

Less positive
reactions to schooling


Higher tests scores
Interactive/learner-directed
 listen to literature and
nonfiction being read
aloud.
 Children act out and
discuss the readings.
 Children express their
understanding of the
readings through art.
 Classroom management
 arranging the room,
 planning the activities,
 observing behavior, and
 organizing groups for
 socialization in the
classroom.
Societies Expectations and Challenges
 How do we transmit the society’s diverse
cultural heritage, as well as prepare
individuals for the future?
 Schools have preventative programs:
 sex education
 to avoid unplanned pregnancies,
 health classes
 discussing the danger of substance abuse,
 conflict resolution,
 AIDS
Note: Advising Insert
 Review checklist to see which classes you need
and those you have already taken
 Go to: www.csi.edu/catalog/
 Select CSI Course Schedule
 Adjust down arrow to Summer
 Review available classes
Blind side ( In class: 2 min. write; think-pair-share)
 How has community resources help this child?
Schooling?
 How has a new supportive family helped this child?
 http://www.youtube.com/watch?v=i1hG_mjQojw
 Yours, Mine, Ours:
 http://www.youtube.com/watch?v=K738GQnRh20
Influences on School
Curriculum
 Schools have:
 computer literacy and
technology due to the
workforce, creating a
change in the way we
view curriculum.
 On-line class
requirement for HS
 Our macrosystem
(belief/value) has
changed to
accommodate indirectly
(exosystem) the child’s
inevitable future.
Three important Acts:
 Economic Opportunity Act (EOA)of 1964
 federal money for preschool programs for
disadvantaged children
 The Elementary and Secondary Education Act (ESEA) of
1965 (Title1) reauthorized by the NCLB DSIB #1
 provided federal aid to education for math and
reading or full school programs
 The Education for All Handicapped Children
Act of 1975 (revised in 1990 to become the Individuals
with Disabilities Education Act: IDEA)
 mandated a Free Appropriate Public Education
(FAPE) for all children with disabilities.
Influences on School Curriculum
 Bilingual Education was
 mandated in school districts with high
population rates of children whose native
language was not English.
 During the 1980’s
 federal aid education was reduced;
 public education was to be the responsibility
of the states.
 ESL/ELL:
 English as a Second Language/
 English Language Learners
 A “Nation at Risk” report fosters reform
 Demand for change in the public schools



“Have lost the sight of the basic of schooling.”
“Mediocrity threatens our very future as a nation
and a people.”
More capable people must be motivated to train
and stay in the teaching profession.
 Education goals were announced in 1990
and in 1999
 via the “Educational Excellence for All Children
Act” proposed by President Bill Clinton
Educational Excellence for All Children Act
Curriculum Goals
 By 2000 (Consensus on schooling goals/Expectations).
 1. Ready to learn. ******* DSIB #1
 2. Graduation (90%) and drop-out rates (10%)
 3. Grades 4, 8, and 12th demonstrate competency.
 4. American students will be first in the world in
science and mathematics achievements.
 5. Every adult American will be literate.
 6. Free of drugs and violence. ..now have 10 goals
School Philosophy
Schools and students will rise to
the expectations and standards set
forth.
1.
2. Size, Organization, Attitude
…affect the Learning Environment
Supportive Family-school linkages



enable children to understand the
connection between school learning and
the world of work,
as well as discovering new role models to
emulate.
School-family Linkages
How families can help schools accomplish their
goals and established Acts ??????
Predicting Success
Learning
Ability
Effective
Teaching
Socioeconomic
Status
Language
Proficiency
Family
Involvement
©2010 Cengage Learning.
All Rights Reserved.
Success
Indicators
What Makes a Difference:???
 Does the organization of the school
and the school organization, itself?
 Does size of class or school?
 Does student/teacher/parent
attitudes??

Family attitudes and beliefs:
School is NOT important
 Family
 does not believe that
school is very significant
 does not take much
interest in the child’s
homework .
 Schools in poor
communities
 extra challenges in
educating children
 fewer economic
resources
 lack of supportive
attitudes toward the
school.
Mesosystem Influences:
School is IMPORTANT
 Family tells children
 school is important,
 school will help them
achieve in life,
 the teacher knows best.
 Parents
 see to it that children do
their homework
 respond to teacher’s
requests for behavioral
change.
How can parent be “involvement”?
 Decision making- determining school
programs and policies;
 Participation- working in the
classroom as paid and volunteering
instructional assistants;
 Partnership-providing home guidance
to their children to support learning.
MESOSYSTEM INFLUENCES
FAMILY- SCHOOL LINKAGES
A Child’s Readiness to Learn





A healthy start
Empowered parents
Quality preschool
Neighborhoods for learning
Connections across the generations
School-Family Linkages
 The effectiveness of the school as a
socializing agency depends to a
major degree on the kinds of
families its children come from community.
 School are less effective, educating
children from low-socioeconomic-status
families.
 The school’s influence in the socvalue
placed on the schoolialization process
differs according to the by the family.
MESOSYSTEM INFLUENCES
SCHOOL- CHILD LINKAGES
Individual learning styles may
determine which type of learning
environment is optimal.
 Planning/delivery options:




by watching? visual
By listening? auditory
By moving his or her body? Kinesthetic
Does the child achieve more alone or in a group?
 Is the child motivated by:



pleasing the teacher?
concrete rewards?
internalized interest?
School-Peer Group Linkages
• School-peer group linkages – children’s
attitudes about learning influenced by
their peer group
 can become dependent on their peers for
approval
 Cooperative learning settings
 can increase student-achievement more than a
teacher-directed setting.
 Improves student self-esteem, social relations,
and acceptance of students with disabilities
who have been mainstreamed or included.
Socialization Influences
of Class Size
 School-Community Influences:
 Small classes,
 more learning activities
 greater interaction among students
 enables them to understand one another.

Teachers



more time to monitor students’ “on-task” behavior
provide quicker and more thorough feedback.
Students


hold more leadership positions than those in large schools.
More choices of activities in large schools.
School-Community Linkages
 Large class (more than 25 students)
 Less interaction with teacher
 Less frequent interaction in discussion
 Small class (less than 20)
 More opportunities for interaction; Increase in
cooperative behavior
©2010 Cengage Learning.
All Rights Reserved.
Teachers’ Characteristics
Competent teacher
 Teachers
 who work closely with each child and
 who understand group dynamics are more
likely to provide a successful and rewarding
learning environment.
 Successful teachers communicate well and
are responsive to students.
 Ineffective teachers are aloof, critical, and
negative.
Pygmalion in the Classroom
 Teachers receive data
about students at the
beginning of the school
year,
 influence their
expectations of students
for achievement and
behavior
 self-fulfilling prophecies
 GENDER
(DSIB #1)
 Expectations
 do not by themselves have
a direct impact on student
behavior;
 it is only when
 expectations are
communicated to the
students and
 selective reinforcement
 results in shaping their
behavior
Teacher-School Responses to Ethnic
Diversity DSIB #3
 Macrosystem ideology
 school is responsible for socializing the ethnically
diverse;
 those who live and work here must learn good
citizenship.
 Philosophies : (TERMS)
 Assimilation/
 Melting Pot versus Salad Bowl
 cultural pluralism (micro-and macroculture coexist).
Cultural Pluralism
DSIB #3
 This philosophy
 embraces the ideals of mutual appreciation
 understanding of various cultures in society;
 cooperation of diverse groups;
 coexistence of different languages, religious beliefs and
life styles;
 autonomy for each group to work out its own social
purposes and future without interfering with the rights
of other groups.
 Ethnically diverse students who perform
poorly in school do so for a number of
possible reasons: (Good information for Essay Question)
 DSIB #3
 1. Inappropriate curricula and instruction.
 2. Differences between parental and school norms.
 3. Lack of previous success in school.
 4. Teaching difficulties.
 5. Teacher perceptions and standards.
 6. Segregation
 7. Differences in teacher/student backgrounds.