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Stack #170204
| Question | Answer |
|---|---|
| Tort Liability | Conditions that permit the filing of legal charges against a professional for breach of duty or behaving in a negligent manner. |
| Proximate Cause | Teacher's failure to do her duty resulting in loss or injury (part of tort). direct cause of liability |
| Intentional Tort | Assault, battery, intent to do harm, defamation. |
| Liability | The responsibility to perform a duty placed on a particular group. Injury must occur if liability is to be established (part of tort). |
| Negligence | Breach of your duty, as a teacher, to protect students from unreasonable risk of harm. |
| 4 Elements to establish negligence | 1. teacher has a duty to protect student; 2. duty is breached by failure to exercise appropriate standard of care; 3. teacher's negligence is the proximate cause of injury; 4. an actual injury to student occurs. |
| Contributory Negligence | Student is partially at fault. |
| Comparative/Shared Negligence | Injured party may recover damages only if found less negligent than the teacher. |
| Strict Liability | Injury resulting from special circumstances (e.g., hazardous materials not kept out of the reach of children). |
| Duty and Standard of Care | School officials/teachers have duty to anticipate foreseeable dangers and take necessary precautions to protect students: adequate supervision, maintenance, warnings |
| Breach of Duty | Failure to supervise, maintain a safe environment, and give proper instruction (part of tort). |
| malfeasance | Describes any act that is wrongful and gives rise to, or somehow contributes to, the injury of another. |
| misfeasance | irresponsibly/improperly carrying out one's duties |
| nonfeasance | failure to perform an official or legal duty. |
| In loco parentis | "in the place of parents" - teachers required to use the same judgement/care as parents in protecting the children under their supervision. |
| Educational malpractice | liability for injury that results from the failure to provide students with adequate instruction, guidance, counseling, and/or supervision. |
| Most school tort actions can be grouped into 3 categories | negligence, intentional tort, defamation |
| statutes of repose | in states that allow exceptions to statute of limitations, this limits perpetual right to sue. |
| Teachers must report abuse, what are the signs?(4) | neglected appearance, sudden changes in academic or social behavior, disruptive or overly compliant behavior, repeated injuries such as bruises, welts or burns |
| New England Colonies - demographics | Culturally/Religiously homogenous - Puritan |
| New England Colonies - livelihood | Industry/Commerce = most lived in towns |
| New England Colonies - educational needs | teach religion & 3 R's, have a literate citizenship that could read the bible |
| Massachusetts Act of 1647 (Old Deluder Satan Act) | Towns w/ 50+ households to hire a teacher of reading/writing to create scripture-literate citizens = foundation for the support of public ed. |
| Dame Schools | instruction for children provided by a female neighbor in her home. |
| Latin Grammar Schools | 1635 (Boston). Post-primary schooling for wealthy, white males preparing for the ministry (law option added later). |
| Massachusetts Act of 1742 | Parents/Apprentice masters required to ensure children knew the principles of religion/capital law and had basic literacy skills = religious/public welfare laid groundwork for education |
| Learning Disability (LD) | Disorder in one or more basic psychological processes involved in understanding/using spoken and/or written language = imperfect ability to listen, think, read, write, spell, or do math calculations. |
| Characteristics of LD (may not have all) | Normal intelligence; discrepancy between intelligence & performance; delays in achievement; poor motor coordination/spatial ability; perceptual anomalties; difficulty w/self-motivation; etc. |
| Working with students with learning disabilities | one-to-one tutoring for reading; early elementary = phonetic reading strategies; teach learning-to-learn skills (study skills, test-taking skills, etc.); give frequent feedback; break down large projects into smaller chunks; effective classroom managemen |
| Emotional and Behavior Disorders (EBD) | Serious/Persistent age-inappropriate behaviors resulting in social conflict, as well as problems in school and personal concept. Caused by make-up of the child, family disfunction/mistreatment, and/or underlying learning disability. |
| Characteristics of Emotional and Behavioral Disorders | Educational performance markedly and adversely affected over a period of time by: inability to build/maintain satisfacory interpersonal relationships; inappropriate types of behavior/feelings; general unhappiness; etc. |
| Attention Deficit Disorder with Hyperactivity (ADHD) | Difficulty in maintaining attention because of limited ability to concentrate accompanied by impulsive actions/hyperactive behavior = may have marked academic, behavior, and social problems stemming from inability to pay attention. |
| Working with students with ADHD | make sure student understands classroom rules/procedures; seat ADHD students in close proximity to you; understand student may not be able to control her behavior (not defiant); allow student opportunities to be active; use daily report cards |
| Autism | Developmental disability affecting social interactions, verbal/nonverbal communication, and educational performance. Generally evident before the age of 3 years. |
| Characteristics of Autism (those a child exhibits depends on form/severity of autism) | extremely withdrawn; engage in self-stimulating activities (rocking, etc.); might have normal/outstanding abilitities in some areas; resistant to changes in the environment/routine; more prevalent among boys |
| Language Disorders | Impairment in student's ability to understand language (receptive language disorder) or to express ideas (expressive language disorder) in one's native language. If not result of physical problem/lack of experience, indicates a LD or mental retardation. |
| Speech Disorders | Oral articulation problems; occur most frequently among children in early elementary grades. |
| Working with students with speech disorders | display acceptance of student; never finish student's sentence or allow others to do so; don't put student in high-pressure situation in which they must respond quickly in a verbal manner. |
| Vision Impairments | Degree of uncorrectable inability to see - 1 out of every 1,000 children are blind (vision = 20/200 or worse in the better eye) or visually imapired between 20/70 and 20/200 in the better eye). |
| Possible signs of vision loss | Child often tilts head/rubs eyes; has eyes that are red, inflamed, crusty, or water excessively; has trouble reading small print/can't discriminate letters; complains of dizziness/headaches after reading. |
| Asperger's Syndrome | Mild form of autism; may have concomitant learning disabilities and/or poor motor skills. |
| Characteristics of Asperger's Syndrome | easily memorize facts but has limited understanding of them; highly verbal with poor verbal/nonverbal communication skills; have a set way of doing things; experience extreme anxiety when routine is changed/expectations are not met; sensitive to sounds |
| Mental Retardation | Refers to substantial limitations in present functioning - manifests before the age of 18. |
| Characteristics of Mental Retardation | sub-average intellectual functioning existing concurrently with related limitations in 2 or more of the following: communication; self-care; home living; social skills; community use; self-direction; health/safety; functional academics; leisure; work. |
| Down Syndrome | Chromosomal - have 47 chromosomes instead of 46; TRISOMY 21 - the extra chromosome attaches to the 21st pair |
| Characteristics of Down Syndrome | Mild to moderate mental retardation (some exceptions); may have heart defects, hearing loss, intestinal malformation, vision problems; increased risk for thyroid problems, leukemia, & Alzheimer disease |
| Physical Characteristics of Down Syndrome | upper-slant eyes; short stature; flat nose; somewhat smaller ears/nose; enlarged, sometimes protruding tongue; short fingers; reduced muscle tones; single (Simean) crease across palm of the hand |
| Fragile X Syndrome | Chromosomal - deficiency in the structure of the X chromosome; affects one in 750 males and one in 1,250 females; appears to be associated with autism/disorders of attention |
| Physical Characteristics of Fragile X Syndrome | long, narrow face; large ears' prominent forehead; large head circumference; testicles enlarged at puberty in males |
| Characteristics of Fragile X Syndrome | about 1/3 of affected girls have mild retardation/learning disability; may exhibit attention disorders, self-stimulatory behaviors, and speech/language problems |
| Fetal Alcohol Syndrome (FAS) | estimated one in 500-700 babies born each year with some degree of alcohol-related damage/defect- alcohol can damage the central nervous system of fetus and brain damage is not uncommon. |
| Physical characteristics of Fetal Alcohol Syndrome | facial abnormalities; heart defects; low birth weight; motor dysfunctions |
| Fetal Alcohol Syndrome could result in . . . | mild to moderate mental retardation; attention disorders; behavioral problems |
| Fetal Alcohol Effect (FAE) | Less severe, more subtle forms of alcohol-related damage. |
| Orthopedic Impairments | Can be a congenital anomaly (e.g., club foot, etc.); an impairment caused by disease (e.g., polio, etc.); or impairments from other causes (e.g., cerebral palsy, amputation, etc.) that adversely affects a student's educational performance. |
| Other Health Impairments | Student has limited strength, vitality, or alertness that results in limited alertness due to chronic/acute health problems (e.g., heart condition, diabetes, etc.) that can adversely affect student's academic performance |
| Deafness and Hard of Hearing | Hearing ability is of little use, even with the use of a hearing aid = cannot use hearing as primary source for accessing information. |
| Deaf-Blindness | Concomitant hearing and visual impairments which cause severe communication & other developmental/learning needs that student can't be educated in special education programs for students with hearing impairmenets/severe disabilities effectively. |
| Traumatic Brain Injury (TBI) | An acquired injury to the brain caused by external physical force, resulting in a total/partialfunctional disability, psychosocial impairment, or both, that adversely affects a student's educational performance. |
| Teachers have the legal right to determine what is taught in their classroom, true or false | true with certain limitations |
| teachers are responsible for the safety of the students in their classroom, true or false | true |
| teachers are held to the same moral standards as other citizens, true or false | false |
| the law prohibits any form of prayer in schools, true or false | false, it just can't be led by teachers or admin |
| corporal punishment in schools is prohibited by law, true or false | false, it is legal in 22 states |
| what are the 2 limitations of of laws affect the extent to which they gide our professional decisions | laws are purposely general, they were created in response to problems that existed in the past, so they don't provide specific guidelines for future decisions |
| professional ethics | set of moral standards for acceptable professional behavior |
| how does the federal government play its role in defining the rights and responsibilities of teachers and students | through amendments to the constitution and specific laws enacted by congress |
| Civil Rights act of 1964 was influential how? | by ending segregation in schools |
| Title 9 was influential how? | prohibits discrimination on the basis of gender and helped equalize the amount of money spent on boys' and girl's sports |
| how do states influence education | by passing laws regulating teachers' qualifications, working conditions, and legal rights, and they create depts. of education |
| licensure | the process by which a state evaluates the credentials of prospective teachers to ensure that they have achieved satisfactor levels of teaching competence and are morally fit to work with youth |
| teaching contract | a legal employment agreement between a teacher and local school board |
| collective bargaining | occurs when a local chapter of a professional organization negotiates with a school district over the rights of the teachers and the conditions of employment |
| grievance | a formal complaint against an employer alleging unsatisfactory working conditions |
| tenure | is a legal safeguard that provides job security by preventing teacher dismissal without cause |
| what is the due process for charges filed against a teacher (9 things) | notification, time to prepare rebuttal, access to evidence and witnesses, a hearing, right to lawyer, opportunities to introduce evidence and cross-examine witnesses, a school board decision based on evidence and finding of the hearing, a transcript of r |
| reduction in force (riffing) | the eliminating of teaching postions because of declining student enrollment or school funds |
| academic freedom | the right of teachers to choose both content and teaching methods based on their professional judgment |
| what are the five things courts consider in resolving disputes about academic freedom? | teachers goal, age of the students, relevance of materials to the course, existence of policies related to this issue |
| copyright laws | federal laws designed to protect the intellectual property of authors, including printed matter, videos, computer software, etc. |
| fair use guidelines | policies that specify limitiations in the use of copyrighted materials for educational purposes |
| in loco parentis | in place of the parents, that requires teachers to use the same judgment parents would in protecting the children |
| negligence | a teacher's or other school employees failure to exercise sufficient care in protecting students from injury |
| in attempting to define the limits of teachers responsibiities in liability cases, the courts consider whter teacher (4 things) | make a reasonable attempt to aniticipate dangerous conditions, take proper precautions and establish rules and procedures to prevent injuries, warn students of possible dangerous situations, provid proper supervision |
| notoriety | the extent a to which a teachers behavior vecomes known and is controversial |
| establishment clause | the clasue of the first amendment that prohibits the establishment of a national religion |
| free exercise clause | the clause of the 1st amendment that prohibits the government from interfering with individuals rights to hold religious beliefs and freely practice religion |
| Buckley Amendment | Family Eduacational Rights and Privacy Act which was an amendment to the Elementary and Secondary Education Act, federal act that makes students records accessible to students and their parents and states liable by possible withdrawal of federal funding |
| corporal punishment | the use of physical, punitive disciplinary actions to correct student misbehavior |
| what are the elements for getting a license to teach | state specific requirements |
| what are the procedures for getting a license to teach | applying with the state, education, competency tests, background checks |
| what are the elements in teaching contracts | they must comply with discrimination laws and are legally binding, issued by local school boards, collective bargaining typically through a professional organization |
| what are the procedures involved in teacher contracts | collective bargaining, offered to teachers by school boards, if issue arises, teachers can file grievance |
| what are the elements of tenure | protects teachers from political or personal abuses and ensures the stability of the teaching force, most districts require a probationary period before it is granted |
| what are the procedures involved with tenure | teachers can only be dismissed for causes such as incompetence, immoral behavior, insubordination, or unprofessional conduct |
| what is the due process for teachers when charges are filed against them? | 1)notification of the list of charges 2)adequate time to prepare a rebuttal 3)access to evidence and names of witnesses 4)a hearing, conducted by impartial decision maker 5)right to lawyer 6)opportunities to introduce evidence and cross examine witnesses |
| What are the elements of dismissal | incompetence, over staffing, reduced school enrollment, dishonesty, |
| what is the procedure for riffing? | typically , the district dismisses teachers with the least seniority and is regulated by state law or collective bargaining |
| Federal Education Rights and Privacy Act says that any educational institution federal funds can be withdrawn if it does any of these 2 things | 1) fails to provide parents access to their child's records (2) passes any information on to 3rd parties w/out parental permission (3) |
| Under FERPA, schools must do these 4 things | 1)inform parents of the rights regarding their child's records 2)provide parents access to their child's records 3)maintain procedures that allow parents to challenge/amend info they believe is inaccurate 4)protect against disclosure to 3rd parties w/out |
| what are the parents rights if they challenge the info in their child's records? | hearing performed by uninterested party, attorney, written decision summarizing evidence from hearing officer, right to place an objection if file |
| Dept. of Education functioned w/out Supreme Court until 2002 regarding 2 cases, what were they and what was their significance? | Gonzaga University vs. Doe-about sexual misconduct being passed to state Dept. of Ed., -no privately enforceable rights (can't sue for money) and Owasso Independent School District vs. Falvo-peer grading practices don't violate FERPA |
| Dept. of Education functioned w/out Supreme Court until 2002 regarding 2 cases, what were they and what was their significance? | Gonzaga University vs. Doe-about sexual misconduct being passed to state Dept. of Ed., -no privately enforceable rights (can't sue for money) and Owasso Independent School District vs. Falvo-peer grading practices don't violate FERPA |
| Can a school transmit records to another school? | Yes, as longs as the parents are notified, or the sending school has given prior notice that they routinely do it |
| How does the Individual With Disabilities Act affect FERPA? | schools must hire interpreters if necessary to translate contents of student files to parents |
| What are the provisions for all federally assisted research or experimentation projects? | all instructional materials be made available to parents, children cannot be required to participate if their parents object in writing |
| what is the Hatch Amendment? | retained parents rights to review instructional materials, and further required parental consent before students could participate in federally supported programs involving psychiatric or psychological examination, testing, or treatment designed to revea |
| Common School Movement - History | Industrialization, immigration, and westward expansion lead to many social problems. Solution? An educated, moral citizenry that could participate in democratic decision-making and contribute to the nation's economy. |
| Common School Movement - Contributions to Education | Taxes to support public schools, increase in attendance of under-represented groups, created state education departments and appointing of state superintendents |
| New Harmony, IN | Communistic colony that gained prominence as a cultural/scientific center. Nation's first kindergarten, FREE public library, and school with equal education for boys and girls were established here. |
| Compulsory Education Act of 1852 (Mass.) | mandatory school attendance for children, ages 8 - 14 years, for at least 3 months each year (with 6 weeks having to be consecutive). |
| Kalamazoo Case - 1875 | Court upheld Michigan school officials' attempts to collect public funds for the support of a village high school to provide a secondary education for all males = set precedent for public funding of high schools. |
| National Teachers' Association Established in 1857 | By 43 male educators in Philadelphia to "elevate the character and advance the interest of the teaching profession" AND to promote the cause of a "popular education". Forerunner of the NEA (National Education Association). |
| English Grammar (Classical) School | Established in 1821 a free secondary school meant to meet the needs of boys not planning on attending college = forerunner of the comprehensive high school. |
| Fourteenth Amendment to the U.S. Constitution | States may not deprive a person of life, liberty, or property, without due process under the law. Basis for equal protection. |
| Jim Crow Laws | State/Local laws enacted in the Southern and border states after the Civil War, and enforced between 1876 and 1965, mandating "separate but equal" status for Blacks. |
| Chautauqua (NY) Institute - 1874 | Began as a training for Methodist Sunday-School teachers; gradually broadened in scope to include general education and popular entertainment. |
| Copyright | is a property right attached to an original work of art or literature. |
| copyright laws do not extend to | facts or ideas |
| to qualify for copyright protection, the work must be 3 things | original, creative, in a fixed or tangible form of expression |
| copyright law covers 7 broad categories which are | literary works, musical works, dramatic works, pantomimed and choreographed works, pictorial graphics and sculptural works, motion pictures, sound recordings |
| a copyright law may be used or copied under certain conditions (4) | public domain, permission, legal exception, fair use |
| four standards for determination of the fair use exemption | purpose of use, nature of the work, proportion of the material used, the effect of the marketability |
| describe purpose of use guideline | copying and using selected parts for specific educational purposes is ok |
| describe nature of the work guideline | for copying paragraph ok, whole chapter is questionable |
| proportion/extent of the material use guideline | duplicating excepts that are short in relation to the entire work ok or segments that do not reflect the "essence" of the work |
| the effect on the marketability | no reduction in sales |
| 3 questions a teacher should consider before using copyrighted material | will the expression by the author be used, is the expression protected by copyright, will the use go beyond fair use |
| rules for copying chapter in a book | single copy for teacher one per student per class if material is short, spontaneous action, in compliance with cumulative effect test, copyright notice and attribution required |
| rules for newspaper article, short story, essay, web article | single copy for teacher one per student per class if material is short, spontaneous action, in compliance with cumulative effect test, copyright notice and attribution required,complet work less than 2,500 words and excerpts up to 1,000 words or 10% of w |
| rules for poems | single copy for teacher one per student per class if material is short, spontaneous action, in compliance with cumulative effect test, copyright notice and attribution required, multiple copies of complete poem up to 250 words, no more than 2 printed pag |
| rules for artwork or graphic image | same as others, no more than 5 images, and not more than 10% or 15% of images from published collective work, whichever is less |
| rules for motion media | single copy up to 3 minutes or 10% of the whole, whichever is less, spontaneity required |
| music | single copy of up to 10% of a musical composition |
| broadcast programs | single copy and can only be used for first 45 calendar days after recording date, use by only individual teacher |
| Marcia's Theory of Four Adolescent Identity Statuses | Status reflects the degree to which teens have made a firm commitment to religious and political values and future occupation. |
| Foreclosure Status | Teen's premature establishment of an identity based on parental choice instead of her own. A pseudo-identity that is too fixed/rigid to serve as a foundation for meeting life's challenges. |
| Identity Diffusion Status | Teen is not able to develop a clear direction or sense of self. May have experienced an identity crises but was unable to resolve it. |
| Moratorium Status | Teen experiments with occupational and ideological choices without a commitment to any. Teen is currently in the midst of an identity crisis. |
| Identity Achievement Status | teen has made her own conscious, autonomous, clear-cut decisions about an occupation and ideology that reflects who she is & a deep commitment to these decisions. |
| Copyright | is a property right attached to an original work of art or literature. |
| copyright laws do not extend to | facts or ideas |
| to qualify for copyright protection, the work must be 3 things | original, creative, in a fixed or tangible form of expression |
| copyright law covers 7 broad categories which are | literary works, musical works, dramatic works, pantomimed and choreographed works, pictorial graphics and sculptural works, motion pictures, sound recordings |
| a copyright law may be used or copied under certain conditions (4) | public domain, permission, legal exception, fair use |
| four standards for determination of the fair use exemption | purpose of use, nature of the work, proportion of the material used, the effect of the marketability |
| describe purpose of use guideline | copying and using selected parts for specific educational purposes is ok |
| describe nature of the work guideline | for copying paragraph ok, whole chapter is questionable |
| proportion/extent of the material use guideline | duplicating excepts that are short in relation to the entire work ok or segments that do not reflect the "essence" of the work |
| the effect on the marketability | no reduction in sales |
| 3 questions a teacher should consider before using copyrighted material | will the expression by the author be used, is the expression protected by copyright, will the use go beyond fair use |
| rules for copying chapter in a book | single copy for teacher one per student per class if material is short, spontaneous action, in compliance with cumulative effect test, copyright notice and attribution required |
| rules for newspaper article, short story, essay, web article | single copy for teacher one per student per class if material is short, spontaneous action, in compliance with cumulative effect test, copyright notice and attribution required,complet work less than 2,500 words and excerpts up to 1,000 words or 10% of w |
| rules for poems | single copy for teacher one per student per class if material is short, spontaneous action, in compliance with cumulative effect test, copyright notice and attribution required, multiple copies of complete poem up to 250 words, no more than 2 printed pag |
| rules for artwork or graphic image | same as others, no more than 5 images, and not more than 10% or 15% of images from published collective work, whichever is less |
| rules for motion media | single copy up to 3 minutes or 10% of the whole, whichever is less, spontaneity required |
| music | single copy of up to 10% of a musical composition |
| broadcast programs | single copy and can only be used for first 45 calendar days after recording date, use by only individual teacher |
| Horace Mann | Father of American education; "Public education, in the form of tax-supported common (elementary) schools should be a right of all citizens." |
| John Joseph Hughes | Fought for catholic students' rights to use their bible in schools and for taxpayer dollars for Catholic schools (both rejected by state of NY) = secularization of public schools. |
| Catherine Beecher | "women, as mothers, serve a great purpose in maintaining the health of American democracy." = Education of girls should prepare them for this role. |
| Booker T. Washington | Son of a slave and white father; advocated vocational ed. to help African Americans gain skills that would enable them to work their way up the social ladder and improve their economic status. |
| W.E.B. DuBois | Northern Black; advocated focusing educational energies on the top "talented tenth" of the African American community. Helped establish the NAACP. |
| John Dewey | Believed students' learning should be grounded in their experiences; helped establish the Pragmatic philosophy of education and the Progressive educational movement. |
| Ellwood Cubberly | Envisioned an American state school. Created the hierarchical model of school administration used today. |
| Albert Shanker | Leader in the Standards movement; "social promotion offers no incentives for students to excel"; led teacher strike in NY. |
| Linda Brown Thompson | The "Brown" in Brown v. Board of Education of Topeka. Part of a class-action lawsuit brought by the NAACP in behalf of African American students denied enrollment in White schools. |
| Jose Angel Gutierrez | Local school leader who worked to institute a curriculum that was more in line with the needs of the majority Latino student population in the 1960s. |
| Deborah Meier | Leader in urban education reform = democratic schools with environments of caring and high standards raises inner-city school students' achievement; leader in Progressivism |
| E.D. Hirsch Jr. | Founder of the Core Knowledge Foundation; author of the "What Your Child Needs to Know . . ." series; leader in the back-to-basics movement. |
| Mary Lyon | Founded Mount Holyoke Female Seminary, the first U.S. institution of higher ed. for women. |
| Friedrich Frobel | The Father of kindergarten |
| G. Stanley Hall | Promoted testing students' intellectual abilities. Started APA and American Journalof Psychology. Studies helped begin Progressivism. |
| Benjamin Franklin | Founded the Junto (studies targeting adult males); established the Academy in Philadelphia in 1751 (see Middle Colonies) |
| Josiah Holbrook | Founded the Lyceum, education for adult males consisting of lectures and discussions. |
| James G. Carter | Father of the American Normal School (teacher training college) |
| Justin Smith Morrill | Morrill Act of 1862 which allows states to sell a specified amount of land and use the money to support colleges = encouraged the growth/maintenance of higher education. |
| George Counts | Concerned with the impact that SES and culture have on students' ability to learn; leader in the Progressive movement. Wrote "The Principles of Eduacation" and "Dare the School Build a New Social Order" |
| Noah Webster | Father of American Scholarship in Education |
| Benjamin Rush | Founding father; believed the security of the republic lay in proper education. |
| Know Nothing Party | Goal was to prevent Catholic schools from receiving state and tax-payer funding for schools and ensuring that only the Protestant bible was used in schools. |
| Bernard Bailyn | The idea of "public education" was created by historians who were "educational missionaries." |
| Lloyd P. Jorgensen | The fundamental assumption of the common school movement is "the public school would be an agent of moral/social redemption that resulted from nonsectarian religious instruction"; exposed evils associated with this movement. |
| Accountability | The process of requiring students to demonstrate understanding of the topics they study as measured by standardized tests as well holding educators at all levels responsible for student performance |
| Assessment | How student understanding is measured |
| Autonomy | The capacity to control one's own professional life. |
| Curriculum | The knowledge and skills that teachers teach and students are supposed to learn. |
| Decision-making | Problem solving in ill-defined situations, based on professional knowledge. |
| Ethics | Sets of moral standards for acceptable professional behavior. |
| Extrinsic rewards | Rewards that come from outside oneself such as job security and vacations. |
| High-stakes test | Assessments that states use to determine whether students will advance from one grade to another, graduate from H.S. or have access to specific fields of study |
| Intrinsic rewards | Rewards that come from within oneself and are personally satisfying for emotional or intellectual reasons. |
| Merit pay | A supplement to a teacher's base salary intended to reward superior performance or work in a high need area. |
| Professional portfolio | A collection of representative work materials to document developing knowledge and skills |
| Professionalism | An occupation characterized by a specialized body of knowledge with emphasis on autonomy, decision making, reflection and ethical standards for conduct. |
| Reflection | The process of teachers' thinking about and analyzing their work to asses its effectiveness. |
| Reforms | Suggested changes in teaching and teacher preparation intended to increase the amount students learn. |
| Standards | Statements specifying what students should know and what skills they should have upon completing an area of study. |
| Technician | A person who uses specific skills to complete well-defined tasks. |
| Academy | A secondary school that focused on the practical needs of colonial America as a growing nation. |
| Assimilation | A process of socializing people so that they adopt dominant social norms and patterns of behavior. |
| Character education | A curriculum approach to developing student morality suggesting that moral values and positive character traits such as honesty and citizenship should be taught and rewarded |
| Common School Movement | -1830-1860: Ignited by increase in transportation, manufacturing and immigrants led to poverty and crime. Citizens worried about the morals of the poor and the influence of their parents. School was agent for moral & social redemption. |
| Compensatory Education Programs | Government attempts to create more equal educational opportunities for disadvantaged youth. ie. Head Start, Title I. |
| Comprehensive High School | A secondary school that attemptsto meet the needs of all students by housing them together and providing curricular options. Ie. vocational or college-prep programs. |
| English Classical School | A free secondary school designed to meet the needs of boys not planning to attend college. |
| Head Start | A federal compensatory education program designed to help 3-5 y.o. disadvantaged children enter school ready to learn. |
| Junior High School | Schools that were originally designed in the early 1900s to provide a unique academic curriculum for early adolescent youth. |
| Latin Grammar School | Usually found in New England developed to help prepare boys for then entrance exam into Harvard w/ strong emphasis on Latin and Greek. Similar to how today's H.S. prepares students for college. |
| Magnet Schools | Public schools that provide innovative or specialized programs that attempt to attract students from all parts of a district. |
| Middle Schools | Schools, typically grades 6-8 designed to help students through the rapid social emotional and intellectual changes characteristic of early adolescence. |
| Normal Schools | State funded schools specifically established for public teacher education. Provided the teacher with a lab for learning using model classrooms to practice their new skills |
| Old Deluder Satan Act | A law passed in 1647 in the state of Mass makes reference to "...one chief object of that old deluder, Satan, to keep men from the knowledge of the Scriptures..." |
| Progressive Education | An educational philosophy emphasizing curricula that focus on real-world problem solving and individual development. |
| Separate but equal | A policy of segregating minorities in education, transportation and housing if opportunities and facilities were considered equal to those of non-minorities. |
| Title I | A federal compensatory education program that funds supplemental education services for low income students in elementary and secondary schools. |
| Vouchers | A check or written document that parents can use to purchase educational services. |
| War on Poverty | A general term for federal programs designed to eradicate poverty during the 1960s. |
| Axiology | The branch of philosophy that considers values and ethics. |
| Character Education | A curriculum approach to developing student morality suggesting that moral values and pos character traits such as honesty and citizenship should be emphasized, taught and rewarded |
| Epistemology | The branch of philosophy that examines questions of how we come to know what we know. |
| Essentialism | An educational philosophy suggesting that a critical core of knowledge and skills exists that all people should possess. |
| Existentialism | A traditional philosophy suggesting that humanity isn't part of an orderly universe; rather individuals create their own realities. |
| Idealism | A traditional philosophy asserting that ideas are the only reliable form of reality. |
| Logic | THe branch of philosophy that examines the processes of deriving valid conclusions from basic principles. |
| Methaphysics | (ontology) The branch of philosophy that considers WHAT we know. |
| Moral Physics | |
| Normative Philosophy | A description of the way professionals ought to practice. |
| Perennialism | An educational philosophy suggesting that nature - including human nature - is constant. |
| Philosophy | The study of theories of knowledge, truth, existence, and morality. |
| Philosophy of Education | A framework for thinking about educational issues, and a guide for professional practice. |
| Postmodernism | An educational philosophy contending that many of the institutions in our society including schools are used by those in power to control and marginalize those who lack power. |
| Pragmatism | A traditional philosophy that rejects the idea of absolute, unchanging truth, instead asserting that truth is "what works" |
| Progressivism | An educational philosophy emphasizing curricula that focus on real-world problem solving and individual development. |
| Realism | A traditional philosophy suggesting that the features of the universe exist whether or not a human being is there. |
| Standards | Statements specifying what students should know and what skills they should have upon completing an area of study. |
| Theory | A set of related principles that are based on observation and are used to explain additional observations. |
| Block Grants | Federal monies provided to states and school districts with few restrictions for use |
| Categorical Grants | Monies targeted for specific groups and designated purposes. |
| Charter Schools | Alternative schools that are independently operated but publicly funded. |
| Homeschooling | An educational option in which parents educate their children at home. |
| Local School Board | A group of elected lay citizens responsible for setting policies that determine how a school district operates. |
| Principal | The individual who has the ultimate administrative responsibility for the school's operation. |
| School District | An administrative unit within a state, defined by geographical boundaries, and legally responsible for the public education of children within those boundaries. |
| Site-based decision making | A school management reform movement that attempts to place increased responsibility for governance at the individual school level. |
| State board of education | The legal governing body that exercises general control and supervision of the schools in a state. |
| State office of education | Office responsible for implementing a state's education policy on a day-to-day basis. |
| State tuition tax-credit plans | A variation on school voucher programs in which parents are given tax credits for money they spend on private-school tuition. |
| Superintendent | The school district's head administrative officer, along with his or her staff, responsible for implementing that policy in the district's school. |
| Voucher | A check or written document that parents can use to purchase educational services. |
| Academic Freedom | The right of teachers to choose both content and teaching methods based on their professional judgment. |
| Affirmative Action | A collection of policies and procedures designed to overcome past racial, ethnic, gender and disability discrimination. |
| Buckley Amendment | A federal act that makes school records open and accessible to students and their parents. |
| Copyright Laws | Federal laws designed to protect the intellectual property of authors, including printed matter, videos, computer software and various other types of original work. |
| Establishment Clause | The clause of the First Amendment that prohibits the establishment of a national religion. |
| Fair use guidelines | Policies that specify limitations in the use of copyrighted materials for educational purposes. |
| Free exercise clause | The clause of the First Amendment that prohibits the government from interfering with individuals' rights to hold religious beliefs and freely practice religion. |
| in loco parentis | A principle meaning "in place of the parents" that requires teachers to use the same judgment and care as parents in protecting the children under their supervision. |
| Licensure | The process by which a state evaluates the credentials of prospective teachers to ensure that they have achieved satisfactory levels of teaching competence and are morally fit to work with youth. |
| Negligence | A teacher's or other school employee's failure to exercise sufficient care in protecting students from injury. |
| Notoriety | The extent to which a teacher's behavior becomes known and controversial. |
| Professional Ethics | A set of moral standards for acceptable professional behavior. |
| Reduction in force | The elimination of teaching positions because of declining student enrollment or school funds. Also known as riffing. |
| Teaching Contract | A legal employment agreement between a teacher and a local school board. |
| Tenure | A legal safeguard that provides job security by preventing teacher dismissal without cause. |
| Assistive Technology | A set of adaptive tolls that support students with disabilities in learning activities and daily life tasks. |
| Bulletin Board | An electronic message center for a given topic. |
| Chat Room | A site on the Internet where many people can simultaneously communicate in real time. |
| Computer literacy | Comprehending how to use a computer effectively and efficiently. |
| Database program | A computer program that allows users to store, organize, and manipulate information including both text and numerical data. |
| Distance learning | Organized instructional programs in which teachers and learners, though physically separated are connected through technology. |
| Electronic mail sent through the internet | |
| Hypermedia | A linked form of multimedia that allows learners to make connections to different points in the program based on their background knowledge and learning progress. |
| Icon | Pictures displayed on computer screens that act as symbols for some action or item. |
| Instructional Technology | |
| Internet | The complex web of interconnections among computers that allows people to communicate and share information worldwide. |
| Problem-based learning | An instructional strategy that uses a problem and the data gathered in attempts to solve it as the focal point of a lesson. |
| Simulations | Programs, either in software or web-based form that model a system or process |
| Software | |
| Spreadsheet program | Computer programs that are used to organize and manipulate numerical data. |
| Tutorial | A software program that delivers an entire integrated instructional sequence similar to a teacher's instruction on the topic. |
| URL | Uniform Resource Locator. A series of letters or symbols that acts as a an address for a site on the Internet. |
| Web sites | A location on the World Wide Web identified with a uniform resource locator (URL). |
| Assimilation | A process of socializing people so that they adopt dominant social norms and patterns of behavior. |
| Caring | A teacher's investment in the protection and development of the young people in his or her class. |
| Culturally-responsive teaching | Instruction that acknowledges and accommodates cultural diversity. |
| Culture | The knowledge, attitudes, values, customs and behavior patterns that characterize a social group. |
| English as a second language (ESL) programs | Language program that emphasizes rapid transition to English. |
| Ethnicity | A person's ancestry; the way individuals identify themselves with the nation from which they or their ancestors came. |
| Immersion Programs | Language program that emphasizes rapid transition to English. Little to no emphasis on previous language. |
| Latchkey Children | Children who go home to empty houses after school and who are left alone until parents arrive home from work. |
| Learning Style | Students' personal approaches to learning, problem solving, and processing information. |
| Middle Class | Socioeconomic level composed of managers, administrators, and white-collar workes who perform non-manual labor. |
| Multicultural education | Education on multiple cultures |
| Resilient Students | Students placed at-risk who have been able to rise above adverse conditions to succeed in school and in other aspects of life. |
| Sexual harassment | Unwanted and/or unwelcome sexual behavior that interferes with a student;s sense of well-being |
| Single-gender classes and schools | Classes and schools where boys and girls are segregated for part or all of the day. |
| Socioeconomic status | (SES) The combination of family income, parents' occupations and the level of parental education. |
| Students placed at-risk | Students in danger of failing to complete their education with the skills necessary to survive in modern society. |
| Underclass | People with low incomes who continually struggle with economic problems. |
| Upper class | The socioeconomic class composed of highly educated (usually a college degree) highly paid (usually above $170,000) professionals who make up about 5% of the population. |
| Ellwood P. Cubberley | -State control of education -Wanted expert professional supervision of schools far removed from parents, other private interests and political interference. -Suggested Local districts submit to state administrators. State submits to the nation. |
| Horace Mann | Leading figure in the Common School Movement. Led the battle to create a state board of education. First Sec of state board of ed. |
| Robert Breckenridge | Father of public education in Kentucky State Superintendent from 1847-1852 Zealous Anti-Catholic |
| Pluralism | No pattern of schooling. Taught in a variety of settings to include: dame, public, academies, private, church, Sunday schools and libraries. |
| John Joseph Hughes | Catholic priest. Set into motion secularization of public schools. |
| Catherine Beecher | Challenged accepted notions of femininity and the education of women in the 19th century. Higher education should train women to be teachers. |
| Booker T. Washington | Founder of Tuskegee Institute and leading advocate for educational and economic improvement of blacks. Stressed learning by doing the task and not by theories or abstract ideas. |
| John Dewey | Alternative to drill and recitation. Ideas should be grounded in experience based on psychological & physical development as well as the world outside the classroom. Ideas formed the basis of progressive education. |
| Albert Shanker | Head of the American Federation of Teachers became most widely known educational figure in the history of organized labor. |
| Linda Brown Thompson | Known for single handedly bringing down segregation in schools in America. Brown v. Topeka Board of Education. |
| Jose Angel Gutiérrez | mobilized the community to demand equal treatment for Chicano students. |
| Deborah Meier | Founded Central Park Elem a highly successful alt sch emphasizing active learning. She succeeded by fostering democratic community, teachers greater autonomy in the running of a school, parents a voice in schooling, and promoting a family-oriented system |
| E.D. Hirsch, Jr. | The leading voice in the “back to basics” movement. Best known for "Cultural Literacy — What Every American Needs To Know" a list of facts, quotations and information to be essential knowledge for all Americans. |
| W.E.B. DuBois | Believe the "talented tenth" should have the same access to a college education as the white leaders of society. |
| Compulsory School Attendance | grounded in common law doctrine of parens patriae which means the state in its guardian role has the authority to enact reasonable laws for the welfare of its citizens and state. |
| Quantitative Research | Collect and analyze numerical data. Four types Descriptive, Correlational, Casual Comparative, and Experimentive Research. |
| Qualitative Research | Collect and analyze narrative data. One of the two types of research classified as qualitative research strategies. Concerned with current events rather than past events. |
| Basic Research | Primarily concerned with the development of a theory |
| Applied Research | Primarily concerned with the application of a theory to the solution of problems. Three types Evaluation, Research & Development, and Action Research |
| Evaluation Research | Systematic process of gathering data to make decisions of educational relevance |
| Research & Development | Develops effective products for use in school. ie. teacher training materials, student learning materials, school management system |
| Action Research | Solve practical problems through the application of scientific method. Is concerned with immediate solutions to real problems |
| Historical Research | Involved in the study of past events. One of the two types of Qualitative research. |
| Descriptive Research | Includes collecting data to test hypothesises or answer questions regarding the subjects of the study.ie how do 2nd Grade teachers spend their time? |
| Correlational Research | attempts to determine whether and to what degree a relationship exists between two or more numerical variables. ie. the relationship between intelligence and self esteem |
| Causal-comparative Research | attempts to establish cause and effect relationships among the variables of the study. ie the effect of having a working mother on absenteeism |
| Experimental Research | Like Casual-comparative in an attempt to establish cause and effect but the experimenter controls the cause (independent variable) ie the effect of positive reinforcement on attitude toward school |
| What is the first amendment | separation of church and state |
| how does the first amendment apply to schools | no one religion in schools, prohibits teacher or education administration from leading prayer or religious groups in schools |
| what is the 4th amendment | rights against illegal searches and seizures |
| how does the 4th amendment apply to schools | allows metal detectors, searches of lockers since they are school property, prohibits strip searches, for private property searches, schools must have probable cause |
| what is the 8th amendment | no excessive bail, fines, or punishments |
| how does the 8th amendment apply to schools | Supreme Courts have ruled that corporal punishment does not violate 8th amendment rights, states may authorize corporal punishment without prior hearing and without prior permission of parents, many states have prohibited it |
| what is the 10th amendment | powers not specifically held by the government by the Constitution, are delegated to the States |
| how does the 10th amendment apply to schools? | lets states develop curriculum, departments of education, testing standards, funding etc. |
| compulsory school attendance laws generally apply to what ages | 6-16 yrs. |
| what was the significance of the Pierce v. Society of Sisters case | invalidated Oregon state law requiring children to attend public schools |
| Exceptions to Compulsory Attendance | married students, students serving temporarily as pages for the state legislature, children who have reached age 14 and have obtained lawful employment certificates, Amish children who have finished 8th grade |
| Things that are not exceptions for students not attending school and that are mandated | most religious or cultural beliefs, health requirements (vaccinations), |
| National Centers for Disease Control created guidelines so that children with Aids can attend school, what are these 4 guidelines? | children don't have open lesions, can control their bodily secretions, can control behavior such as biting, and determinations of health risk should be made on a case-by-case basis by a team of health and education personnel |
| Public schools are obligated to educate school age children who are bona fide residents, what determines a bona fide resident? | they live in the district with their parents or legal guardian, are emancipated minors, or adults student who live independently from their parents |
| what was the significance of the Plyler v. Doe case? | states have to educate illegal kids |
| In Proposition 187, what did Californians try to do? | deny free educations and health-care services to aliens |
| what state was the fist to enact an interdistrict open enrollment plan | Minnesota |
| can schools charge fees for tuition, books, and course materials? | yes |
| Psychosocial Crisis | Critical issue accompanying each of Erickson's 8 stages of development that a person must address as they pass through the stage. Failure to do so may keep person from being successful in later stages. |
| Trust v. Mistrust Stage | Birth - 18 mo.; Goal is to develop a basic sense of trust in others and a sense of one's own trustworthiness. failure to reach this goal results in a sense of mistrust in others/the world. |
| Autonomy v. Doubt and Shame Stage | 18 mo. - 3 yrs.; Goal is to gain the ability to do things for oneself. failure to gain a sense of autonomy leads to a sense of powerlessness/incompetence. Child may begin to doubt her abilities & feel guilty when she tries to show some independence. |
| Initiative v. Guilt Stage | 3 - 6 yrs.; Goal is for child to explore her world so she can understand who she is within this context. Failure to reach this leads child to experience a sense of guilt about her desires to explore, which could limit her willingness to take chances. |
| Industry v. Inferiority Stage | Goal is for the child to be successful in whatever she does, as success brings a positive sense of self/one's abilities. failure creates a negative self-image. |
| Identity v. Role Confusion Stage | 12 - 18 yrs.; Goal is for teen to experiment with different roles, personality traits, etc. so as to develop a sense of who she is & what is personally important to her. failure to reach goal leads to a state of confusion which can interfere with life. |
| Intimacy v. Isolation Stage | Young Adulthood - Goal is to create and maintain long-term friendships & sexual relationships. Failure may cause person to shy away from future relationships. |
| Generativity v. Self-Absorption Stage | Middle Adulthood - Goal is to establish and guide the "next" generation and help others. Failure to do so may lead to stagnation, self-indulgence, and selfishness. |
| Integrity v. Despair Stage | Late Adulthood - Goal is to accept one's accomplishments and life as having been worthwhile & come to terms with one's impending death. Failure to do so results in an overwhelming feeling of despair. |
| Testing Movement | begin in early 1900s. G. Stanley Hall and others believed that students' intellectual capacities measured in testing/laboratory situations were significant in every day life = set stage for intelligence/standardized testing. |
| The Smith-Lever Act (1914) | partnership between U.S. Dept. of Agriculture and land-grant universities to provide funding for adult training in farming, home ec. and vocational ed. |
| Pierce v. Society of Sisters (1925) | U.S. Supreme Court ruled an Oregon law requiring students to attend public school was unconstitutional = school choice. |
| Works Progress Administration (WPA) - 1935 | Provided economic relief during the Great Depression and training to adult males to prepare them for work in the needed sectors. |
| The Servicemen's Readjustment Act (G.I. Bill) - 1944 | Provided for college/vocational ed. for returning WWII veterans. |
| Life Adjustment Movement - 1950s | High schools expected to teach "life skills" - especially for students not planning to attend post high school training/education. |
| Brown v. Board of Education of Topeka - 1954 | U.S. Supreme Court rules that separate facilities for Black and White students are inherently unequal = called for integration of schools. |
| National Defense Act (NDEA) - 1958 | Passed in response to the Russian launch of Sputnik satellite; appropriated federal funds to improve education in areas considered crucial to national defense/security: math, foreign language, and science. |
| manpower Development and Training Act - 1962 | mandated funding to educate thousands of people unemployed because of automation/technological advances so they would be marketable in these fields. |
| Job Corps Established - 1964 | A no-cost educational/vocational training program administered by the U.S. Dept. of labor that helps people ages 16 - 24 get a better job, make more money, and take control of their lives. Part of the Economic Opportunity Act. |
| Project Head Start - 1964 | A federal compensatory preschool education program created to help disadvantaged 3 and 4 year old students enter elementary school "ready to learn.' |
| Elementary and Secondary Education Act (ESEA) - 1965 | part of Pres. Johnson's "War on Poverty.' Provides funding for special programs for children of low-income families in grades k through 12. has been reauthorized by Congress every 5 years since its inception. |
| Title I (Chapter I) | Created under ESEA; provides financial assistance to local educational agencies serving areas with concentrations of children from low-income families for compensatory programs |
| Serrano v. Priest (1971) | CA State Supreme Court ruled that the level of educational opportunities available to students may not depend on the taxable wealth of a school district, but on the taxable wealth of the state as a whole (Equal Protection Clause). |
| Lemon v. Kurtzman (1971) | Supreme Court established the "Lemon test", detailing requirements for legislation concerning religion. 3 prongs:(1) serves a legitimate secular purpose; (2) neither advances/inhibits religion; (3) doesn't result in gov. entanglement with religion. |
| San Antonio Independent School District v. Rodriguez - 1973 | Supreme Court ruled that reliance on property taxes to fund public schools does not violate Equal Protection Clause, even if it causes inter-district expenditure disparities. |
| Affirmative Action | Policies/Procedures designed to overcome past racial, gender, and disability discrimination. Legal basis for: Title VI and VII of the Civil Rights Act (1964) and IDEA (1991). |
| "A Nation at Risk" - 1983 | National Commission on Excellence in education report; called for greater federal support of education because the nation was threatened by "a rising tide of mediocrity: - calls for educational reform based on the development of standards-based curricula |
| Goals 2000: Educate America Act of 1994 | Set goals for standards-based education reform, many of which are based on the principles of outcomes-based education. Identifies "world-class" academic standards to measure student progress/provide support students may need to meet these standards. |
| No Child Left Behind (NCLB) Act of 2001 | Reauthorized a number of federal programs aimed at improving the performance of U.S. schools by increasing the standards of accountability for states, districts, and schools. 4 principles accountability for results, more choices for parents, greater loca |
| Rehabilitation Act of 1973 | Prohibits discrimination on the basis of disability in programs receiving federal financial assistance (like schools). |
| Education for All Handicapped Children Act (PL 94-142) - 1975 | Requires all schools receiving federal funds to provide equal access to education for children whith physical and mental disabilities. |
| Gifted and Talented Act - 1978 | Schools required to provide services and activities to meet the needs of students identified as being gifted/talented. |
| Americans with Disabilities Act - 1990 | A wide-ranging civil rights law that prohibits discrimination based on disability; covers employment, transportation, building accessibility, transportation, etc. |
| Individuals with Disabilities Act - 1990 | Governs how states/public agencies provide early early intervention, special education, and related services to children with disabilities from birth to 21 years of age. |
| Civil Rights Act of 1964 | Prohibits discrimintaion against people on the basis of race, colr, or national origin in all institutions receiving federal funds (including schools). |
| Equal Educational Opportunities Act (EEOA) of 1974 | Prohibits specific discriminatory conduct, including segregating students, faculty, and staff on the basis of race, color or national origin; requires districts to find ways to overcome student's language barriers = equal participation in education |
| Bilingual Education Act of 1968 (Title VII of ESEA) | provided schools with federal funds to establish educational programs for students w/ limited English - did not require bilingual ed. |
| Lau v. Nichols (1974) | U.S. Supreme Court ruled that the lack of linguistically-appropriate accommodations denied Chines-American students equal educational opportunities on the basis of their ethnicity. |
| Title IX (Education Amendment of 1972) | federal law prohibiting sex discrimination against students & employees of educational institutions |
| Franklin v. Gwinnett County Public Schools (1992) | U.S. Supreme Court ruled that Title IX prohibits the sexual harassment of students, and schools found in violation of this are subject to monetary damages. |
| mary M. v. No. Lawrence Community School Corp. (1997) | Supreme Court ruled that students can seek monetary damages from school districts for gender discrimination in the form of sexual harassment by school employees. |
| The Family Educational Rights and Privacy Act (FERPA) of 1974 (a.k.a. Buckley Amendment) | Provides parents with the right to view their child's school records and challenge information they believe is inaccurate. These rights transfer to the student when she turns 19. |
| Tinker v. Des Moines Independent Community School District (1969) | U.S. Supreme Court ruled that the suspension of 3 students for wearing black armbands in protest of the Vietnam War was a violation of the students' First and Fourteenth amendment rights = the students did not disrupt the learning process. |
| Goss v. Lopez (1975) | Federal court ruled that students must be given a "hearing" before they can be suspended (deprived of an education) = Fourteenth amendment. |
| New Jersey v. T.L.O. (1985) | U.S. Supreme Court upheld legality of a search of a purse belonging to a student caught smoking in the school bathroom. School officials had "probable cause" so they didn't violate Fourth amendment. |
| Ray v. School District of DeSoto County (1987) | Florida district court ruled that 3 hemophiliac brothers with AIDS should be allowed to attend school as long as special safeguards are in place. |
| Engle vs. Vitale | Supreme Court ruled against school prayer in New York |
| Abington v. Schempp | Supreme Court tuled against Bible reading |
| Piaget's Theory of Moral Development | Cognitive stuctures/abilities develop first - these determine the child's ability to reason about social situations. Development occurs in predictable. before age 6, child plays by her own idiosyncratic rules. |
| Heteronomous Morality Stage | (Younger children) behavior is based on relationships of constraint. |
| Heteronomous Realism | Rules seen as inflexible requirements, external to the child, and not open to negotiation. Right = obedience to adults/rules. |
| heteronomous Badness and Fairness | Badness judged in terms of the objective form/sequence of the action. Fairness = adult's decisions. Arbitrary/Severe punishment seen as fair. |
| Heteronomous Punishment and Justice | Punishment is an automatic consequence of the offense; justice is inherent. |
| Autonomous Morality Stage | Moral reasoning based on cooperation and mutual respect. |
| Autonomous Rational Moral Attitudes | Rules are products of mutual agreement, open to negotiation, and made legitimate by personal acceptance/common consent. Right = acting in cooperation and mutual respect. |
| Autonomous Badness and Fairness | Badness is viewed in terms of the person's intentions; fairness is equal treatment and taking into account individual needs. |
| Autonomous Punishment | Punishment is affected by human intention, and the fairness of the punishment is defined by its appropriateness to the offense committed. |
| Common School Movement - History | Industrialization, immigration, and westward expansion lead to many social problems. Solution? An educated, moral citizenry that could participate in democratic decision-making and contribute to the nation's economy. |
| Common School Movement - Contributions to Education | Taxes to support public schools, increase in attendance of under-represented groups, created state education departments and appointing of state superintendents |
| New Harmony, IN | Communistic colony that gained prominence as a cultural/scientific center. Nation's first kindergarten, FREE public library, and school with equal education for boys and girls were established here. |
| Compulsory Education Act of 1852 (Mass.) | mandatory school attendance for children, ages 8 - 14 years, for at least 3 months each year (with 6 weeks having to be consecutive). |
| Kalamazoo Case - 1875 | Court upheld Michigan school officials' attempts to collect public funds for the support of a village high school to provide a secondary education for all males = set precedent for public funding of high schools. |
| National Teachers' Association Established in 1857 | By 43 male educators in Philadelphia to "elevate the character and advance the interest of the teaching profession" AND to promote the cause of a "popular education". Forerunner of the NEA (National Education Association). |
| English Grammar (Classical) School | Established in 1821 a free secondary school meant to meet the needs of boys not planning on attending college = forerunner of the comprehensive high school. |
| Fourteenth Amendment to the U.S. Constitution | States may not deprive a person of life, liberty, or property, without due process under the law. Basis for equal protection. |
| Jim Crow Laws | State/Local laws enacted in the Southern and border states after the Civil War, and enforced between 1876 and 1965, mandating "separate but equal" status for Blacks. |
| Chautauqua (NY) Institute - 1874 | Began as a training for Methodist Sunday-School teachers; gradually broadened in scope to include general education and popular entertainment. |
| Teachers have the legal right to determine what is taught in their classroom, true or false | true with certain limitations |
| teachers are responsible for the safety of the students in their classroom, true or false | true |
| teachers are held to the same moral standards as other citizens, true or false | false |
| the law prohibits any form of prayer in schools, true or false | false, it just can't be led by teachers or admin |
| corporal punishment in schools is prohibited by law, true or false | false, it is legal in 22 states |
| what are the 2 limitations of of laws affect the extent to which they gide our professional decisions | laws are purposely general, they were created in response to problems that existed in the past, so they don't provide specific guidelines for future decisions |
| professional ethics | set of moral standards for acceptable professional behavior |
| how does the federal government play its role in defining the rights and responsibilities of teachers and students | through amendments to the constitution and specific laws enacted by congress |
| Civil Rights act of 1964 was influential how? | by ending segregation in schools |
| Title 9 was influential how? | prohibits discrimination on the basis of gender and helped equalize the amount of money spent on boys' and girl's sports |
| how do states influence education | by passing laws regulating teachers' qualifications, working conditions, and legal rights, and they create depts. of education |
| licensure | the process by which a state evaluates the credentials of prospective teachers to ensure that they have achieved satisfactor levels of teaching competence and are morally fit to work with youth |
| teaching contract | a legal employment agreement between a teacher and local school board |
| collective bargaining | occurs when a local chapter of a professional organization negotiates with a school district over the rights of the teachers and the conditions of employment |
| grievance | a formal complaint against an employer alleging unsatisfactory working conditions |
| tenure | is a legal safeguard that provides job security by preventing teacher dismissal without cause |
| what is the due process for charges filed against a teacher (9 things) | notification, time to prepare rebuttal, access to evidence and witnesses, a hearing, right to lawyer, opportunities to introduce evidence and cross-examine witnesses, a school board decision based on evidence and finding of the hearing, a transcript of r |
| reduction in force (riffing) | the eliminating of teaching postions because of declining student enrollment or school funds |
| academic freedom | the right of teachers to choose both content and teaching methods based on their professional judgment |
| what are the five things courts consider in resolving disputes about academic freedom? | teachers goal, age of the students, relevance of materials to the course, existence of policies related to this issue |
| copyright laws | federal laws designed to protect the intellectual property of authors, including printed matter, videos, computer software, etc. |
| fair use guidelines | policies that specify limitiations in the use of copyrighted materials for educational purposes |
| in loco parentis | in place of the parents, that requires teachers to use the same judgment parents would in protecting the children |
| negligence | a teacher's or other school employees failure to exercise sufficient care in protecting students from injury |
| in attempting to define the limits of teachers responsibiities in liability cases, the courts consider whter teacher (4 things) | make a reasonable attempt to aniticipate dangerous conditions, take proper precautions and establish rules and procedures to prevent injuries, warn students of possible dangerous situations, provid proper supervision |
| notoriety | the extent a to which a teachers behavior vecomes known and is controversial |
| establishment clause | the clasue of the first amendment that prohibits the establishment of a national religion |
| free exercise clause | the clause of the 1st amendment that prohibits the government from interfering with individuals rights to hold religious beliefs and freely practice religion |
| Buckley Amendment | Family Eduacational Rights and Privacy Act which was an amendment to the Elementary and Secondary Education Act, federal act that makes students records accessible to students and their parents and states liable by possible withdrawal of federal funding |
| corporal punishment | the use of physical, punitive disciplinary actions to correct student misbehavior |
| what are the elements for getting a license to teach | state specific requirements |
| what are the procedures for getting a license to teach | applying with the state, education, competency tests, background checks |
| what are the elements in teaching contracts | they must comply with discrimination laws and are legally binding, issued by local school boards, collective bargaining typically through a professional organization |
| what are the procedures involved in teacher contracts | collective bargaining, offered to teachers by school boards, if issue arises, teachers can file grievance |
| what are the elements of tenure | protects teachers from political or personal abuses and ensures the stability of the teaching force, most districts require a probationary period before it is granted |
| what are the procedures involved with tenure | teachers can only be dismissed for causes such as incompetence, immoral behavior, insubordination, or unprofessional conduct |
| what is the due process for teachers when charges are filed against them? | 1)notification of the list of charges 2)adequate time to prepare a rebuttal 3)access to evidence and names of witnesses 4)a hearing, conducted by impartial decision maker 5)right to lawyer 6)opportunities to introduce evidence and cross examine witnesses |
| What are the elements of dismissal | incompetence, over staffing, reduced school enrollment, dishonesty, |
| what is the procedure for riffing? | typically , the district dismisses teachers with the least seniority and is regulated by state law or collective bargaining |
| Federal Education Rights and Privacy Act says that any educational institution federal funds can be withdrawn if it does any of these 2 things | 1) fails to provide parents access to their child's records (2) passes any information on to 3rd parties w/out parental permission (3) |
| Under FERPA, schools must do these 4 things | 1)inform parents of the rights regarding their child's records 2)provide parents access to their child's records 3)maintain procedures that allow parents to challenge/amend info they believe is inaccurate 4)protect against disclosure to 3rd parties w/out |
| what are the parents rights if they challenge the info in their child's records? | hearing performed by uninterested party, attorney, written decision summarizing evidence from hearing officer, right to place an objection if file |
| Dept. of Education functioned w/out Supreme Court until 2002 regarding 2 cases, what were they and what was their significance? | Gonzaga University vs. Doe-about sexual misconduct being passed to state Dept. of Ed., -no privately enforceable rights (can't sue for money) and Owasso Independent School District vs. Falvo-peer grading practices don't violate FERPA |
| Dept. of Education functioned w/out Supreme Court until 2002 regarding 2 cases, what were they and what was their significance? | Gonzaga University vs. Doe-about sexual misconduct being passed to state Dept. of Ed., -no privately enforceable rights (can't sue for money) and Owasso Independent School District vs. Falvo-peer grading practices don't violate FERPA |
| Can a school transmit records to another school? | Yes, as longs as the parents are notified, or the sending school has given prior notice that they routinely do it |
| How does the Individual With Disabilities Act affect FERPA? | schools must hire interpreters if necessary to translate contents of student files to parents |
| What are the provisions for all federally assisted research or experimentation projects? | all instructional materials be made available to parents, children cannot be required to participate if their parents object in writing |
| what is the Hatch Amendment? | retained parents rights to review instructional materials, and further required parental consent before students could participate in federally supported programs involving psychiatric or psychological examination, testing, or treatment designed to revea |
| Howard Gardner's Theory of Multiple Intelligences | Defines intelligence as "the capacity to solve problems or fashion products that are valued in one or more cultural settings." 8 intelligences, everyone has all 8, but in different proportions. You can strengthen your weaker areas. |
| Logical-Mathematical Intelligence | Sensitivity to and capacity to discern logical or number patterns; ability to handle long bits of reasoning. |
| Linguistic Intelligence | Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language. |
| Musical Intelligence | Ability to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expression |
| Naturalist Intelligence | Sensitivity to natural objects, like plants/animals; making fine sensory discrimination. |
| Visual-Spatial Intelligence | Capacity to accurately perceive the visual-spatial world; ability to perform transformations on one's initial perceptions. |
| Bodily-Kinesthetic Intelligence | Ability to control one's body movements and handle objects skillfully. |
| Interpersonal Intelligence | capacity to discern and respond appropriately to the moods, temperaments, motivations, and desires of others. |
| Intrapersonal Intelligence | Ability to access one's own feelings/abilities to discriminate among them and draw on them to guide behavior; knowledge of one's own strengths, weaknesses, desires and intelligences. |
| 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. |
| 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. |
| 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). |
| De facto Segregation | Separation of the races that exists but is NOT the result of actions taken by the government or its agents. |
| De Jure Segregation | Separation of the races by law or actions of the government or its agents. |
| 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. |
| 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. |
| 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." |
| Norm-Referenced Tests | Compare the performance of one student against the performance of other students (in the class, school, district, etc.) |
| Types of Norm-Referenced Tests | Standardized aptitude and achievement tests, teacher-made survey tests, interest inventories, and adjustment inventories. |
| Criterion-References Tests | Rate how well a student has mastered specific skills/areas of knowledge taught by the teacher. |
| Types of Criterion-Referenced Tests | Teacher-made tests, custom-made tests from text publishers, observation. |
| Placement (Pretest) | Used to determine to what extent students have already achieved the objectives of planned instruction. Cover a broad sample of learning objectives/have wide-range of difficulty. |
| Readiness (Pretest) | Used to assess student's prerequisite skills for purposes identifying learning difficulties/assign students to learning groups. Generally limited in scope/low level of difficulty. |
| Formative | Used during instruction to provide continuous feedback to teacher/students of learning successes and misconceptions. |
| Diagnostic | can be used anytime to determine causes of a student's persistent learning difficulties. |
| Summative | Used at the end of a unit, etc. to determine the extent to which student has met instructional goals. |
| Validity | Evaluation of the adequacy/appropriateness of the uses and interpretations of a single assessment result. |
| Reliability | The consistency of all assessment responses over time. |
| Psychosocial Crisis | Critical issue accompanying each of Erickson's 8 stages of development that a person must address as they pass through the stage. Failure to do so may keep person from being successful in later stages. |
| Trust v. Mistrust Stage | Birth - 18 mo.; Goal is to develop a basic sense of trust in others and a sense of one's own trustworthiness. failure to reach this goal results in a sense of mistrust in others/the world. |
| Autonomy v. Doubt and Shame Stage | 18 mo. - 3 yrs.; Goal is to gain the ability to do things for oneself. failure to gain a sense of autonomy leads to a sense of powerlessness/incompetence. Child may begin to doubt her abilities & feel guilty when she tries to show some independence. |
| Initiative v. Guilt Stage | 3 - 6 yrs.; Goal is for child to explore her world so she can understand who she is within this context. Failure to reach this leads child to experience a sense of guilt about her desires to explore, which could limit her willingness to take chances. |
| Industry v. Inferiority Stage | Goal is for the child to be successful in whatever she does, as success brings a positive sense of self/one's abilities. failure creates a negative self-image. |
| Identity v. Role Confusion Stage | 12 - 18 yrs.; Goal is for teen to experiment with different roles, personality traits, etc. so as to develop a sense of who she is & what is personally important to her. failure to reach goal leads to a state of confusion which can interfere with life. |
| Intimacy v. Isolation Stage | Young Adulthood - Goal is to create and maintain long-term friendships & sexual relationships. Failure may cause person to shy away from future relationships. |
| Generativity v. Self-Absorption Stage | Middle Adulthood - Goal is to establish and guide the "next" generation and help others. Failure to do so may lead to stagnation, self-indulgence, and selfishness. |
| Integrity v. Despair Stage | Late Adulthood - Goal is to accept one's accomplishments and life as having been worthwhile & come to terms with one's impending death. Failure to do so results in an overwhelming feeling of despair. |
| First Amendment to the U.S. Constitution - Establishment Clause | prohibits the establishment of a national religion. |
| First Amendment to the U.S. Constitution - Free Exercise Clause | "Freedom of speech" - has been extend to freedom in religious practice |
| Fourth Amendment to the U.S. Constitution | Provides protection against "unreasonable" searches and seizures. |
| Tenth Amendment to the U.S. Constitution | Federal government has power to regulate only those matters specifically delegated to it in the Constitution = all other powers are given to the individual states. |
| Northwest Ordinances of 1785 and 1787 (Land Ordinances) | Congress provides land for settlement in the western territories. Parts of this lean reserved for the building of schools = set precedent that education is necessary for a good citizenry/strong democracy. |
| Dartmouth College Case - 1819 | Jurisdictional dispute between the college's president and board of trustees led to a Supreme Court ruling favoring the educational freedom of private institutions (which is what colleges are considered to be). |
| Most states govern education the same way, true or false | true |
| The state office of education in each state is responsible for setting rules and regulations, true or false | false? |
| the federal government provides the largest source of educational funding, true or false | false, state income tax and sales tax are |
| most of the districts budget goes to funding instruction, true or false | true |
| students across a state are provided with basically the same amount of money to fund their education, true or false | false |
| state board of education | the legal governing body that exercises general control and supervision of the schools in a state |
| state board of education governs these 4 things | issuing and revoking teaching licenses, est. the length of the school year, publishing standards for approving and accrediting schools, developing and implementing uniform systems for gathering data |
| describe characteristics of state board officials | people outside the education profession, usually appointed by governor, (some states elect), don't get paid, meet periodically |
| state office of education | responsible for implementing policy on day-to-day basis |
| describe characteristics of state office staff | full time, paid, almost all have been teachers and most have advanced degrees in education |
| local school board | group of elected lay citizens responsible for setting policies that determine how a school district operates |
| What are the 5 major functions of school boards? | budget, personnel hiring/firing, curriculum, student rules, infrastructure |
| school board elections are controversial for 2 reasons | voter turn out is low, question to whether elections should be at large or area-specific |
| characteristics of local school board staff | most are elected and some appointed by large-city mayors or city councils, elected for 3-4 yr terms, typically male, older, white, wealthy, no background in education |
| superintendant | school district's head administrative officer, along with his staff, responsible for implementing that policy in the district's schools, hired by school board |
| what is ther average tenure for superintendants and why? | nationally, under 6 yrs, urban districts less than 3 bc power and authority shared between boards and superintendants leads to conflicts and the superintendants usually lose |
| district office assist the superintendent in translating what? | school board policies into action |
| What are the 4 things the district office is responsible for? | ordering textbooks and supplies, developing programs of study, ordering, distributing, and analyzing tests, evalutating teachers and assisting those with difficulties |
| school principle | the individual having the ultimate administrative responsibilty for a school's operation, has the greatest impact on teacher's lives |
| what roles does the principle play | day-to-day operation, teacher selection and evaluation, school-level curricular and instructional leadership, community relations, coordinatin of pupil service, implement and monitor school budget |
| categorical grants | monies targeted for specific groups and designated purposes |
| block grants | replaced categorical grants, federal monies provided to states and school districts with few restrictions for use |
| Increased spending per pupil has the greatest effect on what students? | low-income and minority |
| 3 emerging issues in school governance | equity in funding, site-based decision making which attempts to involve teachers and parents in the running of schools, school choice in the form of charter schools and vouchers |
| Jonathan Kozol | wrote Savage Inequalities, about poor urban schools vs. rich surburban |
| Demetrio Rodriquez | sued Texas bc he felt his children were being unfairly punished with poor education bc of living in a poor school district, led to Serrano vs. Priest case and many others suing their states |
| weighted student formula | means of allocating resources within a district to schools on an individual basis based on student needs |
| charter schools | alternative schools that are independently operated but publicly funded, |
| issues with charter schools | a lot have unlicensed teachers, lower test grades, |
| state tuition tax-credit plans | a variation on school voucher programs in which parents are given tax credits for money they spend on private-school tuition |
| Perennialism | Belief that nature and human nature is constant. Most closely related to the Idealism and Realism schools of traditional philosophy. |
| Perennialism - Educational Implications | (1)rigorous intellectual curriculum for all students. (2) Focus on math, science, and literature = logical thought/enduring ideas. (3) Goal = students develop intellectual skills in writing, speaking, computing, problem-solving. |
| Perennialism - Educational Goals | Train students' intellect and moral development. |
| Perennialism - Curriculum | Emphasis is on enduring ideas. |
| Perennialism - Teacher's Role | Deliver clear lectures; increase students' understanding with critical questions. |
| Perennialism - Teaching Methods | Lecture; questioning; coaching students in critical thinking skills. |
| Perennialism - Learning Environment | High structure, high levels of time on task. |
| Perennialism - Assessment | Frequent objective and essay tests. |
| Essentialism | belief that a critical core of information exists that all people should possess. Most closely related to the Idealism and Realism schools of philosophy. |
| Essentialism - Educational Implications | (1) Emphasis on basic skills/certain academic subjects students must master. (2) the graduation of a literate/skilled workforce. (3) Curriculum must change to meet societal changes. |
| Essentialism - Educational Goals | Help students acquire basic skills and knowledge needed to function in today's world. |
| Essentialism - Curriculum | Emphasis is on basic skills. |
| Essentialism - Teacher's Role | (Same as for Perennialism) Deliver clear lectures; increase students' understanding with critical questions |
| Essentialism - Teaching Methods | Lecture, practice and feedback, questioning. |
| Essentialism - Learning Environment | (Same as Perennialism) High structure; high levels of on task time. |
| Essentialism - Assessment | Frequent objective, essay, and performance tests. |
| Progressivism | Emphasizes curriculum that focuses on real-world problem solving and individual development. Most closely related to the Pragmatism school of philosophy |
| Progressivism - Educational Implications | (1) Learner-centered curricula. (2) hands-on learning activities where students collaborate. (3) Teacher guides students through learning process. (4) Constructivist in nature. |
| Progressivism - Educational Goals | Students need to acquire the ability to function in the real world and to develop problem-solving skills. |
| Progressivism - Curriculum | Emphasis is on problem-solving and the skills needed in today's world. |
| Progressivism - Teacher's Role | Guide learning with questioning; develop and guide practical problem-solving activities. |
| Progressivism - Teaching Methods | Problem-based learning, cooperative learning, guided discovery. |
| Progressivism - Learning Environment | Collaborative, self-regulated, democratic. |
| Progressivism - Assessment | Continuous feedback, informal monitoring of students' progress |
| Postmodernism | Contends that many societal institutions, including schools, are used by those in power to control/marginalize those who lack power = education should focus on reversing this. |
| Postmodernism - Educational Implications | (1) Literature written by feminist/minority authors should be equal to that of others. (2) Historical events should be studied from the perspective of power, status, and marginalized people's struggle within these contexts. |
| Postmodernism - Educational Goals | Critically examine today's institutions; elevate the status of marginalized people. |
| Postmodernism - Curriculum | Emphasis placed on the works of marginalized people. |
| Postmodernism - Teacher's Role | Facilitate discussions that involve clarifying issues. |
| Postmodernism - Teaching Methods | Discussion; role-play; simulations; personal research |
| Postmodernism - Learning Environment | Community-oriented, self-regulated |
| Postmodernism - Assessment | Collaborative between teacher and student; emphasis is on the exposure of hidden assumptions. |
Created by:
almacrawford