CH

AP

TE

R

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

TEACHERS, SCHOOLS,AND SOCIETYNINTH EDITION

DAVID MILLER SADKERKAREN R. ZITTLEMAN

Curriculum, Standards, and Testing6

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

EDUCATIONAL TIME LINE

TIMEEDUCATIONAL PHILOSOPHY FOCUS OF CURRICULUM

Seventeenth Century

“Two Rs” Secondary education for males only; reading and religion

Eighteenth Century

Life in the present Reading, religion, morality, writing, and arithmetic; vocational skills; academy open to females

Nineteenth Century

Secular education Secondary education in Latin or English curriculum

Early Twentieth Century

Progressive education Creative expression; junior high school developed; secondary education for all students

6.1

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

EDUCATIONAL TIME LINE (continued)

TIMEEDUCATIONAL PHILOSOPHY FOCUS OF CURRICULUM

1940s-1960s Discipline-oriented Congress funded programs in science, math, languages, and guidance

1960s-1970s Social concern and humanistic education

Gender-based courses; multiethnic curricula

1980s Back to basics Academic subjects emphasized; increased discipline; elimination of electives; competency exams

1990s Widening of the corecurriculum

Expansion of the core curriculum to include more people of color and women

Current _____________ ________________

6.2

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

HIDDEN CURRICULUM?

GRADE LEVEL

Elementary

Middle

High School

“HIDDEN” LESSONS

Student Generated Responses: What else did you learn in school?

6.3

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

THE IMPORTANCE OF EXTRACURRICULAR ACTIVITIES AND ACADEMIC SUBJECTS

National Totals %

No Children in School

%

Public School Parents

%

As important as academic subjects

42 40 46

A supplement to academic subjects

56 58 52

Don’t know 2 2 2

Do you consider extracurricular activities as important as the academic subjects, or do you consider them as only a supplement to the academic subjects?

Source: Lowell C. Rose and Alec M. Gallup (2000), The 32nd Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools, http://www.pdkintl.org/kappan/kpol0009.htm#1a

6.4

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

SHAPING THE CURRICULUM

Figure 6.1

6.5

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

WHO AND WHAT SHAPE THE CURRICULUM?

WHO & WHAT

1. Students

2. Parental and community groups

3. Teachers

4. Administrators

5. Federal government

6. State government

7. Local government

8. Colleges and universities

9. Standardized tests

10. Education commissions andcommittees

11. Professional organizations

12. Special interest groups

EXAMPLES OF HOW

Student Generated Responses

6.6

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

THE DIGITAL DIVIDE ON COMPUTER USE

Source: National Center for Education Statistics, Digest of Education Statistics, 2008 (Issued March 2009).

6.7

Figure 6.2

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

TEXTBOOK ADOPTION STATES6.8

Figure 6.3

Source: American Association of Publishers, Washington, DC, 2009.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

FORMS OF BIAS

BIAS

Invisibility

Stereotyping

Imbalance/selectivity

Unreality

Fragmentation/isolation

Linguistic bias

Cosmetic bias

EXAMPLES

Student Generated Responses

6.9

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

THREE TYPES OF STANDARDS

1. Content standards

2. Performance standards

3. Opportunity-to-learn standards

Student Generated Responses

6.10

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

WHEN STUDENTS DO POORLY

• The schools failed to prepare students.

• Something was wrong with the test design.

• The students lack ability.

• Don’t know.

How do we vote?

If students in your district did poorly on a standardized test, which might be your reaction?

6.11

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

NO CHILD LEFT BEHIND (2001)

• Annual testing

• Adequate yearly progress (AYP)

• Report cards

• Highly qualified faculty

• What other areas of the law are less well known?

6.12

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

SEVEN REASONS WHY STANDARDIZED TESTS ARE NOT WORKING

1. At-risk students placed at greater risk

2. Lower graduation rates

3. Higher test scores do not mean more learning

4. Standardized testing shrinks the curriculum

5. Test errors

6. Teacher stress

7. What’s worth knowing?

6.13

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

TEACHING TO THE TEST6.14

Source: Education Week, Quality Counts, 2001.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

TEACHER STRESS6.15

Figure 6.4

Source: A female teacher with a literature specialty teaching in a suburban elementary school. http://ganesh.ed.asu.edu/aims/view_image.php?image_id=72&grade_range_id=3

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

DO YOU BELIEVE IN EVOLUTION?6.16

Figure 6.5

Source: “Trend Lines: Acceptance of Evolution,” The Washington Post, January 16, 2007.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

EXAMPLES OF CENSORSHIP

Mary Rodgers’ Freaky Friday: “Makes fun of parents and parental responsibility.”

Plato’s Republic: “This book is un-Christian.”

Jules Verne’s Around the World in Eighty Days: “Very unfavorable to Mormons.”

William Shakespeare’s Macbeth: “Too violent for children.”

Fyodor Dostoyevsky’s Crime and Punishment: “Serves as a poor model for young people.”

Herman Melville’s Moby Dick: “Contains homosexuality.”

Anne Frank’s Diary of a Young Girl: “Obscene and blasphemous.”

E. B. White’s Charlotte’s Web: “Morbid picture of death.”

J. R. R. Tolkien’s The Hobbit: “Subversive elements.”

Roald Dahl’s Charlie and the Chocolate Factory: “Racist.”

Mark Twain’s The Adventures of Huckleberry Finn: “Racism, insensitivity, and offensive language.”

Webster’s Dictionary: “Contains sexually explicit definitions.”

Justin Richardson and Peter Parnell’s And Tango Makes Three, for being anti-ethnic and anti-family, homosexuality, religious viewpoint, unsuited to the age group.

Philip Pullman’s His Dark Materials trilogy for the political viewpoint, religious viewpoint, and violence.

Alvin Schwartz’s Scary Stories for occult/satanism, religious viewpoint, and violence.

6.17