WGU Foundations of Teaching
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| Efficiency Movement | Viewed schools as a workplace (e.g., factory) and learning as a sign of productivity. Teachers = factory workers. Students = raw material to be turned into the product that would meet the needs of the 20th century.
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| Plessey v. Ferguson (1896) | U.S. Supreme Court ruled that "separate but equal" railroad facilities for Blacks and Whites did not violate the Constitution = used to justify segregation in other aspects of life, including education.
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| Separate but Equal | Social policy resulting in separate schools for White students and minority students that had different curricula, teaching methods, capable teachers, and resources (generally favoring Whites).
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| De facto Segregation | Separation of the races that exists but is NOT the result of actions taken by the government or its agents.
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| De Jure Segregation | Separation of the races by law or actions of the government or its agents.
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| NEA Committee of Ten (1892) | Defined different curricula as appropriate for high school. The first followed a classical trend: Latin and science. The second: modern language and English. Both had "basic" courses.
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| Commission on the Reorganization of Secondary Education (1913) | NEA appointed. Developed "The Cardinal Principles of Secondary Education" = provided different tracks for students based on their post high school plans.
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| American Federation of Teachers (AFT) | labor union founded in 1916 by Dewey and others = teachers have a voice in policies/curriculum. Motto: "Democracy in education and education in Democracy."
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