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The Rise of Universal Education: 1820–1900

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The Rise of Universal Education: 1820–1900

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Necessity of school for all

Monitorial Schools

Common Schools

Elementary Schools

Secondary Schools

Academies

High Schools

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Connection between free public schooling =  popular government and political freedom

reduction of religious influence over elementary and secondary schools

Dr. Benjamin Rush (1745–1813), believed education should advance democracy and the exploration and development of natural resources

Thomas Jefferson (1743–1826) believed education was vital for a democratic society

Noah Webster (1758–1843)

Non British dialect or American English
language  would (1) eliminate the
remains of European usage, (2) create
uniform U.S. speech (3) promote U.S.
cultural nationalism

William Holmes McGuffey (1800–1873)

five Readers were the most popular
textbooks-patriotism, heroism, hard
work, diligence, and virtuous living

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a plan for achieving goals.

dealing with the learner’s experiences

a field of study with its own foundations, knowledge domains, research, theory, principles, and specialists

subject matter

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Franklin Bobbitt (1876–1956)

Curriculum as a science

Emphasis on student needs

Prepare students for adult life

Clarify objectives

Cost-effective education

Werrett Charters (1875–1952)

Curriculum as a science

Emphasis on student needs (and needs assessment)

Bridging theory and practice in curriculum

William Kilpatrick (1871–1965)

School as a social and community experience

Curriculum identified as purposeful activities

Child-centered curriculum

Child development and growth

Harold Rugg (1886–1960)

Education in context with society

Child-centered curriculum

Whole child

Curriculum specialist as an engineer

Hollis Caswell (1901–1989)

Foundations of education (history, philosophy, and culture) influence curriculum development

Relationship of three major components: curriculum, instruction, and learning

Ralph W. Tyler (1902–1994)

Curriculum as a science and extension of school’s philosophy

student needs and interests

Relationship between curriculum and instruction

John Goodlad (1920–2014)

Curriculum organized around needs of society and students

Wide range of purposes, including cognitive, social, civic, vocational, aesthetic, and moral

Realistic reform policies and programs

Paulo Freire (1921–1997)

Education as a means of shaping the person and society through critical reflection and “conscientization”

William Pinar (1947–)

Broaden the conception of curriculum to enrich the practice

Understand the nature of the educational experience

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Town Schools

New England colonies

locally controlled public elementary school,

one-room structure dominated by the teacher’s pulpit at the front of the room

children ranged in age from 5 to 14

Parochial Schools/Private Schools-

Missionary societies and various religious and ethnic groups

upper-class children attended private schools

oriented toward reading, writing, arithmetic, and studying the primer and Bible

Latin Grammar Schools

upper-class boys attended Latin grammar schools

established in Boston in 1635

catered to those who planned to enter the professions

Academies

Established in 1751

second American institution to provide education

Based on Benjamin Franklin’s ideas

diversified curriculum of English grammar, classics, composition, rhetoric, and public speaking, formed the basis of vocational curriculum in the 20th century

Colleges

College was based on the Puritan view that ministers needed to be soundly educated in the classics and scriptures

Old Textbooks, Old Readers

Westminster Catechism, Old Testament, and Bible were considered textbook

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hidden curriculum

interactions among students and between students and teachers

can have an impacton students thinking and behavior

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philosophical

historical

psychological

social

globalization

technology

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Development: planned, implemented, and evaluated, looked at step by step, rooted in scientific principles of education

Design: varied, based on curricularists’ values and beliefs about education

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Behavioral Approach:

Based on a blueprint- goals and objectives are specified

contents and activities organized to  match the learning objective

Managerial Approach:

general manager (principal) sets the policies and priorities

general manager establishes the planning and organizing of the curriculum

Systems Approach:

influenced by systems theory

parts of the school district and school or examined based on how they relate to each other

Academic Approach:

focus on the works of John Dewey, Henry Morrison, and Boyd Bode

Humanistic Approach:

rooted in progressive philosophy and the child-centered movement

learner is at center of the curriculum

Postmodern Approach:

education’s larger ideological issues, mcurricula’s interactions with political, economic, social, moral, and artistic forcessee the school as an extension of society and students as capable of changing society

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Chapter 3-Historical Foundations of Curriculum

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Chapter 3-Historical Foundations of Curriculum