Case Study: Ambach V. Norwick

1255 Words6 Pages
The United States Supreme court shared in their assenting position in the case Ambach v. Norwick (1979) that the main goal of our public education systems is to teach our society’s common values and beliefs to the next generation, especially in regards to democratic participation (Levin, 1986). The 1954 case Brown v. Board of Education also discussed the role of education as being “the most important function of the state and local governments” (p. XX). Based on compulsory attendance laws and the amount of federal money allocated towards education demonstrate the importance in which the government puts on education. As a result it is expected that the culture’s values and responsibilities are to be instilled into the children to prepare them…show more content…
Part of this preparation includes the responsibility to present and explain subject matter in a way that allows the student to understand their role as a citizen. Despite standardization of materials and curriculum, a teacher has personal qualities that are incorporated into the ways and attitudes in which they teach. Teachers are role models for their students, and whether it is subconscious or not, there is opportunity to influence the students’ perceptions and values toward their social responsibilities. Teachers can affect how students are socialized and influenced in both direct and indirect ways. This is through their quality of teaching, overt and covert attitudes, and their overall treatment of students within the classroom (e.g. how a teacher groups students for classwork and group projects). Thus, the teacher in a classroom can impact friendship patterns, social norms, and group dynamics through the organization and management of their classroom (Ambach v. Norwick, 1979; Bierman,…show more content…
Randy Sprick, Ph.D. purports that “school climate is the collective behavior of all the adults” in a school (personal communication, October 26, 2015). School climate also alludes to the quality and character of school life created by those adults. The overall school climate depends on the experiences of people’s personal encounters of school life and reflects the standards, objectives, relationships, teaching and learning practices, and organizational structures (Cohen, McCabe, Michelli, & Pickeral, 2009). According to Cohen et al., a positive school climate encourages youth advancement and learning fundamental for a beneficial, contributive, and fulfilling life in a democratic society. The positive school climate incorporates experiences that bolster the feeling of individual safety in a social, emotional, and physical context. Conversely, a negative school climate would reinforce feelings of unsafety in those same

    More about Case Study: Ambach V. Norwick

      Get Access