group presentation

By: Olena Sinko, Latoria Johnson, Yvonne Gago and Elise Alonso

EDG 7692: Politics of Curriculum Module 3 Group Presentation

Dr. Flavia Iuspa March 26, 2023

Chapter 3: How Schools Change Reforms (pages 60-72)

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The Junior HIgh School

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1 52 3 4

DID YOU KNOW THIS?

UNITED STATES MAP

HOW MANY NAMES OF STATES CAN YOU REMEMBER?

Write here: Texas Rhode Island Ohio California ...

Chapter 4: Why the Grammar of Schooling Persists (pages 85-97) Latoria

IT’S YOUR TIME! Can you draw our flag?

● This is the first step in the drawing ● This is the second step in the drawing ● This is the third step in the drawing

And now, you can start with the color!

The Eight-Year Study Innovative educators have: ● blended many subjects ● experimented with curricula, time, space, and numbers of students ● created the “integrated work program”

Reforms and common patterns ● collaborative progressive teaching was labor intensive ● high turnover rate of teachers made things unstable and frustrating ● powerful support came from foundations and professional associations ● teachers learned how to plan together

“There is no single course of preparation for success in college…high schools should have been free to alter the traditional departmentalization of subjects

and other features of the grammar of schooling” (Tyack and Cuban, 1995, p. 99)

High Schools of Tomorrow Since the old grammar of schooling was regarded as rigid, hierarchical, and based on a constricted view of human nature - changes had to be made. ● Vocational programs offered academic credit to working students. ● Carnegie unit was overthrown, NASSP created for flexible, and organized

curriculums. ● Teachers worked in teams, classes were year long mini courses based on interests of

students, and classrooms were split into rooms.

Trouble began by the 1970’s ● Americans showed concerns about “lax discipline and lower academic standards.” ● Carnegie unit became the normal pattern again rather than the “flexible”

“Is the imposition of tasks; if the pupil likes it, well; if not, the obligation is the same” (Tyack and Cuban, 1995, p. 107)

Reflections Why did some reforms become so institutionalized? ● Political support - (graded school and Carnegie unit) came from

powerful sponsors. ● Timing - from elementary to the standards of college admissions. ● Standardized for many people and easy to replicate.

What were the two major problems? ● Reforms were “too intramural” ● Burnout among educational reformers

“Gaining the freedom to experiment demands political and organizational savvy and collective action”

(Tyack and Cuban, 1995, p. 109)

Leading Discussion Questions

1) What does the historical experience suggest about attempts today to refashion the grammar of schooling?

2) Is it impossible to improve schooling? 3) Why is changing the grammar of schooling difficult? 4) What needs to be discussed to successfully alter the cultural

constructions of a “real school”?

When analyzing these questions, think about what Habits of Mind you can apply and how you shaped your own perspectives

on the past and future educational reforms.

Thank you!

References

Tyack, D., & Cuban, L. (2001). Tinkering toward utopia a century of public School reform. Cambridge, Massachusetts Harvard University Press.

Costa, A., Kallick, B. (2009) Leading and Learning with Habits of Mind: 16 Characteristics for Success. Alexandria, VA: Association for Supervision and Curriculum Development.