Chapter 3

Question 1

Jean Anyon’s classification of schools

Answer 1

Four kinds of schools:

1. Working class
2. Middle Class
3. Affluent Professional
4. Executive Elite

Question 2

Working Class Schools

Answer 2

The primary emphasis is on having students follow directions as they work at rote, mechanical activities such as completing mimeographed worksheets, Students are given little opportunity to exercise their initiative or to make choices. Teachers may make negative, disparaging comments about students abilities and through subtle and no so subtle means convey low expectations to students. Teachers may spend much of their time focusing on classroom mgmt. dealing with absenteeism and keeping extensive records.

Question 3

Middle Class Schools

Answer 3

Teachers emphasize to students the importance of getting right answers, usually in the form of words sentences numbers or facts and dates. Students have slightly more oppty to make decisions but not much. Most lessors are textbook based. Teachers spend a lot of time explaining and expanding on what the textbooks say, there is little attempt to analyze how or why things happen. Creativity and self expression are enrichment activities or for fun

Question 4

Affluent Professional Schools

Answer 4

Students have the oppty to express their individuality and to make a variety of choices. Fewer rules govern behavior and students are likely to negotiate about the work the students will do.

Question 5

Executive Elite Schools

Answer 5

Work is developing ones analytical intellectual powers. Children are continually asked to reason through a problem and to produce intellectual products that are both logically sound and of top academic quality.

Question 6

Three measures of success for schools

Answer 6

1. achieve a high level and complete requirements for graduation.
2. It achieves results that surpass those expected from comparable schools in comparable settings
3. Successful schools are those that are improving rather than getting worse

Question 7

George Counts’ Dare the School Build a New Social Order?

Answer 7

• If schools are to be really effective they must become centers for the building and not merely the contemplation of our civilization.

Question 8

McKinney-Vento Act

Answer 8

• First law to provide assistance to the homeless. It requires states to provide homeless children with free public education. Schools must remove obstacles to school registration for homeless students – requirements for residency, guardianship, immunizations, and previous school records, provide transportation to and from school. In addition the district needs a liaison who is responsible for helping to identify homeless students and to ensure their success in school

Question 9

bullying and cyberbullying

Answer 9

• Columbine highlighted bullying
• ¼ of public schools regardless of location report that bullying is a problem.
• 32 percent of 12-18 years olds students reported having been bullied at school during the last year.
• 21 percent of students said that bullying involved being made fun of
• 18 percent reported being the subject of rumors
• 79 percent of students who were bullied said they were bullied inside the school
• Cyberbullying involves the proliferation of personal computers and cell phone with the use of information and communication technologies to harass or threaten an individual or group.

Question 10

male and female student suicide patterns

Answer 10

• Third leading cause of death in young people ages 10-24
• 4,600 lives lost each year
• 16 percent reported seriously considering suicide, 13 percent made a plan, and 8 percent reported trying to take their own life. Female students are more likely than male students to have seriously considered attempting suicide, 4 times as many male students as females actually commit suicide. Latino students are about 2 times more likely than white students to attempt suicide and students in grade 9 are about 4 times more likely than students in grade 12 to make an attempt.

Question 11

compensatory education programs

Answer 11

• To meet needs of learning of at risk students several federally funded programs developed.
• Largest of which was Title I.
• ESEA and President Lyndon Johnson Great Society Education program. It was designed to improve the basic skills (reading writing and math) of low-ability students from low income families. Obama renewed it in early 2014. To assist teachers in meeting the learning needs of students from low income families, the proposed re authorization would include provisions for supplemental educational services. Gives access to private tutors and other academic support services to help their child succeed in school.
• Title I – pullout program, teachers have curriculum and materials not in classrooms. Positive effects in early grades, but gains dissipate by middle grades

Question 12

CRESPAR findings about after-school programs

Answer 12

• No straight forward answer as to what works best in after school programs. 4 elements of stronger evidence of effectiveness: training for staff, program structure, evaluation of program effectiveness, and planning that includes families and children

Question 13

Carnegie unit

Answer 13

100 yrs ago, standardization for high school curriculum
Equates seat time w/learning
Challenges for it - Block schedules, Field Experience, Distance Learning

Question 14

laboratory schools

Answer 14

Operated by colleges & universities, 1st one by John Dewey, Chicago 1896
Have features that allow pre service teachers to observe w/o being seen
Other names for: demo, model, & child development schools

Question 15

looping

Answer 15

going back, circling around when teaching