SES 5

1. SES 5

2. Activity • In your groups, What Social Factors affect curriculum • Develop ideas, • Then rank and list the top Seven

3. Society • America is very different than other countries • It instills that anyone can be anything- president, doctor • Unlike Europe that promotes children to carry on the family business, American promote that children should do better than their parents

4. The family • Look at the next clip, • What are some of the changes in the family • What affects will these have on education

6. What are some of the changes in the family • What affects will these have on education

7. The Family • The nuclear Family- Mother, father, children living together • Now less than 25 % of household in the US exist in this manner • Nearly as many Stepfamilies as nuclear families

8. Priorities Changed • Dr. Spock- portrayed children as innocent, immature and in need of parental guidance and support

10. Dr. Spock • Changed how parents raised families • Had a major impact on our society • Many blamed him for all of the problems of our current society- he said to put away the rod

11. Post Modern Family • Many different types of families no longer dominated by one type • Nuclear • Step family • Single parent family • Mixed gender family • Military Families • Multi-generational families

12. The Military Family • In September 2003 America's active-duty military personnel had slightly more than two million dependents. While 749,000 dependents were spouses, 1.2 million (62%) were children. Another 11,600 military dependents were parents of active-duty personnel. Nine percent of military dependents lived in foreign countries and U.S. territories overseas. Typically, military families lived on or near military bases. Most knew the challenges of frequent relocations and the extended absences of husbands or wives, mothers or fathers.

13. Multigenerational Family • Census 2000 recorded 3.9 million American households, or 4% of all households, that were composed of three or more generations living together. In 2000 there were 2.6 million multigenerational families that included children and grandchildren living with the householder. Nearly 1.3 million multigenerational families included the householder, his or her children, and his or her parents. Another seventy-eight thousand households, about 2% of all multigenerational family households, consisted of four generations.

14. General Information On Families • Of children under the age of 18: • 50% are single Family home • One in three are born into poverty • One in seven have no health insurance • One in eight are born to a teenage mother • It will be the first generation of children to have a shorter lifespan than their parents

15. General Information On Families • Parent Child interaction has declined 40 % over the last 20 years • Now 75% of women work as compared to 18% in 1950 • Now 70 % of children ages 6 to 14 are latch Key

16. What Are American Values? • William Bennett claims they are being: Honesty, Thrifty, fidelity, hardworking, responsible, clean living, patriotic, heroism. • Is it the responsibility of schools to teach these values • If so how should Schools teach them?

17. Activity • Can schools/ teachers teach Moral Knowledge? • Is it possible • If so How would you do it?

18. Activity • What problems do you run into when trying to teach morals or ethics?

19. Teaching Morality can start with Fables and folktales

20. Fables • A fable is a realistic or imaginary account that is suppose to teach us a moral lesson • Aesop’s Fables

21. The Ant and the Grasshopper • In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.

22. The Ant and the Grasshopper • "Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?" • "I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same."

23. The Ant and the Grasshopper • "I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same." • "Why bother about winter?" said the Grasshopper; we have got plenty of food at present." But the Ant went on its way and continued its toil.

24. The Ant and the Grasshopper • When the winter came the Grasshopper found itself dying of hunger, while it saw the ants distributing, every day, corn and grain from the stores they had collected in the summer.

25. Fables • How can you tell if you are being told a true story or a Fable? • There is a simple test- After you have heard the story, can you finish the sentences and the moral of the story is…. • If you can finish it, you are dealing with a fable

26. Fables • Can have great depth of meaning and multiple meanings

27. Books • Are a great tool to teach values • They do not come out and tell you the value, readers bring their own meaning to it • Teaching values is somewhat disguised

28. Could we agree on the values • Would a community object to these?

29. Adventures of Huckleberry Finn • Is this a masterpiece or a racist book • Schools often avoid controversial books that would allow students to wrestle with such issues as racism, Sexual discrimination, prejudice and others

30. Teaching Values • Often, instead of asking moral questions and requiring students to grapple with them, schools teach prescribed content and skills • John Goodlad feels that students are expected to memorize information, answer mundane questions in workbooks and textbook, and multiple-choice and true or false tests • What do you think? Is this true

31. Teaching Values • Other say that moral conduct cannot be taught, it must be learned by participating in everyday life of society. • Dewey thinks moral values should be integrated under conditions where their social significance is realized

32. Teaching Values • What experiences can schools provide that would help develop this moral insight?

33. Teaching Morals • According to Phillip Phenix teaching Morals contains five areas: • Hunan rights • Ethics concerning family and sex • Social relationships • Economic life • Political life

34. Teaching Values • Experts feel that students need engage in purposeful discussion, agreeing and disagreeing with ideas expressed • They need to synthesize and build on ideas through conversation and discussion • They need to question and argue and use evidence to bolster opinions

35. Teaching Values • What is the disadvantage of using just good literature to teach morals?

36. Teaching Values • What is the disadvantage of using just good literature to teach morals? • If we use only good literature, we lose many students • Disadvantages students, learning disable, semi literate, and non-English speaking have difficulty with the materials • This will increase the divide between concrete and abstract because so many students cannot read or understand the works- for these students we could adapt by using audio or video tapes

37. Moral Character • Can you teach Moral Character? • It is difficult because it involves attitudes and behaviors • The morally mature person understands moral principles and applies these to real life situations • It cannot be taught by one teacher

38. Moral Character • Some theorist, feel that teachers should challenge class/students with moral issues • Have them ask why, what evidence • Do schools practice hypocrisy? • Do schools discriminate on the basis of class or race? • The feel that the key to change is leadership from the principal

39. Coleman Report • An extensive report done in the mid 60’s that painted a dismal outlook for schools • It stated that the home environment has a far greater effect than any school program • Found that the achievement of Mexican Americans, Puerto-Rican Americans, Native Americans, and African Americans, was much lower than that of Asian Americans and European Americans at all grade levels.

40. Coleman Report • Stated that schools have little impact on schools • That changes to curriculum, materials, teacher ratio and teacher pay have little impact on achievement. • Many challenge the report on it merit and its techniques. Later review of the study found similar results

41. Jenks Report • Had a similar report, but went further • He found a direct correlation between economic attainment and school achievement • Schools do almost nothing to close the rich and poor • The quality of education has little impact on a student's future income • School achievement is dependent on a Child's family characteristics • No evidence school reform works • IQ 45% heredity, 35 % environment and 20 % a covariance of the two mixing

42. Jenks Report • Found that teachers and schools had no impact on helping student5s achieve, however, it was not their fault- it was society’s • Also found that higher salaries, extra graduate work, lower class sizes, desegregation had no impact on educational achievement

43. Jenks Report • Jenks also did a detailed study on earnings and what factors effect earning some of the factors include, IQ, years of schooling of the father, years of schooling of the person. Of the eight variables, Jenks could only account for 25% prediction rate • This then meant that schooling had little impact on earning power, choice was not accounted for this a college professor and a surgeon could have the same schooling, and one would make 100,000 and the other 500,000

44. In International studies • Found the same correlation between social class and school achievement • Also found that boys out preformed girls in math in most countries • Also in almost all countries, Girls perform better in reading in the early grades, but it levels out in the middle grades

45. NCLB • Was the reauthorization of the ESEA , It was designed to close the gap, it required each state to develop a test to measure competency • How Colorado and Mississippi had the highest proficiency rate around 87% • But the federal government made each state take the NAEP and compared their reulst to the states reulst it found that thes states only had 37 % proficency

46. NCLB • Some states require profeciencey to move between grades or levels or graduate from Hih school • Based on the NAEP there has been no improvement on achievement from 2003 when to 2005 • SES still plays a major factor

47. RACE AND CLASS • What are the factors that have a negative affect on for low-income and minority students • Research by Paul Barton found fourteen home and school conditions that place these studnts at a disadvantage

48. Baron’s 14factors • Low birth weigh • Exposure to lead posioning • Hunger and malnutrition • Not being read to by adults • Heavy televison viewing • High percentage of one-parent households • High student mobility rate • Minimal psrent particpation in school • Teachers with less experience and higher absentee rate • Easier courses • More teachers that are inadequtely prepared

49. Baron’s 14factors • Fewer computers at school and less internet access at home • Larger class sizes • More unsafe schools

50. School Spending • In wealthy States, Affluent suburbs spend as much as two and a half times as much on per pupil spending than the cities