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The History of Education
The History of Education

          1900- 1950
  KATHERINE BURNS , KEISHA
BRISON, GRETA SAMUELS, PAULA
 CARRENO AND ERICA ROGERS
1900s


Children in Schools       Children at Work
Higher Institutions of Learning Established
 Association of American           Joliet University founded in
  Universities founded in 1900       1901 in Joliet, Illinois
 Goal to promote higher            Nations 1st Public Community
  standards for universities         College in the U.S.
 U.S. Universities become equal    Founders J. Stanley Brown and
  partners with European             William Rainey Harper
  Universities
Mary McLeod Bethune

• African American educator,
•  1904 founded the Daytona Educational and Industrial Training School
  for Negro Girls in Daytona Beach, Florida
• 1923 it merges with the Cookman Institute and becomes a
  coeducational high school, which becomes - Bethune-Cookman
  College, now Bethune-Cookman University.
Ivan Pavlov
   1903 CLASSICAL CONDITIONING INTRODUCED AT THE
1 4 TH I N T E R N A T I O N A L M E D I C A L C O N V E N T I O N I N M A D R I D

    AUTOMATIC OR REFLECTIVE RESPONSES AND NOT
               VOLUNTARY BEHAVIOR

BEHAVIORISM- INDIVIDUALS' RESPONSE TO DIFFERENT
  ENVIRONMENTAL STIMULI SHAPES OUR BEHAVIORS
The Binet-Simon Scale

 1905
 Alfred Binet and Theodore Simon
 Created a measurement instrument that would identify students with
  mental retardation.
The Carnegie Foundation for the Advancement of Teaching

 Founded in 1905 by Andrew Carnegie chartered in 1906 by Congress
 Established a standard system for ―seating time‖ turning time spent into
    High School credit
   Responsible for:
   Flexner Report
   GRE – Graduate Record Examination
   Educational Testing Service
                                 Motivation
 Approach builds on the scholarship of teaching and learning, where they:
   Learn from each other
   Improve on what they know works
   Continuously create new knowledge
   Take what they have learned and make it usable by others
Ella Flagg Young

 1909
 1st Female Superintendent of Chicago Public Schools
PROGRESSIVE ERA

       JOHN DEWEY 1859 – 1952
         FATHER OF PROGRESSIVISM
                AUTHOR
       THE SCHOOL AND SOCIETY 1899
    THE CHILD AND THE CURRICULUM 1902
      DEMOCRACY AND EDUCATION 1916
      EDUCATIONAL PHILOSOPHY
              INVESTIGATION
             PROBLEM SOLVING
     PERSONAL AND COMMUNITY GROWTH
CURRICULUM DEVELOPED BY BOTH STUDENTS AND
                TEACHERS
John Dewey - INFLUENCES

Friedrich Froebel          Johan Heinrich Pestalozzi


 Educating the ―whole      Children need an
  child‖                     emotionally secure
                             environment for
 Father of Kindergarten
                             successful learning
 Use of practical work     Sensory Learning
  and direct material       Children should arrive
 Engage with the world      at answers themselves
  you gain                   and use their
  understanding              hands, heart and head.
Progressive Education Movement

The belief that education is based on the
idea that humans learn best in real-life
activities with people
Montessori Schools

In 1911 the first Montessori school in the U.S. opens in Tarrytown, New York.
Two years later (1913), Maria Montessori visits the U.S., and Alexander Graham
Bell and his wife Mabel found the Montessori Educational Association at their
Washington, DC, home
The Smith-Lever Act of 1914

 1914 - THE SMITH-LEVER ACT ESTABLISHES
   A SYSTEM OF COOPERATIVE EXTENSION
   SERVICES CONNECTED TO LAND GRANT
   UNIVERSITIES AND PROVIDES FEDERAL
     FUNDS FOR EXTENSION ACTIVITIES.
Seven Cardinal Principles of Secondary Education

1.    Health
2.    Command of fundamental principles
3.    Worthy home membership
4.    Vocation
5.    Civic education
6.    Worthy use of leisure
7.    Ethical character
1916


Louis M. Terman and his team of
Stanford University graduate students
complete an American version of the
Binet-Simon Scale. The Stanford
Revision of the Binet-Simon Scale
becomes a widely-used individual
intelligence test, and along with it, the
concept of the intelligence quotient (or
IQ) is born. The Fifth Edition of the
Stanford-Binet Scales is among the
most popular individual intelligence
tests today.
Working Conditions of Teachers

The American Federation of Teachers addressed many
issues for teachers in 1916. They wanted to improve
teaching conditions, increase pay, and provide benefits
for teachers.
Dewey's
education
philosophy
helped forward
the progressive
education
movement, and
spawned the
development of
experiential
education
programs and
experiments
John Dewey & Progressivism

John Dewey, considered as one of the greatest thinkers of
the 20th century, contributed greatly to the field of early
education and changed the structure of classroom. Dewey
believed educators had a duty to move beyond rigid and
traditional instruction to a more progressive approach to
learning. This approach included encouraging students to
ask questions, work in teams, and engage in dialogue in the
classroom. Dewey also thought this would help children
develop socially and encourage their overall participation.
Instructors observed the interests of students and assisted
them and essentially the instructors and students learned
together. Dewey’s invaluable contribution to learning is the
reason he is known as the father of modern education.
Nursery Schools

The Bureau of Educational Experiments is founded in
New York City by Lucy Sprague Mitchell with the
purpose of studying child development and children's
learning. It opens a laboratory nursery school in 1918
and in 1950 becomes the Bank Street College of
Education. Its School for Children is now "an
independent demonstration school for Bank Street
College." This same year (1916), Mrs. Frank R. Lillie
helps establish what would become the University of
Chicago Nursery School.
1917
Implementation of
intelligence testing
for the United
States Army paved
the way for
educational
standardized
testing
1919



The Progressive               All states have laws
Education Association is      providing funds for
founded with the goal of      transporting children to
reforming American            school.
education.
The Progressive Education Association Doctrine Inspired by
                         John Dewey

1. The conduct of the pupils shall be governed by themselves, according to the
social needs of the community.
2. Interest shall be the motive for all work.
3. Teachers will inspire a desire for knowledge, and will serve as guides in the
investigations undertaken, rather than as task-masters.
4. Scientific study of each pupil’s development, physical, mental, social and
spiritual, is absolutely essential to the intelligent direction of his development.
5. Greater attention is paid to the child’s physical needs, with greater use of the
out-of-doors.
6. Cooperation between school and home will fill all needs of the child’s
development such as music, dancing, play and other extra-curricular activities.
7. All progressive schools will look upon their work as of the laboratory
type, giving freely to the sum of educational knowledge the results of their
experiments in child culture.

Novack, 2005
Classical Conditioning of
        Children

IN 1920 JOHN B. WATSON AND HIS
ASSISTANT ROSALIE RAYNER CONDUCT
THEIR EXPERIMENTS USING CLASSICAL
CONDITIONING WITH CHILDREN. OFTEN
REFERRED TO AS THE LITTLE ALBERT
STUDY, WATSON AND RAYNER'S WORK
SHOWED THAT CHILDREN COULD BE
CONDITIONED TO FEAR STIMULI OF
WHICH THEY HAD PREVIOUSLY BEEN
UNAFRAID. THIS STUDY COULD NOT BE
CONDUCTED    TODAY   BECAUSE   OF
ETHICAL SAFEGUARDS CURRENTLY IN
PLACE.
Progressive Education 1921 - 1930
Lewis M. Terman

    Lewis M. Terman was a psychologist
  who developed some of the earliest and
  most successful measures of individual
  differences. He joined the faculty of
  Stanford University in 1910, he revised
  the Binet-Simon intelligence scale and
  published the Stanford-Binet IQ test
  (1916), which soon was adopted in the
  U.S. During World War I.
   Terman developed group intelligence
  testing for the U.S. Army, and in 1921 he
  launched a long-term program of
  ―intellectually superior‖ which were
  studies on gifted children. He wrote The
  Measurement of Intelligence (1916) and
  coauthored Genetic Studies of Genius.
Lewis M. Terman cont’d

                               ―Intellectually Superior‖
   Herman's "Termites" as they are known were chosen to test the early ripe-early rot myth.
    High IQ children had intellectual success or failure as adults.
   According to Terman, unusually precocious children were more likely to turn out well
    than poorly in their later lives.
   Terman found that the gifted were taller, healthier, physically better developed, superior
    in leadership and social adaptability, dispelling the often held contrary opinion.

   Terman's points of view regarding gifted youth include:

   They are the top 1 percent in intelligence
   They should be identified as early as possible in childhood
   They should be accelerated through school
   They should have a differentiated curriculum and instruction
   They should have specially trained teachers
   They should be viewed as a national resource for the betterment of society
   They should be allowed to develop in whatever directions their talents and interests
    dictate
Council for Exceptional Children (CEC)

 Founded at Columbia University’s Teachers College (1922) Elizabeth Farrell
  was unanimously elected president at that first meeting, and the Council
  adopted what it called its three "aims":
 To unite those interested in educational problems of "special children."
 To emphasize the education of "special children" rather than his/her
  identification.
 To establish professional standards for teachers in the field of special
  education.
Abigail Adams

     Establishes the Ruggles Street
      Nursery along with help from Mrs.
      Henry Greenleaf Pearson. Ruggles
      nursery is one of the first educational
      nurseries in the U.S. , which later
      becomes Eliot-Pearson’s Children’s
      school and is now affiliated with Eliot-
      Pearson Department development at
      Tufts University.
     Elizabeth Pearson established the
      Ruggles Street Nursery School in
      Boston to serve children living in
      poverty in 1922.
     Dedication to the study and wellbeing
      of children, families, and their
      communities.
Max Wertheimer

 Gestalt Theory(1924):
  Emphasis on learning through
  insight and grasping the whole
  concept, which becomes
  important in the 20th century
  with development of cognitive
  views of learning and teaching.

 Gestalt is a psychology term
  which means "unified whole". It
  refers to theories of visual
  perception. These theories
  describe how people tend to
  organize visual elements into
  groups or unified wholes when
  certain principles are applied.
  These principles are:
Functionalism




         “Essence or shape of an entity's complete form"
 The Gestalt Principles
 Similarity
 Is when objects look similar to one another. People often perceive
  them as a group or pattern.
Functionalism Cont’d

  Continuation
 Continuation occurs when the eye is compelled to move through one object
  and continue to another object.


 Closure
 Closure occurs when an object is incomplete or a space is not completely
  enclosed. If enough of the shape is indicated, people perceive the whole by
  filling in the missing information.

 Proximity
 Proximity occurs when elements are placed close together. They tend to be
  perceived as a group.

 Figure and Ground
 The eye differentiates an object form its surrounding area. a form, silhouette, or
  shape is naturally perceived as figure (object), while the surrounding area is
  perceived as ground (background).
Tennessee VS John Scopes(Monkey Trial)

 In 1925 John Scopes a High school Biology teacher was on
  trial and charged with the crime of teaching
  evolution(Darwin).
 The religious creationists adopted the age-old tactic of
  ridiculing their opponents' position. John Scopes was
  convicted.
 Traditionalists worried that everything valuable was ending.
  Younger modernists no longer asked whether society would
  approve of their behavior, only whether their behavior met
  the approval of their intellect. Intellectual experimentation
  flourished. Americans danced to the sound of the Jazz
  Age, showed their contempt for alcoholic
  prohibition, debated abstract art and Freudian theories. In
  a response to the new social patterns set in motion by
  modernism, a wave of revivalism developed, becoming
  especially strong in the American South.
 Controversy of evolution versus creationism still continue
  today.
The Scholastic Aptitude Test (SAT)


 First administered in 1926.
 Based on Army Alpha test.
 First called the Scholastic Aptitude Test, then the Scholastic
  Assessment Test, and now SAT.
 Test is intended to assess a student's readiness for college. SAT assesses
  how well the test takers analyze and solve problems—skills they learned
  in school that they will need in college.
Jean Piaget

 In 1929 Piaget’s book is published ―The
    Child’s Concept of the word‖
   He becomes an important influence in
    Cognitive Developmental psychology and
    education.
   The Child's Conception of the World explores
    the ways in which the reasoning powers of
    young children differ from those of adults.
    He has studies on what conceptions of the
    world does the child naturally form at the
    different stages of its development.
    The extent that the child distinguishes the
    external world from an internal or subjective
    world and what limits does he or she draw
    between the self and objective reality.
A history of education 1900 - 1950
Piaget’s Stages of Development and Cognitive
                    theory
The Great Depression




 Economic depression which followed World War II and is
  commonly used as an example of how far the world's economy can
  decline. The depression originated in the U.S., after the collapse in
  stock prices that began around September 4, 1929, and became
  worldwide news with the Stock Market Crash of October
  29, 1929( Black Tuesday).
 Economy is down leaving people homeless, hungry, layoffs. Schools
  are closed, teachers laid off and lower salaries.
The Great Depression cont’d

 Teachers and the education of children suffered:
 Children dropped out of school to sell newspapers and shine shoes.
  Students were also forced to wear worn out, mended clothes and
  were too embarrassed to go to school.
 People couldn't pay their property taxes so school districts were
  lacking funds. Few teachers were hired and there wasn't enough
  money to buy books and supplies. Students were forced to use worn
  textbooks which sometimes had pages missing.
 Students were forced to bring their own supplies to school. Since
  many parents couldn't afford to buy these supplies, students
  dropped out.
 Schools were forced to drop classes like home economics, physical
  education, art, and foreign languages. Just the basic courses of
  reading, writing, and arithmetic were taught.
Alvarez vs. The Board of Trustees of the Lemon
                   Grove School.
• 1931
• San Diego, CA
• Lemon Grove school creates a segregated building for Mexican students.
  The building is old and not suitable for these students.
• Board of trustees do this because they said Mexican students were slower
  learners, and needed special education.
• Mexican students refused to go this ―new building‖ everyone called ―La
  Caballeriza‖ (the barnyard)
• The Mexican community took the school to court where the judge
  concluded:
  ―I understand that you can separate a few children, to improve their
  education they need special instruction; but to separate all the Mexicans in
  one group can only be done by infringing the laws of the State of California.
  And I do not blame the Mexican children because a few of them are behind
  (in school work) for this segregation. On the contrary, this is a fact in their
  favor. I believe that this separation denies the Mexican children the
  presence of the American children, which is so necessary to learn the
  English language."
Presidential Election 1932

 •F R A N K L I N D E L A N O R O O S E V E L T I S E L E C T E D P R E S I D E N T


 •I N H I S F I R S T “ H U N D R E D D A Y S ” H E P R O P O S E D T H E “ N E W
DEAL” DUE TO THE UNEMPLOYMENT CRISIS IN THE NATION.

    •H E W A S R E - E L E C T E D I N 1 9 3 6 B Y   GRAND MAJORITY.
Anna Eleanor Roosevelt

•C H A N G E S T H E R O L E O F T H E F I R S T L A D Y B Y U S I N G
             HER KINDNESS TO HELP PEOPLE.

   •S H E T R A V E L E D A L L O V E R T H E W O R L D T O F E E D
         HUNGER AND HELP NEEDED FAMILIES.

 •S H E A L S O W A S V E R Y V O C A L A N D S U P P O R T I V E O F
 THE CIVIL RIGHTS MOVEMENT AND THE AFRICAN
              AMERICAN RIGHTS.

•A F T E R R O O S E V E L T ' S D E A T H I N 1 9 4 5 , S H E B E C O M E S
   THE AMERICAN SPOKESPERSON IN THE UNITED
                  NATIONS.
Because of the Great        The Work Progress
Depression, millions
were unemployed.            Administration
Numbers were
increasing until Franklin
Roosevelt signed a
project that allowed
those unemployed to
work in public sites.
The Work Progress
Administration (WPA)
was a relief program that
put Americans to work
in order to gain some
financial balance. Out of
the 10million
unemployed, 3 million
were helped .
Most work sites were
public schools and
parks.
The Ballpoint Pen

 1938
 Biro became very frustrated with the smudges and
  stains caused by fountain pens.
 Ladislas Biro and his Brother Georg improved the
  invention of John Loud’s 1888 ballpoint pen in
  Hungary.
 They created it more designs and better ink to use in
  them.
Yellow School Bus

  •I N 1 9 3 9 , F R A N K W . C Y R , A P R O F E S S O R A T C O L U M B I A
 UNIVERSITY, ORGANIZED A NATIONAL CONFERENCE ON
                      STUDENT TRANSPORTATION.
  •H I S I S S U E W A S T H E D I F F E R E N T M E T H O D S O F S C H O O L
   TRANSPORTATION WERE UNSAFE AND NEEDED TO BE
                                  STANDARD.
             •S T U D E N T S U S E D H O R S E - D R A W N W H E A T
 WAGONS, TRUCKS AND EVERYDAY VEHICLES TO GET TO
                                    SCHOOL.
 •B E C A U S E O F T H E C O N F E R E N C E , T H E P O P U L A R Y E L L O W
SCHOOL BUS WAS AND STILL IS THE STANDARD FORM OF
                  SCHOOL TRANSPORTATION TODAY.
Yellow School Bus (con’t)
     •T H E C O N F E R E N C E C H O S E T H E C O L O R
 YELLOW, BECAUSE IT WAS A BRIGHT COLOR
THAT COULD BE SEEN CLEARLY AT DAYLIGHT
                   AND NIGHTLIGHT.
 •A L S O , I T W A S H I G H L Y V I S I B L E F O R O T H E R
MOTORISTS WHICH ALLOWED THE STUDENTS
             TO RIDE IN A SAFE VEHICLE.
Deviation IQ

 1939
 David Wechsler develops ―The Wechsler Adult Intelligence
  Scale‖
 Wechsler believed that intelligence could be best measured
  by assessing an individual’s performance on a wide array of
  tests.
 He also introduces the concept of ―Deviation IQ‖ which
  calculates the scores on how far they differ from another
  individual’s score in the same age range.
Deviation IQ Graphs
References 1900 -1910


 John Dewey
 http://education.stateuniversity.com/pages/2336/Progr
    essive-Education.html
   Child Labor 1900
   http://kclibrary.lonestar.edu/decade00.html
   Children in schools 1900
   http://library.thinkquest.org/J002606/early1900s.html
   Johan Pestalozzi
   http://education.stateuniversity.com/pages/2319/Pestal
    ozzi-Johann-1746-1827.html
References 1911 - 1920

 Novack, G. (2005). John Dewey’s Theories of
 Education. from
 http://www.marxists.org/archive/novack/works/1
 960/x03.htm
References 1921-1930

   Abigail Eliot
    http://www.concordlibrary.org/scollect/Fin_Aids/O
    Texts/eliot.html
   Famous trials in the U.S.
    http://law2.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm
   The Daily: History Page, Multiple choice page on SAT
    http://www.thedaily.com/page/2012/04/06/040612-opinions-history-sat-keenan-1-3
   Useful charts- Piaget’s stages of development
    http://www.usefulcharts.com/psychology/piaget-stages-of-cognitive-development.html
   Max Wertheimer’s Biography
    http://psychology.about.com/od/profilesmz/p/max-wertheimer.htmcom- Max
    Wertheimer’s Biography
   Jean Piaget, NNDP
   http://www.nndb.com/people/359/000094077/
   Jean Piaget: How a child thinks (video)
    http://www.youtube.com/watch?v=Jw33CBsEmR4
References 1931-1940


 http://www.sandiegohistory.org/journal/86spring/lemongrove.htm
 http://www.whitehouse.gov/about/presidents/franklindroosevelt
 http://www.whitehouse.gov/about/first-ladies/eleanorroosevelt
 http://www.history.com/this-day-in-history/fdr-creates-the-wpa
 http://www.life123.com/hobbies/First-Ball-Point-Pen
 http://www.transportationheroes.org/heroDetail.php?id=19
 http://www.pearsonassessments.com/NR/rdonlyres/6F6A90D0-
  9EF9-41CC-BF21-EB3FE7E9A5B2/0/Assess_Focus_Spring_02.pdf
 http://allpsych.com/researchmethods/distributions.html
References 1941-1950
  Effects of WWII:
http://en.wikipedia.org/wiki/Effects_of_World_War_II
 Servicemen's Readjustment Act
http://www.ourdocuments.gov/doc.php?flash=true&doc=76
• Kathleen Casey-Kirschling
http://usatoday30.usatoday.com/news/nation/2005-12-29-first-boomer_x.htm
 Mendez vs. Westminster
http://en.wikipedia.org/wiki/Mendez_vs._Westminster:_For_All_the_Children
 ENIAC
http://inventors.about.com/od/estartinventions/a/Eniac.htm
 National School Lunch Act
http://www.fns.usda.gov/cnd/lunch
 Everson V. Board of Education
http://www.law.cornell.edu/supct/html/historics/USSC_CR_0330_0001_ZS.html
 McCollum V. Board of Education
http://www.oyez.org/cases/1940-1949/1947/1947_90
 Higher Education for American Democracy
http://en.wikipedia.org/wiki/Higher_Education_for_American_Democracy
 Public Law 81-740
https://www.ffa.org/documents/about_publiclaw105225.pdf
Progressive Education 1900-1950




 1900-1910 by Greta Samuels
 1911-1920 by Keisha Brison
 1921-1930 by Erica Rogers
 1931-1940 by Paula Carreno
 1941-1950 by Katherine Burns

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A history of education 1900 - 1950

  • 1. The History of Education
  • 2. The History of Education 1900- 1950 KATHERINE BURNS , KEISHA BRISON, GRETA SAMUELS, PAULA CARRENO AND ERICA ROGERS
  • 3. 1900s Children in Schools Children at Work
  • 4. Higher Institutions of Learning Established  Association of American  Joliet University founded in Universities founded in 1900 1901 in Joliet, Illinois  Goal to promote higher  Nations 1st Public Community standards for universities College in the U.S.  U.S. Universities become equal  Founders J. Stanley Brown and partners with European William Rainey Harper Universities
  • 5. Mary McLeod Bethune • African American educator, • 1904 founded the Daytona Educational and Industrial Training School for Negro Girls in Daytona Beach, Florida • 1923 it merges with the Cookman Institute and becomes a coeducational high school, which becomes - Bethune-Cookman College, now Bethune-Cookman University.
  • 6. Ivan Pavlov 1903 CLASSICAL CONDITIONING INTRODUCED AT THE 1 4 TH I N T E R N A T I O N A L M E D I C A L C O N V E N T I O N I N M A D R I D AUTOMATIC OR REFLECTIVE RESPONSES AND NOT VOLUNTARY BEHAVIOR BEHAVIORISM- INDIVIDUALS' RESPONSE TO DIFFERENT ENVIRONMENTAL STIMULI SHAPES OUR BEHAVIORS
  • 7. The Binet-Simon Scale  1905  Alfred Binet and Theodore Simon  Created a measurement instrument that would identify students with mental retardation.
  • 8. The Carnegie Foundation for the Advancement of Teaching  Founded in 1905 by Andrew Carnegie chartered in 1906 by Congress  Established a standard system for ―seating time‖ turning time spent into High School credit  Responsible for:  Flexner Report  GRE – Graduate Record Examination  Educational Testing Service  Motivation  Approach builds on the scholarship of teaching and learning, where they:  Learn from each other  Improve on what they know works  Continuously create new knowledge  Take what they have learned and make it usable by others
  • 9. Ella Flagg Young  1909  1st Female Superintendent of Chicago Public Schools
  • 10. PROGRESSIVE ERA JOHN DEWEY 1859 – 1952 FATHER OF PROGRESSIVISM AUTHOR THE SCHOOL AND SOCIETY 1899 THE CHILD AND THE CURRICULUM 1902 DEMOCRACY AND EDUCATION 1916 EDUCATIONAL PHILOSOPHY INVESTIGATION PROBLEM SOLVING PERSONAL AND COMMUNITY GROWTH CURRICULUM DEVELOPED BY BOTH STUDENTS AND TEACHERS
  • 11. John Dewey - INFLUENCES Friedrich Froebel Johan Heinrich Pestalozzi  Educating the ―whole  Children need an child‖ emotionally secure environment for  Father of Kindergarten successful learning  Use of practical work  Sensory Learning and direct material  Children should arrive  Engage with the world at answers themselves you gain and use their understanding hands, heart and head.
  • 12. Progressive Education Movement The belief that education is based on the idea that humans learn best in real-life activities with people
  • 13. Montessori Schools In 1911 the first Montessori school in the U.S. opens in Tarrytown, New York. Two years later (1913), Maria Montessori visits the U.S., and Alexander Graham Bell and his wife Mabel found the Montessori Educational Association at their Washington, DC, home
  • 14. The Smith-Lever Act of 1914 1914 - THE SMITH-LEVER ACT ESTABLISHES A SYSTEM OF COOPERATIVE EXTENSION SERVICES CONNECTED TO LAND GRANT UNIVERSITIES AND PROVIDES FEDERAL FUNDS FOR EXTENSION ACTIVITIES.
  • 15. Seven Cardinal Principles of Secondary Education 1. Health 2. Command of fundamental principles 3. Worthy home membership 4. Vocation 5. Civic education 6. Worthy use of leisure 7. Ethical character
  • 16. 1916 Louis M. Terman and his team of Stanford University graduate students complete an American version of the Binet-Simon Scale. The Stanford Revision of the Binet-Simon Scale becomes a widely-used individual intelligence test, and along with it, the concept of the intelligence quotient (or IQ) is born. The Fifth Edition of the Stanford-Binet Scales is among the most popular individual intelligence tests today.
  • 17. Working Conditions of Teachers The American Federation of Teachers addressed many issues for teachers in 1916. They wanted to improve teaching conditions, increase pay, and provide benefits for teachers.
  • 18. Dewey's education philosophy helped forward the progressive education movement, and spawned the development of experiential education programs and experiments
  • 19. John Dewey & Progressivism John Dewey, considered as one of the greatest thinkers of the 20th century, contributed greatly to the field of early education and changed the structure of classroom. Dewey believed educators had a duty to move beyond rigid and traditional instruction to a more progressive approach to learning. This approach included encouraging students to ask questions, work in teams, and engage in dialogue in the classroom. Dewey also thought this would help children develop socially and encourage their overall participation. Instructors observed the interests of students and assisted them and essentially the instructors and students learned together. Dewey’s invaluable contribution to learning is the reason he is known as the father of modern education.
  • 20. Nursery Schools The Bureau of Educational Experiments is founded in New York City by Lucy Sprague Mitchell with the purpose of studying child development and children's learning. It opens a laboratory nursery school in 1918 and in 1950 becomes the Bank Street College of Education. Its School for Children is now "an independent demonstration school for Bank Street College." This same year (1916), Mrs. Frank R. Lillie helps establish what would become the University of Chicago Nursery School.
  • 21. 1917 Implementation of intelligence testing for the United States Army paved the way for educational standardized testing
  • 22. 1919 The Progressive All states have laws Education Association is providing funds for founded with the goal of transporting children to reforming American school. education.
  • 23. The Progressive Education Association Doctrine Inspired by John Dewey 1. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. 2. Interest shall be the motive for all work. 3. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. 4. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development. 5. Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors. 6. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities. 7. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experiments in child culture. Novack, 2005
  • 24. Classical Conditioning of Children IN 1920 JOHN B. WATSON AND HIS ASSISTANT ROSALIE RAYNER CONDUCT THEIR EXPERIMENTS USING CLASSICAL CONDITIONING WITH CHILDREN. OFTEN REFERRED TO AS THE LITTLE ALBERT STUDY, WATSON AND RAYNER'S WORK SHOWED THAT CHILDREN COULD BE CONDITIONED TO FEAR STIMULI OF WHICH THEY HAD PREVIOUSLY BEEN UNAFRAID. THIS STUDY COULD NOT BE CONDUCTED TODAY BECAUSE OF ETHICAL SAFEGUARDS CURRENTLY IN PLACE.
  • 26. Lewis M. Terman  Lewis M. Terman was a psychologist who developed some of the earliest and most successful measures of individual differences. He joined the faculty of Stanford University in 1910, he revised the Binet-Simon intelligence scale and published the Stanford-Binet IQ test (1916), which soon was adopted in the U.S. During World War I.  Terman developed group intelligence testing for the U.S. Army, and in 1921 he launched a long-term program of ―intellectually superior‖ which were studies on gifted children. He wrote The Measurement of Intelligence (1916) and coauthored Genetic Studies of Genius.
  • 27. Lewis M. Terman cont’d ―Intellectually Superior‖  Herman's "Termites" as they are known were chosen to test the early ripe-early rot myth.  High IQ children had intellectual success or failure as adults.  According to Terman, unusually precocious children were more likely to turn out well than poorly in their later lives.  Terman found that the gifted were taller, healthier, physically better developed, superior in leadership and social adaptability, dispelling the often held contrary opinion.  Terman's points of view regarding gifted youth include:  They are the top 1 percent in intelligence  They should be identified as early as possible in childhood  They should be accelerated through school  They should have a differentiated curriculum and instruction  They should have specially trained teachers  They should be viewed as a national resource for the betterment of society  They should be allowed to develop in whatever directions their talents and interests dictate
  • 28. Council for Exceptional Children (CEC)  Founded at Columbia University’s Teachers College (1922) Elizabeth Farrell was unanimously elected president at that first meeting, and the Council adopted what it called its three "aims":  To unite those interested in educational problems of "special children."  To emphasize the education of "special children" rather than his/her identification.  To establish professional standards for teachers in the field of special education.
  • 29. Abigail Adams  Establishes the Ruggles Street Nursery along with help from Mrs. Henry Greenleaf Pearson. Ruggles nursery is one of the first educational nurseries in the U.S. , which later becomes Eliot-Pearson’s Children’s school and is now affiliated with Eliot- Pearson Department development at Tufts University.  Elizabeth Pearson established the Ruggles Street Nursery School in Boston to serve children living in poverty in 1922.  Dedication to the study and wellbeing of children, families, and their communities.
  • 30. Max Wertheimer  Gestalt Theory(1924): Emphasis on learning through insight and grasping the whole concept, which becomes important in the 20th century with development of cognitive views of learning and teaching.  Gestalt is a psychology term which means "unified whole". It refers to theories of visual perception. These theories describe how people tend to organize visual elements into groups or unified wholes when certain principles are applied. These principles are:
  • 31. Functionalism “Essence or shape of an entity's complete form"  The Gestalt Principles  Similarity  Is when objects look similar to one another. People often perceive them as a group or pattern.
  • 32. Functionalism Cont’d Continuation  Continuation occurs when the eye is compelled to move through one object and continue to another object.  Closure  Closure occurs when an object is incomplete or a space is not completely enclosed. If enough of the shape is indicated, people perceive the whole by filling in the missing information.  Proximity  Proximity occurs when elements are placed close together. They tend to be perceived as a group.  Figure and Ground  The eye differentiates an object form its surrounding area. a form, silhouette, or shape is naturally perceived as figure (object), while the surrounding area is perceived as ground (background).
  • 33. Tennessee VS John Scopes(Monkey Trial)  In 1925 John Scopes a High school Biology teacher was on trial and charged with the crime of teaching evolution(Darwin).  The religious creationists adopted the age-old tactic of ridiculing their opponents' position. John Scopes was convicted.  Traditionalists worried that everything valuable was ending. Younger modernists no longer asked whether society would approve of their behavior, only whether their behavior met the approval of their intellect. Intellectual experimentation flourished. Americans danced to the sound of the Jazz Age, showed their contempt for alcoholic prohibition, debated abstract art and Freudian theories. In a response to the new social patterns set in motion by modernism, a wave of revivalism developed, becoming especially strong in the American South.  Controversy of evolution versus creationism still continue today.
  • 34. The Scholastic Aptitude Test (SAT)  First administered in 1926.  Based on Army Alpha test.  First called the Scholastic Aptitude Test, then the Scholastic Assessment Test, and now SAT.  Test is intended to assess a student's readiness for college. SAT assesses how well the test takers analyze and solve problems—skills they learned in school that they will need in college.
  • 35. Jean Piaget  In 1929 Piaget’s book is published ―The Child’s Concept of the word‖  He becomes an important influence in Cognitive Developmental psychology and education.  The Child's Conception of the World explores the ways in which the reasoning powers of young children differ from those of adults.  He has studies on what conceptions of the world does the child naturally form at the different stages of its development.  The extent that the child distinguishes the external world from an internal or subjective world and what limits does he or she draw between the self and objective reality.
  • 37. Piaget’s Stages of Development and Cognitive theory
  • 38. The Great Depression  Economic depression which followed World War II and is commonly used as an example of how far the world's economy can decline. The depression originated in the U.S., after the collapse in stock prices that began around September 4, 1929, and became worldwide news with the Stock Market Crash of October 29, 1929( Black Tuesday).  Economy is down leaving people homeless, hungry, layoffs. Schools are closed, teachers laid off and lower salaries.
  • 39. The Great Depression cont’d  Teachers and the education of children suffered:  Children dropped out of school to sell newspapers and shine shoes. Students were also forced to wear worn out, mended clothes and were too embarrassed to go to school.  People couldn't pay their property taxes so school districts were lacking funds. Few teachers were hired and there wasn't enough money to buy books and supplies. Students were forced to use worn textbooks which sometimes had pages missing.  Students were forced to bring their own supplies to school. Since many parents couldn't afford to buy these supplies, students dropped out.  Schools were forced to drop classes like home economics, physical education, art, and foreign languages. Just the basic courses of reading, writing, and arithmetic were taught.
  • 40. Alvarez vs. The Board of Trustees of the Lemon Grove School. • 1931 • San Diego, CA • Lemon Grove school creates a segregated building for Mexican students. The building is old and not suitable for these students. • Board of trustees do this because they said Mexican students were slower learners, and needed special education. • Mexican students refused to go this ―new building‖ everyone called ―La Caballeriza‖ (the barnyard) • The Mexican community took the school to court where the judge concluded: ―I understand that you can separate a few children, to improve their education they need special instruction; but to separate all the Mexicans in one group can only be done by infringing the laws of the State of California. And I do not blame the Mexican children because a few of them are behind (in school work) for this segregation. On the contrary, this is a fact in their favor. I believe that this separation denies the Mexican children the presence of the American children, which is so necessary to learn the English language."
  • 41. Presidential Election 1932 •F R A N K L I N D E L A N O R O O S E V E L T I S E L E C T E D P R E S I D E N T •I N H I S F I R S T “ H U N D R E D D A Y S ” H E P R O P O S E D T H E “ N E W DEAL” DUE TO THE UNEMPLOYMENT CRISIS IN THE NATION. •H E W A S R E - E L E C T E D I N 1 9 3 6 B Y GRAND MAJORITY.
  • 42. Anna Eleanor Roosevelt •C H A N G E S T H E R O L E O F T H E F I R S T L A D Y B Y U S I N G HER KINDNESS TO HELP PEOPLE. •S H E T R A V E L E D A L L O V E R T H E W O R L D T O F E E D HUNGER AND HELP NEEDED FAMILIES. •S H E A L S O W A S V E R Y V O C A L A N D S U P P O R T I V E O F THE CIVIL RIGHTS MOVEMENT AND THE AFRICAN AMERICAN RIGHTS. •A F T E R R O O S E V E L T ' S D E A T H I N 1 9 4 5 , S H E B E C O M E S THE AMERICAN SPOKESPERSON IN THE UNITED NATIONS.
  • 43. Because of the Great The Work Progress Depression, millions were unemployed. Administration Numbers were increasing until Franklin Roosevelt signed a project that allowed those unemployed to work in public sites. The Work Progress Administration (WPA) was a relief program that put Americans to work in order to gain some financial balance. Out of the 10million unemployed, 3 million were helped . Most work sites were public schools and parks.
  • 44. The Ballpoint Pen  1938  Biro became very frustrated with the smudges and stains caused by fountain pens.  Ladislas Biro and his Brother Georg improved the invention of John Loud’s 1888 ballpoint pen in Hungary.  They created it more designs and better ink to use in them.
  • 45. Yellow School Bus •I N 1 9 3 9 , F R A N K W . C Y R , A P R O F E S S O R A T C O L U M B I A UNIVERSITY, ORGANIZED A NATIONAL CONFERENCE ON STUDENT TRANSPORTATION. •H I S I S S U E W A S T H E D I F F E R E N T M E T H O D S O F S C H O O L TRANSPORTATION WERE UNSAFE AND NEEDED TO BE STANDARD. •S T U D E N T S U S E D H O R S E - D R A W N W H E A T WAGONS, TRUCKS AND EVERYDAY VEHICLES TO GET TO SCHOOL. •B E C A U S E O F T H E C O N F E R E N C E , T H E P O P U L A R Y E L L O W SCHOOL BUS WAS AND STILL IS THE STANDARD FORM OF SCHOOL TRANSPORTATION TODAY.
  • 46. Yellow School Bus (con’t) •T H E C O N F E R E N C E C H O S E T H E C O L O R YELLOW, BECAUSE IT WAS A BRIGHT COLOR THAT COULD BE SEEN CLEARLY AT DAYLIGHT AND NIGHTLIGHT. •A L S O , I T W A S H I G H L Y V I S I B L E F O R O T H E R MOTORISTS WHICH ALLOWED THE STUDENTS TO RIDE IN A SAFE VEHICLE.
  • 47. Deviation IQ  1939  David Wechsler develops ―The Wechsler Adult Intelligence Scale‖  Wechsler believed that intelligence could be best measured by assessing an individual’s performance on a wide array of tests.  He also introduces the concept of ―Deviation IQ‖ which calculates the scores on how far they differ from another individual’s score in the same age range.
  • 49. References 1900 -1910  John Dewey  http://education.stateuniversity.com/pages/2336/Progr essive-Education.html  Child Labor 1900  http://kclibrary.lonestar.edu/decade00.html  Children in schools 1900  http://library.thinkquest.org/J002606/early1900s.html  Johan Pestalozzi  http://education.stateuniversity.com/pages/2319/Pestal ozzi-Johann-1746-1827.html
  • 50. References 1911 - 1920  Novack, G. (2005). John Dewey’s Theories of Education. from http://www.marxists.org/archive/novack/works/1 960/x03.htm
  • 51. References 1921-1930  Abigail Eliot http://www.concordlibrary.org/scollect/Fin_Aids/O Texts/eliot.html  Famous trials in the U.S. http://law2.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm  The Daily: History Page, Multiple choice page on SAT http://www.thedaily.com/page/2012/04/06/040612-opinions-history-sat-keenan-1-3  Useful charts- Piaget’s stages of development http://www.usefulcharts.com/psychology/piaget-stages-of-cognitive-development.html  Max Wertheimer’s Biography http://psychology.about.com/od/profilesmz/p/max-wertheimer.htmcom- Max Wertheimer’s Biography  Jean Piaget, NNDP  http://www.nndb.com/people/359/000094077/  Jean Piaget: How a child thinks (video) http://www.youtube.com/watch?v=Jw33CBsEmR4
  • 52. References 1931-1940  http://www.sandiegohistory.org/journal/86spring/lemongrove.htm  http://www.whitehouse.gov/about/presidents/franklindroosevelt  http://www.whitehouse.gov/about/first-ladies/eleanorroosevelt  http://www.history.com/this-day-in-history/fdr-creates-the-wpa  http://www.life123.com/hobbies/First-Ball-Point-Pen  http://www.transportationheroes.org/heroDetail.php?id=19  http://www.pearsonassessments.com/NR/rdonlyres/6F6A90D0- 9EF9-41CC-BF21-EB3FE7E9A5B2/0/Assess_Focus_Spring_02.pdf  http://allpsych.com/researchmethods/distributions.html
  • 53. References 1941-1950  Effects of WWII: http://en.wikipedia.org/wiki/Effects_of_World_War_II  Servicemen's Readjustment Act http://www.ourdocuments.gov/doc.php?flash=true&doc=76 • Kathleen Casey-Kirschling http://usatoday30.usatoday.com/news/nation/2005-12-29-first-boomer_x.htm  Mendez vs. Westminster http://en.wikipedia.org/wiki/Mendez_vs._Westminster:_For_All_the_Children  ENIAC http://inventors.about.com/od/estartinventions/a/Eniac.htm  National School Lunch Act http://www.fns.usda.gov/cnd/lunch  Everson V. Board of Education http://www.law.cornell.edu/supct/html/historics/USSC_CR_0330_0001_ZS.html  McCollum V. Board of Education http://www.oyez.org/cases/1940-1949/1947/1947_90  Higher Education for American Democracy http://en.wikipedia.org/wiki/Higher_Education_for_American_Democracy  Public Law 81-740 https://www.ffa.org/documents/about_publiclaw105225.pdf
  • 54. Progressive Education 1900-1950  1900-1910 by Greta Samuels  1911-1920 by Keisha Brison  1921-1930 by Erica Rogers  1931-1940 by Paula Carreno  1941-1950 by Katherine Burns

Notes de l'éditeur

  1. http://www.sandiegohistory.org/journal/86spring/lemongrove.htm
  2. http://www.whitehouse.gov/about/presidents/franklindroosevelt
  3. http://www.whitehouse.gov/about/first-ladies/eleanorroosevelt
  4. http://www.history.com/this-day-in-history/fdr-creates-the-wpa
  5. http://www.life123.com/hobbies/First-Ball-Point-Pen
  6. http://www.transportationheroes.org/heroDetail.php?id=19
  7. http://www.transportationheroes.org/heroDetail.php?id=19
  8. http://www.pearsonassessments.com/NR/rdonlyres/6F6A90D0-9EF9-41CC-BF21-EB3FE7E9A5B2/0/Assess_Focus_Spring_02.pdf
  9. http://allpsych.com/researchmethods/distributions.html