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Cardinal Principles of Secondary Education

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Cardinal Principles of Secondary Education

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Cardinal Principles of Secondary Education-Payten East

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Cardinal Principles of Secondary Education-Payten East

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The Cardinal Principles of Secondary Education were introduced in 1918. The seven principles included: health, command of fundamental processes, worthy home membership, vocation, citizenship, worthy use of leisure, and ethical character. These principles represent the separation of primary and secondary education. However, it is important to note that these objectives could be applied to all subjects and/or grade levels, as long as they were applicable. The principles represented an advancing society and school systems. Some schools and curriculum today still reflect these principles.

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Committee of Fifteen of the National Education Association 

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Committee of Fifteen of the National Education Association 

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Common School Curriculum first made an appearance in the 19th century. Many schools were required to include writing and math as a part of their curriculum. Other educators believed that other subjects should have been included as well. Some of these subjects included science and history. As the curriculum progressed, those subjects were broken down even more. With time, the common school curriculum continued to develop. Subjects were more likely to be added rather than taken away. Even now, there are some that argue that the curriculum needs to revert back to the original “three-Rs”, reading, writing, and arithmetic.

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Coalition of Essential Schools-Payten East

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Coalition of Essential Schools-Payten East

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The Coalition of Essential Schools or CES was developed from a group of schools that had a similar vision regarding curriculum. In 1983, reports were being released that students were unprepared for the global economy. Curriculum had begun to be revised. Ted Sizer was one of the significant people heading this change. Based on Sizer’s findings, the CES developed 10 principles. In the beginning, there were only 12 schools, now there are over 1,000. A key factor of what this network believed, is that no schools were alike. Curriculum should have been individualized based on the schools themselves.

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This law was created on March 31, 1994 which consisted of eight educational goals to be completed by the year of 2000. For these goals, some included that all children in America will start school ready to learn- including high school graduation rates will increase to at least 90%, students in grades 4, 8, & 12 will have demonstrated competency over challenging subjects, our nation's teachers will have access to professional development for improvement of their skills, and that we as a nation would place first for knowledge of math and science skills. Concerning curriculum, this plan of action is striving for excellence in all subjects- while also wanting to provide teachers with the appropriate resources in order to create curriculum that challenges other nations. This plan also included schools being alcohol and drug free zones.

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National Assessment of Educational Progress

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National Assessment of Educational Progress

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National Assessment of Educational Progress-Payten East

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National Assessment of Educational Progress-Payten East

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The National Assessment of Educational Progress or NAEP was first introduced in 1969. This organization is also known as “The Nation’s Report Card”. Part of the driving force behind the creation of this organization was to not only watch the progress of our nation’s students but to also ensure that Russia’s education system was not exceeding the United States’.Tyler and Francis Keppel were two of the pivotal people in the development of this organization. NAEP is still in operation today.

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Committee of Fifteen of the National Education Association- M.Taylor

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Committee of Fifteen of the National Education Association- M.Taylor

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This committee was created in 1893, headed by Francis Weyland. The purpose of this committee was to revise elementary curriculum- including what content should be studied and when, even getting as detailed as how long to stay teaching one lesson. This would be ideal for student teachers starting out, but- the curriculum isn't adapted for all learners- including students with exceptional needs. That's why it wasn't popular at the time it was introduced because it didn't have options for exceptional students.

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"How to Make a Curriculum" is a book written by John Franklin Bobbitt, as in it, he explains how to form curriculum to form young students into functional members of society. This follows the social efficiency movement, as education is viewed for more of the adult life compared to a child's life. This idea is based off of focusing on direct instruction, having curriculum do the job of shaping people up to be functioning individuals of society. This does not focus on individual needs or differentiating curriculum to fit students' needs. This relies heavily on the fact that the purpose of curriculum is to prepare young adults for the real world.

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With this report, it was published that our nation's public schools are in urgent need of improvement in several areas, which include content, expectations, time, and teaching. Focusing on content and curriculum, this report included having students seeking a high school diploma complete the following categories of curriculum- this is very similar to the pathway that our students follow today in order to receive their Ohio high school diploma. It includes students to have a foundation in the "5 new basics"- which include 4 courses for English, 3 for math, 3 for science, 3 for social studies, one half for computer science, and possibly 2 for a foreign language. Focusing on the idea of providing these courses to students, they can be well-prepared for the next stage in life- whether that be college, the work-force, or military. I viewed this as a wake-up call for schools to create a checklist for students to show what curriculum they will have in the future to plan accordingly.

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Committee of Fifteen of the National Education Association

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Committee of Fifteen of the National Education Association

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This was a committee established in 1893 by the National Education Association.  The committee was mostly made up of former superintendents with the goal of revising current elementary standards.  Chairman William H. Maxwell played the largest role in the committee ultimately finalizing curriculum centered around his philosophies. The committee's curriculum was based off of the idea of scheduling what should be studied and when it should be studied down to how much time per day should be spent on each subject. This idea was very controversial because it was vastly different compared to the other popular curriculums of the time.

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"How to Make a Curriculum" is a book from 1924 that follows up on the 1918 book "Curriculum", both by John Franklin Bobbitt. The book was designed to help schools implement this curriculum created by Bobbitt, as the country was beginning to fall behind in education. At the time this was seen as a positive and a good influence, however, now many experts have depicted this to be a negative. The curriculum made by Bobbitt sets these societal goals of what should be expected from each citizen as well as being centered around only providing the higher-level students with the best education.

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The Carnegie Unit is a unit of measurement endorsed by Andrew Carnegie in 1906. The unit is used to measure time spent learning in the classroom, today we would call these credit hours. The unit was implemented to serve as a national standard for high school graduation as well as college admissions. It was a way to hold all schools accountable and to teach to an equal standard.

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Goals 2000 was a federally funded program that was introduced in 1989 and outlined 8 goals in education that were set to hit by the year 2000. It was up to the states how they would reach these goals and their submitted plans would be funded by the federal government. This led to non-participating schools not getting appropriate funding. By 2000, 0 goals had been met, 6 goals the nation had progressed in and 2 of them the nation had gone backwards.

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The NCLB act is a way to hold schools receiving government to a certain standard. The act is specifically designed to benefit poor school and schools with large numbers of minorities. The act requires teachers to follow standards in their daily lessons as well as routinely test students and to make these results public. Lastly the act requires, schools to have a public accountability, and to show adequate yearly progress.

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Established during the cold war this plan was a response to the country's poor academic performance specifically in comparison to other countries. A nation at risk advocated for harder graduation requirements and curriculum standards, longer school days and school years, and a higher quality of teachers and educational leaders. By 1989 the mission set out by this movement had been accomplished the education system had made good progress.

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The "Eight-Year Study" was an experiment designed to discover the common ground between secondary education (high school and college). The study allowed participating schools the opportunity to redesign their curriculum from separated to integrated. The purpose of the study was to promote progressive education and stress the importance of education exploration.

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Cardinal Principles of Secondary Education

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Cardinal Principles of Secondary Education

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There are (7) Cardinal Principles of Secondary Education that in 1918 were released to high schools as recommendations for how to bind a fragmented curriculum. The Cardinal Principles or Secondary Education endorsed traditional academic subjects and some texts today still refer and the the (7) Cardinal Principles. The rules were created in 1918 and were implemented due to the emerging conditions of school and society.

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The Common School Curriculum was based off of the (3) R's reading, writing, and arithmetic. This learning style was implemented in the 19th century and tried to spread that all men were equal. This coursework also had some secular backgrounds that upset Roman Catholics and Native Americans due to it utilizing the King James III bible translation.

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Coalition of essential schools was a US organization that was founded in 1984 by Ted Sizer. The program started out with 12 schools but quickly grew throughout the late 80's and early 90's by having the teachers focus on 10 principles and shrinking school districts. This program was designed to show no two schools were alike and help redirect curriculum that was instituted in the early 20th century.

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Goals 2000 was a program where U.S. Congress put into motion a plan for standards-based education reform. The goal of the program was to help the US become more competitive in the worlds learning scape by providing support to students who need it and creating academic standards to measure students. This program ended up fizzling out, but was the predecessor to the No Child Left Behind program.

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National Assessment of Education Progress

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National Assessment of Education Progress

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The National Assessment of Education Progress (NAEP) was developed in 1969 to begin to measure students achievements nationally. The NAEP is federally monitored and funded and is overseen by the US Dept. of Education. Previously, most other systems were imput variables on what the student knew where the NAEP wanted to be an output variable as to how many students were learning and the overall progress of the nation.

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Committee of Ten of the National Education Association - Olivia

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Committee of Ten of the National Education Association - Olivia

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In the 1890s, a committee of ten members decided on 9 subjects of curriculum for high school students in preparation for college that included (1) Latin; (2) Greek; (3) English; (4) modern languages; (5) mathematics; (6) physics, astronomy, and chemistry; (7) natural history; (8) history, civil government, and political economy; and (9) geography. These subjects became the standard that students needed for entrance into college and pushed students to grow their mind and way of thinking rather than just focusing on memorization. The committee further desired that these subjects be introduced prior to high school which therefore impacted the elementary school curriculum and led to development of the Committee of Fifteen.

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Vocational Education Curriculum, History of - Olivia

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Vocational Education Curriculum, History of - Olivia

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In the late 19th century, there was a U.S. vocational education movement that shifted the focus of schooling to a more future work-minded focus that also included topics of poverty, unemployment, and class tensions. This shift brought forth a workforce curriculum (e.g., teaching skills of mechanical drawing, woodworking, tool use, or domestic science) that provided new education strategies geared towards helping workers in the ever-growing industrial workplaces. Schools specific to trades began to open for students from elementary to high school. Despite some concerns that this limited curriculum focus would not be good for students, the Smith-Hughes act of 1917 - one of the first of many acts that came in the 1920s and 1930s - provided funding to continue the growth of these types of vocational schools.

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Maria Montessori, the founder of the Montessori method of curriculum, believed that student experiences and interest should guide their schooling and were critical components in their individual learning. Common self-guided activities that students participate in within this style include areas of personal life, sensorial experiences, mathematics, language and literacy, art, science, geography, and history. Within these areas and with the Montessori method, children’s skills of responsibility, self-respect, and respect for others are fostered and grown.

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Trends in International Mathematics and Science Studies (TIMSS) - Olivia

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Trends in International Mathematics and Science Studies (TIMSS) - Olivia

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TIMSS is a study that provides regular and up to date information on the math and science curriculum and student’s achievement within these subjects. TIMSS focuses on three components when analyzing curriculum: the intended curriculum (what society believes should be taught within math and science), the implemented curriculum (what is taught, who taught it, and how it was taught), and the achieved/attained curriculum (what students learned and their view of what they learned). This study helped grow the conversation about curriculum and allowed it to be more easily evaluated and changed if needed. One result of this study found that a deeper intentional teaching of domain areas (i.e., focusing more time on fewer topics than less time on many topics) improves student achievement within  math and science.