Educ 355 Journals
The school in American Culture by Margaret Mead- The One Best System – A History of American Urban Education by David Tyack
- Part 11 & Part 111The One Best System- A History of American Urban Education by David B. Tyack
- CURRICULUM FERMENT IN THE 1890S by Herber Kliebard (- Chapter 1)
- And Still We Rise by Miles Corwin
- Immigrants and the Schools by David K. Cohen
- The School Achievement of Immigrant Children: 1900-1930 by Michael R. Olneck; Marvin Lazerson
- Children of Immigration by Carola and Marcelo Suarez-Orozco
- Puerto Rican Students in U.S. Schools; A Brief History by Sonia Nieto
- Asian-American Children: What Teachers Should Know by Jianhua Feng
- American Indian/Alaska Native Education: An Overview Jon Reyhner, Northern Arizona University
- Home Advantage: Social Class and Parental Intervention in Elementary Education by Annette Lareau
- Social Class and the Hidden Curriculum of Work by Jean Anyon
- The New Gender Gap From kindergarten to grad school, boy are becoming the second sex By Michelle Conlin
- Black Teachers on Teaching: A Collection of Oral Histories By Michele Foster
- Teaching Boys and Girls Separately by Elizabeth Weil
- Learning Together: A History of Co-Education by Tyack
- Still Separate, Still Unequal; Americas Educational Apartheid By; JONATHAN KOZOL
- A Democratic Classroom, by Steven Wolk
- Left Back: A Century of Battles Over School Reform. Author Diane Ravitch
- Is Co-education Injurious to Girls by John Dewey
- Curriculum Ferment in the 1900 by Kleibard Herbert
- One Size Fits Few by Susan Ohanian
CURRICULUM FERMENT IN THE 1890S- Chapter 1
In the reading “Curriculum Ferment in the 1980’s” by Herber Kliebard, Herber talks about the social changes that were taken place in the society that affected the school system. He mentioned that there was a tremendous growth that took place in journalism in the late nineteenth century with both magazines and newspaper. These influences were created because of the railroad system which offered cheap and reliable transportation. This age gave rise to the curriculum status quo in the 1890s that was represented by the doctrine of mental discipline and its adherents. The mental discipline that was being promoted stated that certain subjects had the power to strengthen faculties such as memory, reasoning, will and imagination. Moreover, mental disciplinarians argued, certain ways of teaching these subjects could further invigorate the mind and develop these powers. Educators were saying that, “Just as the muscles of the body could be strengthened through vigorous exercise, so the mental muscles, the faculties, could be trained through properly conceived mental gymnastics.” These educators were looking at ways to enhance the education of its citizens.
I especially like the curriculum that Hall and the others in the child-study movement embodied. They were looking at changing the curriculum to cater for the development in the child, which deals with the different stages the child go through such as adolescence, adulthood etc. They also were looking into creating “a curriculum in harmony with the child’s real interests, needs and learning patterns.” I think that this curriculum would certainly benefit a child, since no two children are alike, it would help to create a system where the teacher knows the strengths and weakness of a particular child. That teacher would then create a curriculum would cater to that child needs and wants, instead of having one curriculum that is designed for all the students. I truly believe that the time would come when each child would be given an IEP ‘Individualized Education Program.’ I think that this would be beneficial in creating a system that meet the needs of each student, a plan that would help teachers in getting to know each child and the way they learn.
