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Sets > EDNL Final > Flashcards

EDNL Final Flashcards

1
Q

Servicemen’s Readjustment Act or G.I. Bill

A

Post WWII reform

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2
Q

“A Nation At Risk”

A
  • 70s and 80s had led to increased economic competition, decline in worker productivity, rising unemployment in the U.S.
  • increased federal interest in education follows
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3
Q

ESEA

A

-“Elementary and Secondary Education Act”
- passed in 2001 and initiated Federal accountability standards for all states
- states were to develop uniform assessments to show all students were at or above grade level (proficient) in reading and math

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4
Q

No Child Left Behind

A

extension of Elementary and Secondary Education Act

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5
Q

Every Student Succeeds Act

A

most current version of the No Child Left Behind/Elementary and Secondary Education Act laws

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6
Q

Common Core State Standards

A
  • English/language arts and mathematics
  • key concept was to develop consistent education standards across states- what was taught but now how it would be assessed or taught
  • fewer in number but in general delve deeper into the content across several domains within each content area- ELA and math
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7
Q

Pedagogy

A
  • the specialized skill or knowledge teachers must learn or know how to provide a specialized service
    -what makes a profession a profession
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8
Q

de jure segregation vs. de facto:

A

de jure ended segregation by law and is enforced by the government, ex. the Civil Rights movement in the 60s. De facto segregation exists without laws, persists to this day.

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9
Q

McKinney-Vento Act:

A

Federal education law that defines homelessness and mandates services. Grants children access to educational services such as enrollment in public education and transportation.

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10
Q

generational poverty

A

at least two generations born in poverty

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11
Q

situational poverty

A

-caused by a sudden crisis or loss, is often temporary
-ex. job loss / death of a major wage-earner in the family
- often accompanied by very high emotions

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12
Q

absolute poverty:

A

-scarcity of necessities: shelter, running water, and food, focus on day-to-day survival
- the absence of basic necessities

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13
Q

relative poverty

A

-income status of family is insufficient to meet average standard of living
- ex. Alaska and Hawaii: isolation causes price of goods to be higher than other states

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14
Q

urban poverty

A

-metropolitan area of at least 50,000 people
-stressors are more chronic and acute: crowding, violence, noise
- ex. public housing, crime stressors

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15
Q

rural poverty

A

population of less than 50,000 people, less access to services and opportunities: medical, support for disabilities, quality education, (rate is actually growing and exceeds that of urban areas by at least 5%)

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16
Q

John Dewey

A
  • studied at the University of Chicago and Columbia University
    -Proponent of Developmental Democracy (!!)
  • Schools should be a laboratory for democracy
  • Schools penalized children for behaving in ‘accord with their nature’- actively social, constructive, creatively expressive, curious and inquiring
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17
Q

Charles Eliot

A
  • Graduate of Harvard
    -President of Harvard for 40 years
  • Proponent of Social Efficiency
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18
Q

Booker T. Washington

A
  • 1856-1915
    -President of Tuskegee Normal Institute in 1881
    -Strong proponent of vocational education- strong advocate for learning a trade, showing your worth
  • 1895, promoted the idea that African-Americans needed to ‘pull themselves up by their bootstraps’
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19
Q

W.E.B. Dubois

A

-1868-1963
-First African-American to earn a Doctorate from Harvard
- Professor at Atlanta University and leader of the Niagara Movement
-Strongly opposed racism
-Insisted on full civil rights and increased political representation for Blacks
-Believed that schools should offer the same academic and classical education to Black people that was offered to White people
-Education for Black students should not be limited to a curriculum emphasizing agricultural/mechanical skills

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20
Q

Rosenwald Schools

A

-Started by Booker T. Washington of the Tuskegee Institute and Julius Rosenwald, philanthropist and president of Sears Roebuck
-Built state-of-the art schools for African-American children across the South
-The effort has been called the most important initiative to advance black education in the early 20th century
-Over 5,300 were built across 15 southern states. NC had over 800- more than any other state

21
Q

Plessy v. Ferguson

A
  • 1896
    -involved “separate but equal accommodations for white and colored railroad passengers” in Louisiana.
    -Supreme Court ruled that the 14th amendment was not intended to enforce “social, as distinguished from political, equality, or a commingling of the races” (and referenced the Roberts case from Massachusetts of the 1850s)
    -Court also said that if enforced segregation “stamps the colored race with the badge of inferiority”, it is solely because “the colored race chooses to put that constrict upon it”
22
Q

Brown v. Topeka

A

-1954-55
-actually four cases- one each from Kansas, Virginia, South Carolina, and Delaware
-1954 Supreme Court opinion held that separate facilities in education were “inherently unequal” and a breach of the 14th amendment’s “equal protection” clause (overturns Plessy)
-1955 opinion ordered local authorities to make a “prompt and reasonable start” to end segregation, lower courts were to “proceed with all deliberate speed” to end segregation

23
Q

14th Amendment

A

-No person can be deprived of life, liberty, or the property without “due process of law”
-No person can be denied “equal protection of the laws”

24
Q

Effect size

A
  • a statistical measure
    -relates to ‘Normal Distribution’
    -an effect size of 1.0 means a gain of one standard deviation on a normal curve for the control group
25
Q

Genetic Inferiority

A

-God-given superiority justifies social inequalities, especially for those whose chances of success are greater due to inclusion in the dominant social group
-Can be scientifically explained by IQ
-Supported by “scientific studies” such as those by Jensen, Jencks, and Coleman

26
Q

Cultural Deficit

A

-culture is “less than”
-Poor and minority children did not have the same social, cultural, and intellectual opportunities
-Cultural and linguistic differences account for low achievement of minorities
-Head Start type programs are a response to this theory, also Pre-K, Smart Start, etc.

27
Q

Cultural Difference

A

-culture is just “different”
-Accepts multiple ‘frames of reference’ for assessing human culture and relationships among cultural groups
-Differences occur when mismatches occur between the culture of the child and the culture of schooling institutions (what is schooling?)
– Schooling is all of the experiences that we have by going to school- not just the curriculum, but finding a seat automatically, respect for authority

28
Q

Cultural Subordination

A

-Inequalities occur because of power differences based on socioeconomic differences
-Power influences processes and outcomes of schools
-School therefore, rather than being the ‘great equalizer’, becomes the ‘great divider’
-Includes the “resistance theory”- individuals that experience discrimination will yield to social pressures and assume the characteristics of their stereotype rather than be ostracized (be the ‘norm’ or be the exception)

29
Q

Characteristics of schools with high poverty:

A

These schools have children who:
-Tend to be less healthy
-Have weaker school experiences
-Have only one parent in the home
-Move frequently and have unstable educational experiences
-Have less experienced or unqualified teachers
-Have friends or classmates with lower levels of achievement
-Are in schools with fewer pre-collegiate courses and more remedial courses
-Attend schools with higher teacher turnover

30
Q

IDEA

A

-Individuals with Disabilities Education Act
-Mandates “least restrictive educational environment” regardless of a child’s handicapping condition
-Provides Federal aid
-Establishes 13 specific categories entitled to service and funding

31
Q

FAPE

A

-“free appropriate public education”
-Available to all children with disabilities ages 3-21 residing in a state including those suspended or expelled from school
-Provided by an IEP- Individualized Education Plan
-Covers students falling into one or more of 13 specific categories

32
Q

Disability Categories

A

Specific learning disability
Speech or language impairment
Other health impairments
Intellectual disabilities
Emotional disturbance
Developmental delay
Autism (include Asperger’s syndrome)
Multiple disabilities
Hearing impairments
Orthopedic impairments
Traumatic brain injury
Visual impairments (includes blindness)
Deaf-blindness

33
Q

IEP

A

“individualized education plan”

34
Q

least restrictive environment:

A

featured by IDEA

35
Q

ADA

A

ADA is the Americans with Disabilities Act, purpose is to protect civil rights of those with disabilities, mandates nondiscrimination but no funds

36
Q

Section 504

A

Section 504 is part of the Rehabilitation Act, purpose is also to protect civil rights and mandates nondiscrimination but no funds, Section 504 impacts school because it mandates accommodations if an individual has any condition which limits their ability to participate in a “major life activity”, i.e. school

37
Q

Multi-Tiered System of Support (MTSS)

A

Tier 111- Special Educational Services- individualize assessment and instruction based on students’ needs
Tier 11- Collaborative General and Special Education
Targeted assessment and more frequent progress monitoring
More explicit instruction
Smaller groups
Increased intensity of supports
Tier 1- General Education Settings
Universal screening and progress monitoring
Effective instruction
Evidence-based practices

38
Q

Accommodations

A

a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is accessible to the student
Examples: listening to audio books rather than reading printed books; taking a test in a quieter room; arranging seating assignments to benefit the student

39
Q

Modifications

A

changing or adapting the material to make it simpler
Examples: simplified assignments; shorter assignments; extra aids; extended time

40
Q

LEP students

A

-Any student whose level of listening/speaking and/or reading/writing in English is not at or near native-level proficiency (based on an IDEA Language Proficiency Test)
-Identification usually at enrollment using a language survey form (required by North Carolina law), some testing may also occur but only where there are large populations

41
Q

ELL

A

-English language learners

42
Q

ESL

A

-English second language
-concentrated instruction to transition from native language to English, often called sheltered instruction, goal is to get kids functional in English ASAP

43
Q

Bi-lingual

A

Transitional Bilingual Program- academic instruction in 2 languages leading to English proficiency as well as Native language proficiency, focus is on English proficiency

44
Q

Dual language

A

Dual Language/Immersion- instruction is provided in English and the native language

45
Q

Basis of school law issues

A

Constitutional Basis of School Law:
1st Amendment- freedom of religion, speech, press, assembly. Petition
4th Amendment- protection from unreasonable search and seizure, probable cause
14th Amendment- state cannot deprive any person of life, liberty, or property without due process of law; all persons entitled to equal protection of the law
Reasonable suspicion: school officials have reasonable suspicion that someone has done something they shouldn’t have (in schools)
Ex. school officials searching individuals if they’re found out of class
Ex. rumors are still reasonable suspicion, like if there’s a rumor someone has a knife in their locker

46
Q

What state laws cover

A

Qualifications and licensure/certification of teachers and other school staff
Curriculum and content standards
Graduation, promotion, testing requirements
Funding formulas
School safety and discipline
Terms of employment of teachers and other school staff

47
Q

Title IX

A

Enacted by congress in 1972
Followed by Women’s Educational Equity Act in 1974
Mandated equal educational opportunity for girls and boys

48
Q

Civil Rights Act of 1964

A

outlawed discrimination on the basis of race, ethnicity, national origin, religion, and sex

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