EDF 1005 Miami Dade College Educational Philosophy Essay Educational Philosophy Essay (FEAPs 2, 3) A teacher’s educational philosophy guides his/her pract

EDF 1005 Miami Dade College Educational Philosophy Essay Educational Philosophy Essay (FEAPs 2, 3)

A teacher’s educational philosophy guides his/her practice in the classroom and is their guide for decision-making.

Directions:

You will write a well-developed and thought-out and complete essay that discusses your personal philosophy of education and theorists that have influenced your philosophy. Your essay must:

Include personal information
Be in APA format in writing the essay and cite any references that are used.
Be two typed pages.

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DAVID MILLER SADKER
University of Arizona and
Professor Emeritus,
American University
KAREN R. ZITTLEMAN
Ph.D., American University
TEACHERS, SCHOOLS, AND SOCIETY: A BRIEF INTRODUCTION TO EDUCATION, FOURTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2016 by McGraw-Hill
Education. All rights reserved. Printed in the United States of America. Previous editions © 2012, 2009, and
2007. No part of this publication may be reproduced or distributed in any form or by any means, or stored in
a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not
limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
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ISBN: 978-0-07-811043-6
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About the Authors
DAVID SADKER
Dr. Sadker has taught at the junior and senior high school le vels, as well as at uni versities in
Wisconsin, Virginia, Arizona, the District of Columbia and Thailand. He is professor emeritus at
American University (Washington, DC), and now teaches and writes in Tucson, Arizona. Along
with his late wife Myra Sadker, he gained a national reputation for work in confronting gender bias
and sexual harassment. The Sadkers’ book, Failing at Fairness: How Our Sc hools Cheat Girls,
was published by Charles Scribner and, with Karen Zittleman, updated and retitledStill Failing at
Fairness: How Gender Bias Cheats Girls and Boys and What We Can Do About It. David Sadker
co-edited Gender in the Classroom: Foundations, Skills, Methods and Strategies Across the Curriculum and was on the editorial board of The Encyclopedia of Diversity in Education.
David Sadker is a Courage & Renewal facilitator who works with educators, physicians,
patients, social workers, lawyers, political and b usiness leaders, as well as spiritual communities. David emplo ys poetry, storytelling, music, art, reflection, and mindfulness to create
a circle of trust, a place where individuals can explore their inner landscape. (Visit www.
couageaz.com)
He has directed more than a dozen federal education grants and has written se ven books
and more than seventy-five chapters and articles in journals including the Harvard Educational
Review and Psychology Today. The Sadkers’ work has been reported in hundreds of ne wspapers and magazines, from The London Times to The New York Times. The Sadkers appeared
on radio and television, including The Today Show, The Oprah Winfrey Show, Dateline: NBC
with Jane Pauley and All Things Considered. The American Educational Research Association
(AERA) recognized the Sadkers’ work with several national awards, including the best review
of research published in the United States, their service to the profession, and for “scholar ship, activism, and community b uilding on behalf of w omen and education.” The American
Association of University Women awarded the Sadkers their Eleanor Roosevelt Award, and
the American Association of Colleges of Teacher Education recognized their work with the
Gender Architect Award. In 2012, David was selected as one of “Nine Most Influential Actors
in Title IX History” by The American Civil Liberties Union. David Sadker was selected as a
Torchbearer by the U.S. Olympic Committee and has been awarded two honorary doctorates.
KAREN R. ZITTLEMAN
Dr. Zittleman attended the University of Wisconsin for her bachelor’ s degree and American University for her master’s degree and doctorate. Karen loves teaching and has taught
in elementary and middle schools. She w as also a Ropes course instructor , focusing on selfempowerment, team building, and communication skills. At the collegiate level, she has taught
both introductory and methodology courses, as well as online teacher professional de
velopment
courses. Her articles about educational equity and teacher education appear in the Journal of
Teacher Education, Educational Leader ship, Phi Delta Kappan, Principal, and other professional journals. Dr . Zittleman is the co-author of Still Failing at F airness, which documents
gender bias against girls and bo ys in school. She also wrote Making Public Schools Great for
Every Girl and Boy, a guide for promoting equity in math and science instruction for the National Educational Association and educational film guides for A Hero for Daisy and Apple Pie:
Raising Champions. Her academic interests focused on educational equity , effective teaching,
and contemplative practices in education. She also f acilitates workshops on entrepreneurism,
conscious aging, and purposeful living. Dr. Zittleman teaches and writes in Tucson, Arizona.
You are invited to visit her Web site at www.sadker.org/zittleman.html.
iii
Brief Table of Contents
About the Authors iii
Preface x
PART 1: TEACHERS AND STUDENTS
Chapter 1
Chapter 2
Chapter 3
Chapter 4
The Teaching Profession and You 1
Different Ways of Learning 27
Teaching Your Diverse Students 52
Student Life in School and at Home 89
PART 2: FOUNDATIONS
Chapter 5
Chapter 6
Chapter 7
Chapter 8
The Multicultural History of American Education 120
Philosophy of Education 157
Financing and Governing America’s Schools 187
School Law and Ethics 217
PART 3: SCHOOLS AND CLASSROOMS
Chapter 9
Purposes of America’s Schools and the Current Reform
Movement 247
Chapter 10 Curriculum, Standards, and Testing 281
Chapter 11 Becoming an Effective Teacher 317
Online Appendices: Available in the Connect eBook
Glossary G–1
Notes N–1
Credits C–1
Index I–1
iv
Table of Contents
About the Authors
Preface x
iii
Exceptional Learners 39
The Gifted and Talented 39
Special Education 42
Assistive Technology 48
PART 1
TEACHERS AND STUDENTS
Chapter 1
The Teaching Profession and You
Connect for Teachers, Schools, and Society 50
Key Terms and People 51
Discussion Questions and Activities 51
1
Chapter 3
Teaching Your Diverse Students
Focus Questions 1
Chapter Preview 2
A Teaching Career—Is It Right for You? 2
Professionalism at the Crossroads 8
Focus Questions 52
Chapter Preview 53
From Normal Schools to Board-Certified
Teachers 11
How Teachers Are Prepared Today 14
Urban Legends about Teaching 16
Educational Associations 17
The NEA and the AFT 18
Professional Associations and Resources 19
American Schools: Better Than We Think? 20
We Like Questions 22
Connect for Teachers, Schools, and Society 24
Key Terms and People 25
Discussion Questions and Activities 25
Chapter 2
Different Ways of Learning
52
Student Diversity 53
Failing at Fairness 54
Lesbian, Gay, Bisexual, and Transgender Students
(LGBT) 56
Putting a Price on Racism 57
Theories of Why Some Groups Succeed and Others
Do Not 59
From the Melting Pot to Cultural Pluralism 61
Bilingual Education 63
Bilingual Education Models 64
The Bilingual Controversy 66
Research on Bilingual Education 68
Multicultural Education 69
The Multiculturalism Debate 69
Approaches to Multicultural Education 70
27
Culturally Responsive Teaching 72
Chapter Preview 28
Stereotypes 74
Stereotype Threat 75
Generalizations 76
Multiple Intelligences 28
Today’s Classroom 77
Assessment 30
The Five Minds 30
Meet Your Seventh-Grade Class 77
Diversity Assets 84
Teaching Skills 85
We Are One 86
Focus Questions 27
Emotional Intelligence 32
Learning Styles 34
Connect for Teachers, Schools, and Society 87
Do Boys and Girls Learn Differently? 36
Key Terms and People 88
Discussion Questions and Activities 88
Brain Differences 36
v
vi
Table of Contents
Chapter 4
Student Life in School and at
Home 89
Christopher Lamb’s Colonial Classroom 121
Colonial New England Education: God’s
Classrooms 121
A New Nation Shapes Education 124
Focus Questions 89
Chapter Preview 90
Rules, Rituals, and Routines 90
“Poetry Lesson”: A Teacher’s Perspective 90
“Poetry Lesson”: A Student’s Perspective 91
Watching the Clock 91
The Teacher as Gatekeeper 92
The Other Side of the Tracks 94
The Common School Movement 125
Native American Tribes: The History of
Miseducation 127
Spinsters, Bachelors, and Gender Barriers in
Teaching 128
The Secondary School Movement 130
A Brief History of Educational Reform 132
John Dewey and Progressive Education 133
The Gendered World of Elementary and
Middle Schools 97
The Federal Government 134
GUEST COLUMN: Haunted by Racist Attitudes 98
Black Americans: The Struggle for a Chance to
Learn 136
High School: Lessons in Social Status 101
Social Challenges Come to School 103
Family Patterns 104
Wage Earners and Parenting 105
Divorce 105
Poverty 105
Hidden America: Homeless Families 107
Children: At Promise or at Risk? 108
Dropping Out 108
Sexuality and Teenage Pregnancy 110
Substance Abuse 110
Obesity and Eating Disorders 112
Youth Suicide 114
Bullying 115
Connect for Teachers, Schools, and Society 118
Key Terms and People 118
Discussion Questions and Activities 119
Hispanics: Growing School Impact 139
Mexican Americans 139
Puerto Ricans 140
Cuban Americans 140
Asian Americans and Pacific Islanders: The
Magnitude of Diversity 140
Chinese Americans 141
Filipino Americans 141
Asian Indian Americans 142
Japanese Americans 142
Southeast Asian Americans 143
Arab Americans: Moving beyond the
Stereotype 144
Women and Education: A History of Sexism 146
Hall of Fame: Profiles in Education 148
Connect for Teachers, Schools, and Society 155
PART 2
FOUNDATIONS
Chapter 5
The Multicultural History of
American Education 120
Key Terms and People 155
Discussion Questions and Activities 156
Chapter 6
Philosophy of Education
157
Focus Questions 157
Chapter Preview 158
Focus Questions 120
Chapter Preview 121
Finding Your Philosophy of Education 158
Inventory of Philosophies of Education 159
Table of Contents
vii
Interpreting Your Responses 161
Schools, Children, and Commercialism 198
Five Philosophies of Education 162
Commercializing Childhood 198
Brand Name Education: Should Schools Be Open
for Business? 200
Teacher-Centered Philosophies 162
Essentialism 162
Perennialism 164
Student-Centered Philosophies 166
Progressivism 167
Social Reconstructionism 168
Existentialism 171
Can Teachers Blend These Five Philosophies? 173
Psychological Influences on Education 176
Constructivism 176
Behaviorism 176
Cultural Influences on Education 178
The Three Legendary Figures of Classical
Western Philosophy 179
Basic Philosophical Issues and Concepts 181
Metaphysics and Epistemology 181
Logic 182
Ethics, Political Philosophy, and Aesthetics 183
Your Turn 184
Connect for Teachers, Schools, and Society 184
Key Terms and People 185
Discussion Questions and Activities 185
Chapter 7
Financing and Governing America’s
Schools 187
Focus Questions 187
Chapter Preview 188
Follow the Money: Financing America’s
Schools 188
Why Should Teachers Care Where the Money Comes
From? 188
The Property Tax: The Road to Unequal Schools 189
Reforming Education Finance 190
From Robin Hood to Adequacy 191
Adequate Education in Difficult Times 192
Does Money Matter? 193
States Finding the Money 196
The Federal Government’s Role in Financing
Education 196
What the Future May Hold for School
Finance 201
Accountability 201
Choice Programs and the Neighborhood School 202
Longer School Day and School Year 202
The Economy’s Impact on School Budgets 202
The Rich–Poor School Divide Is Likely to Grow 202
Decaying Infrastructure 202
Commercializing Children and Schools 203
Governing America’s Schools 203
School Governance Quiz 203
The Legal Control of Schools 204
State Influence Grows as School Boards Come under
Fire 207
The School Superintendent and Principal 208
Covert Power in Schools 211
Business and Schools 212
Making Schools More Responsive 212
Education in Finland 213
Connect for Teachers, Schools, and Society 215
Key Terms and People 215
Discussion Questions and Activities 216
Chapter 8
School Law and Ethics
217
Focus Questions 217
Chapter Preview 218
Classroom Law 218
What Is Your Rights Quotient? 219
I. Teachers’ Rights and Responsibilities 220
II. Students’ Rights and Responsibilities 228
Teaching and Ethics 237
Cheating: The Dishonor Role 237
Social Networking Comes to School 238
Protecting Your Students 240
Moral Education: Programs That Develop Ethics and
Values 240
Classrooms That Explore Ethical Issues 244
Connect for Teachers, Schools, and Society 245
Key Terms and People 245
Discussion Questions and Activities 246
viii
Table of Contents
PART 3
SCHOOLS AND CLASSROOMS
Chapter 9
Purposes of America’s Schools and
the Current Reform Movement 247
Focus Questions 247
Chapter Preview 248
What Is the Purpose of School? 248
Purpose 1: To Transmit Society’s Knowledge and Values
(Passing the Cultural Baton) 249
Purpose 2: Reconstructing Society (Schools as Tools for
Change) 249
Public Demands for Schools 251
Where Do You Stand? 253
What Makes a School Effective? 255
Factor 1: Strong Leadership 255
Factor 2: A Clear School Mission 256
Factor 3: A Safe and Orderly Climate 256
Factor 4: Monitoring Student Progress 257
Factor 5: High Expectations 258
Beyond the Five Factors 259
Educational Reform and School Choice 261
Charter Schools 262
Full Service Schools for the Whole Child 266
Vouchers 266
Magnet Schools 267
Open Enrollment 268
Schools.com 268
Schools as Profit Centers 269
Home Schools 270
Green Schools 272
Chapter 10
Curriculum, Standards, and
Testing 281
Focus Questions 281
Chapter Preview 282
The Saber-Tooth Curriculum 282
The Visible Curriculum 283
The Invisible Curriculum 284
The Extracurriculum 284
Who and What Shape the Curriculum? 286
Teachers 287
Parental and Community Groups 287
Students 287
Administrators 287
State Government 287
Local Government 287
Colleges and Universities 287
Standardized Tests 288
Education Commissions and Committees 288
Professional Organizations 288
Special Interest Groups 288
Publishers 288
Federal Government 288
The Reign of the Textbook 288
The Testing Legacy of No Child Left Behind 291
The Common Core 292
Problems with the Common Core 295
The Problem with Standardized Tests 297
Evaluating Teachers by Student Test Scores 301
Alternatives to High-Stakes Testing 303
Teachers, Students, and Reform 272
Tension Points 304
The Importance of Trust 275
Students and School Reform 275
Rethinking Reform 277
Intelligent Design versus Evolution 304
Censorship and the Curriculum 306
Beyond the Common Core Standards: Cultural
Literacy 308
Connect for Teachers, Schools, and Society 279
Key Terms and People 279
Discussion Questions and Activities 280
The Technology Revolution 309
Ways Technology Is Used in the Classroom 310
The Digital Divide 311
Suggestions for Tomorrow’s Curriculum 312
Table of Contents
Connect for Teachers, Schools, and Society 314
Models for Effective Instruction 340
Key Terms and People 315
Discussion Questions and Activities 315
Direct Teaching 340
Flipped Instruction 341
Cooperative Learning 343
Mastery Learning 344
Problem-Based Learning 344
Differentiated Instruction 345
Chapter 11
Becoming an Effective Teacher
317
ix
Focus Questions 317
A Few More Thoughts on Effective Teaching 346
Chapter Preview 318
Your First Year and Beyond 348
Are Teachers Born, or Made? 318
Learning Time 319
Induction into the Profession 350
Your First Day: Creating a Productive Classroom
Climate 351
Classroom Management 320
Connect for Teachers, Schools, and Society 352
Management Models 323
Preventing Problems 323
Key Terms and People 353
Discussion Questions and Activities 354
The Pedagogical Cycle 326
Clarity and Academic Structure 326
Questioning 328
Student Response 331
Reaction or Productive Feedback 333
Variety in Process and Content 336
Technology as a Tool for Effective Teaching 337
Online Appendices: Available in the Connect eBook
Glossary G–1
Notes N–1
Credits C–1
Index I–1
Preface
If you think that Teachers, Schools, and Society: A Brief Introduction to Education was written to introduce you to the world
of teaching, you are only half right. This book also reflects our
excitement about a life in the classroom and is intended to spark
your o wn f ascination about w orking with children. We wrote
this book to share with you the jo ys and the challenges we feel
about teaching, as well as the importance of f airness and justice
in school and society. With this fourth edition, our goals are unchanged. We work hard to pro vide you with information that is
both current and concise, and we w ork even harder to create an
engaging book—one that will give you a sense of the wonderful
possibilities found in a career in the classroom.
The primary intent of Teachers, Schools, and Society: A
Brief Introduction to Education is to pro vide a broad yet precise exposure to the realities of teaching and the role of education in our society . The te xt will help you answer important
questions such as: Do I w ant to become a teacher? Ho w do I
become the best teacher possible? What should a professional
in the field of education know? How are schools and teaching
changing? To help you answer those questions, we offer a panoramic, diverse, and (we hope) stimulating view of education.
The text views education from se veral vantage points. In
Part I, Teachers and Students, we present the w orld of schools,
teachers, and students from the teacher’s side of the desk. Part II,
Foundations, examines the broad forces—historical, philosophical, financial and legal—that shape the underpinning of our educational system. In Part III, Schools and Classrooms, we explore
the purposes of schools, daily life in and beyond school, and the
obvious, and not so obvious, curriculum taught in school. In this
last section, we also provide an overview and analysis of the reform movement and the man y curricular changes now so much
a part of America’s schools. We conclude the text with a variety
of effective teaching strategies and practical suggestions to make
your first year in the classroom a success.
The fourth edition of Sadk er/Zittleman’s brief Teachers,
Schools, and Society retains and builds upon the hallmark characteristics that made the third edition a best seller.
• Brevity of a Streamlined Introduction to Education. The
eleven essential chapters are or ganized for balanced co verage of foundational, curricular , and pr…
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