Education_in_the_United_States.ppt

1、Education in the United States,Major Issues:,The American character of education - teaching and learning - administration Values embodied in American education The changing role of state and federal government in education,I. History of Ame. Edu.: i. The beginning,Who: puritans How: 1634, Latin gram

2、mar school 1636, Harvard College 1634/1638, - laws of public taxation for common goods, including education; 1642/1647, - reading education for children (early form of compulsory edu,),I. History of Ame. Edu.:,ii. Education after the War of Independence up to the early 1920s, The Constitution guaran

3、tees one of the reserved powers to the state government was the right to provide for the education of its people Education in the U.S. remains in the hands of the state and local government,I. History of Ame. Edu.:,iii. Education in the post war U.S.A 1. Learning to be World Citizens 2. equal educat

4、ion (Education for all) - Gill Bill - Affirmative Action Program 3. Multicultural education,What is a world citizen? -Originally proposed by Bahai Faith,The Bah Faith promotes the concept through its founders proclamation (in the late 1800s) that The Earth is but one country, and mankind its citizen

5、s.1 As a term defined by the Bah International Community in a concept paper shared at the 1st session of the United Nations Commission on Sustainable Development, New York, U.S.A. on 14-25 June 1993.2,What is a world citizen? -Originally proposed by Bahai Faith,World citizenship begins with an accep

6、tance of the oneness of the human family and the interconnectedness of the nations of the earth, our home. While it encourages a sane and legitimate patriotism, it also insists upon a wider loyalty, a love of humanity as a whole.,What is a world citizen?,It does not, however, imply abandonment of le

7、gitimate loyalties, the suppression of cultural diversity, the abolition of national autonomy, nor the imposition of uniformity. Its hallmark is unity in diversity. World citizenship encompasses the principles of social and economic justice, both within and between nations; non-adversarial decision

8、making at all levels of society; equality of the sexes; racial, ethnic, national and religious harmony; and the willingness to sacrifice for the common good. Other facets of world citizenshipincluding the promotion of human honor and dignity, understanding, amity, co-operation, trustworthiness, comp

9、assion and the desire to servecan be deduced from those already mentioned.2,How to be a world citizen?,1. Understand the world doesnt end in your home village, town, city, state or country. 2. Recognize that events happening in the far end of the world away from your country can have a real impact o

10、n your life, e.g 911, global warming, etc. 3. Learn about other countries and cultures. 4. Get interested about international news,5. Be interested in the life and struggles of other peoples and cultures and find out how you can help. 6. Participate in international discussions like on the BBC, CNN,

11、 ETC or the internet. 7. Learn some new major language or languages. 8. Be tolerant and respectful of other people cultures. 9. Resist, react, repeal, speak against xenophobia and intolerance in all its forms.,How to be a world citizen?,10. Oppose racism, tribalism, regionalism, religious bias and a

12、ll kinds of segregation of any kind. 11. Value each human life as you value your own. 12. Feel welcome in whatever region of the world where you happen to find yourself. 13. Consider each individual on his own merits and repeal unfounded popular myths about certain nations and peoples. Dont say that

13、, for example Americans are arrogant, Africans are ignorant, Muslims are evil, atheists are satanists, Germans are Nazi or Jews killed Jesus, foreigners increase crime, etc.,How to be a world citizen?,14. Teach other people in normal conversation. For example, if someone says something ignorant, say

14、 Dont generalize. There is no reason to include a whole race. 15. Dont refer to your special group if you intend your message to be universal. 16. Find the best way you can really help. 17. Be active and contribute. 18. Learn from wise people and redistribute your knowledge 19. Learn about the past

15、in order to help build a better future,II. Ame Character of Teaching and learning:,methods of schooling: “learning by inquiring” “learning by doing” individual freedom and self-reliance in class: class discussion, ask questions, express ideas,II. Ame Character of Teaching and learning:,Practical ski

16、lls vs. pure theory Make something as homework, no special extensive training courses prior to the formal contest (“equal chance” ) practical content: vocational skills / citizenship,II. Ame Character of Teaching and learning:,social and interpersonal skills vs. intellectual skills - large umber of

17、extra curriculum activities - important as the scores on SAT -“ well-rounded” students public concernsenvironmental pollution -nuclear issues -crimes -drugs,III. Values Embodied in Ame Education,the educational ladder: Public school system: - elementary (6 yr), middle (junior), school(2yrs), high sc

18、hool(4 yrs) college, and graduate associate degree for 2 years of study at a community college , the “college diploma”: a bachelors degree professional studies graduate studies American idea of individual success based on equality of opportunity and on working your way to the top .,III. Values Embod

19、ied in Ame Education,The Educational Ladder and Monetary Value of Education idea of education: edu. is indispensable to a qualified citizen and the democratic system the more schooling people have, the more money they can earn when they leave school,IV. The Role of State and the Federal Government,T

20、raditionally, education is a local matter. Local taxation -the major source of school Financing State and federal gov.: constitute additional subsidies 1940, - local property taxes financed 68% elementary and secondary school expenses - states: 30% - federal gov. 2%,IV. The Role of State and the Fed

21、eral Government,the tendency after 1980s., - the increased state and federal involvement in education - a concerted, centralized reform effort to overcome the shortcomings of American education,IV. The Role of State and the Federal Government,i. States: More responsible for financing education the r

22、apid expansion of state postsecondary institutions after WWII Equalize per pupil expenditure 1999, state gov. contributed 49% local: 44% federal: 7% more active regulatory role than in the past more frequent tensing conducted by states, more state-mandated curriculum requirements proposal of “high-s

23、takes” examinations,IV. The Role of State and the Federal Government,ii. The Increasing Federal Involvement Up to today, each of the 50 states had its own laws regulating education,IV. The Role of State and the Federal Government,What has federal government done for American education? - assisted so

24、me specific educational activities which are considered in the national interests - centralize the schooling standards movement “No Child Left Behind”,IV. The Role of State and the Federal Government,1. legislation, - GI Bill of 1994, the first federal effort - the National Defense Education Act of

25、1958, - Elementary and Secondary Education of Act of 1965, - Expanding equal education 2. Federal Report and studies, 1980-1990s, - A Nation at Risk etc., sparked a vigorous school reform effort,IV. The Role of State and the Federal Government,No Child Left Behind Act of 2001, A standard movement, a

26、 great issue controversy in education community, insufficient federal funding erodes local control over schools,The content of No Child Left Behind:,1) Federal government has set national goals for education which include standards for early childhood, elementary, secondary, and adult education Teac

27、her education programs must meet federal and state standards. Educational associations, - evaluate the current curricula and criteria for certification, developed new standard,The content of No Child Left Behind,2) Require states to test students in reading and math from grade 3 to 8, annually, if f

28、ailed to make “adequate yearly progress” towards state proficiency standards - allow students to transfer to better-performing schools -private tutor - take corrective actions, replacing some teachers - changing the curriculum - being restructured,No Child Left Behind,controversy in education community, insufficient federal funding erodes local control over scho