Social Reconstruction And Social Efficiency Essay

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

The Georgia Department of Education recently approved the Georgia Standards of Excellence to replace the Georgia Performance Standards. This paper will compare and contrast the elementary social studies section of the Georgia Standards of Excellence (GSE) and the Georgia Performance Standards (GPS). According to the GADOE (2015), these standards provide expectations for instruction, assessment, and student work. The comparison of the two sets of standards will be accomplished by noting the similarities and differences for each set of standards and by revealing the significant changes towards a more discipline-centered approach in the social studies curriculum.

The end of the Civil War produced many short-term and long-term effects. After the Civil War through 1896, the North and South tried to reunite the United States to avoid being attacked by other countries. While the government tried to solve the problems with rebuilding the nation, their solutions were short term and failed to address the problem. There were many disagreements about Reconstruction that lead to conflict in the government and in the South. There were many plans that the government created to give African Americans rights that failed. Rebuilding the Nation, the battle over Reconstruction, and finally the end of Reconstruction led to several short and long term effects.

The issue at hand here is “Should Schooling Be Based on Social Experiences?” This issue is argued by both John Dewey, and Roger Scruton. John Dewey believes yes they should, while Roger Scruton believes no. Dewey believes that students should learn using a different approach, Progressive Education. Progressive Education is education that focuses on students learning by doing hands on activities and learning about the interests of the students. Dewey believes preparing students’ for lives outside of academics is just as important as academics and that social interactions help students understand the academic information. Scruton believes in the more traditional approach, Essentialism. Essentialism focuses on what educators believe the students

In the 1920s, there existed different incompatible ideas that controlled the American school curriculum. The social efficiency movement represented public enthusiasm within the American business. Through the scientific management, social efficiency curricularists carried out task and activity analysis through elementary methododlogies of curriculum construction. One of these curriculum theorists is Mary Aswell Doll. From the quote “Students can be guided into the cauldron of mythic language to feel the stirring of new awareness of what it really means to be human” (Doll, 2011, p. 93), Doll has positioned herself as a mythopoetic theorist since she believes in using myths, poems, singing and storytelling to explain effective learning. But due to the many changes in the society and education system, the contemporary education theories continue to change. This makes the curriculum concept to be as old as the ancient Greek. In the education discipline, the

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

Also, throughout curriculum development the goals and aims of the curriculum need to be taken into account. Without specific goals and aims for the curriculum, the curriculum could be unfocused with no purpose identified. Within the social studies curriculum that I analyzed, I noticed societal goals for the curriculum (Posner, 2004). Societal goals are emphasized because the curriculum supports the development of knowledgeable and engaged citizens within our country. By understanding the goal of my curriculum I am better able to understand the purpose of what I am teaching, which in turn helps me to differentiate for my students while still keeping the ultimate goal in mind. I also was able to identify the further learning aims within the curriculum (Posner, 2004). By identifying this aim I was able to see how the curriculum I was teaching tied into the curriculum that the students would experience in subsequent grades. By reflecting on the further learning aims I was able to see how my teaching was a valuable piece of a bigger puzzle

Gender inequality and slavery were the two biggest evils that reformers tried eliminating in the time period. The abolition of slavery had many reformers behind it. Two very important men trying to achieve this were Frederick Douglass and William Lloyd Garrison, a white man, going to show there was support from all types of people. Two of the women’s rights advocates were Elizabeth Cady Stanton and Sarah Grimke. They both achieved great things to help out their cause. Although slavery and gender equality are arguably the most important evils in the time period there were still many other. One of these was alcohol. During the time period the Temperance

Introduction: My kindergarten learners are very diverse. It is comprised of twenty-one 5 and 6 year old students. There are 11 boys and 10 girls. In my class, there are children with ADHD, severe learning disabilities, multiple ESL learners, Cerebral Palsy, Severe Behavior, and other assortment of needs.

Reconstruction was a period of time that took place directly after the Civil War when the Confederacy was ruled by the Union government and military. Reconstruction is sometimes seen as a good thing because it did help out the newly freed African Americans, and the recently deprived white Southerners. However, it also created tension and resentment between Southerners and Northerners, as well as between the whites and the blacks, and, when the Reconstruction was over and the whites were back in office, they saw blacks as the enemy, and they took out the anger and injustice they felt they had received on the blacks. It brought the nation together once more, but it made the racial gap wider than ever.

The Ultimate goal of Education system is one of the most frequently asked questions from all stakeholders and their answer mainly depends on their different prospective. David Labree (1997) in his article “Public Goods, Private Goods: The American Struggle Over Educational Goal” shows how the three main purposes, which interact and interfere sometimes, have shaped the American education goals, throughout out its practices and policies, democratic equality, social efficiency and Social mobility. On the same track, Nickols and Cuenca (2014) found in their work “Two Roadmaps, One Destination: The Economic Progress Paradigm in Teacher Education Accountability in Georgia and Missouri” That teacher preparation programs influence by what they called “the economic progress paradigm” (p. 457), which is the social efficiency that Labree (1997) had pointed out. Considering the fact that, which of the three schooling purposes is the most important, I believe the social mobility to be given number one priority, and to be considered among the other two that can benefit, both individuals and public.

Despite the arguments that Reconstruction’s social failure was caused sharecropping and the lack of military enforcement, white resistance towards African American equality was the primary reason as to why Reconstruction failed socially. During the period of Reconstruction, 1865-1877, Southern states had to be reconstructed so that ex-slaves could experience their rights after 250 years of bondage. Through all the Reconstruction that took place to allow ex-slaves to become equal to their white counterparts, Reconstruction still failed socially.

Currently, I am student teaching at Alfred E. Zampella PS #27 School in the district of Jersey City. The school is located in a busy city, next to John F. Kennedy St. which is especially busy in the morning and during rush hour. This results in several late students on a day to day basis. On the other hand, this school is also highly accessible and as a little over a thousand students. The school has grade levels from kindergarten to 8th grade, and has a mix of general, special, and inclusion education classrooms. Typically, families that enroll their students into this school are of lower-middle socio-economic class, and tend to be majority Hispanic, Indian, and African American, with few Caucasians and Asians. This school provides a variety of special programs for their ESL students and special need students. Students may be offered speech language pathology, occupational therapy, physical therapy, ESL programs, reading recovery, and counseling.

In my personal experience in teaching Private Pre-K in Georgia, there were several teachers who did not have nor use the four kinds of knowledge teachers need to succeed with their students per Parkay. Many people think Pre-K is all about coloring and playing but there truly is more to it then some may know. I would build a curriculum for each one of my students based on their personal individual needs and not clump every child into the same category. I always went above and beyond for everyone of my students because I took advantage of all the resources out there to extend my knowledge in certain subjects and etc. I do believe Parkay has some very valuable points to the four kinds of knowledge. As I stated earlier I worked with so many Pre-K

During the early nineteenth century poverty was major issue, the Poor Law passed earlier in the Tudor period put responsibility on local parishes to pay tax to help the poor. However, over the years the financial strain on parishes became too much and in 1834 The Poor Amendment Act was passed. This was to help reduce the cost of looking after the poor and it was to stop the payment of tax unless you had special circumstances. If the poor wanted help they had to go in to workhouses and work, in exchange for clothes, food, free healthcare and a few hours of schooling for children. The poor had no choice but to go in there for help. On one hand The Poor Amendment Act 1834 was good as it gave the poor free food, shelter, healthcare and education for their children. However, the conditions in the work houses were made so awful that people would avoid going in there unless they were really desperate. The diet was bad, families were spilt up and the people in there had to wear uniform.