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13489 results in Education, history, theory

Page 257 of 675

  • “We Find Ourselves Preoccupied with the World of the Present”: Humanist Resistance to Progressive Education in Ontario

  • Theodore Michael Christou
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 3 / August 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 294-318
    Print publication:
    August 2015

  • The work here explores the voices of Ontario's humanist educators, who advocated for the preservation of a curriculum theory rooted in faculty psychology, mental discipline, and the classics in the face of progressivist revisions to the province's public school organization. A great deal of scholastic sweat has been poured over the subject of progressive education, its meanings, and its purposes. Much less has been said about the critics of progressivist reform, who are referred to here as humanists; this term follows from the work of Herbert Kliebard, who characterized humanists as one of four competing interests in an epic struggle over the curriculum in the United States. Theodore Christou dubbed humanists “foils” to the progressivist reformers who succeeded in overturning Ontario's Programmes of Study for the public schools. Kliebard defined this group as:

    the guardians of an ancient tradition tied to the power of reason and the finest elements of the Western cultural heritage… to them fell the task of reinterpreting, and thereby preserving as best as they could, their revered traditions and values in the face of rapid social change and a burgeoning school system.

  • HEQ volume 55 issue 3 Cover and Back matter

  • Journal:
    History of Education Quarterly / Volume 55 / Issue 3 / August 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. b1-b3
    Print publication:
    August 2015
    • Article
      • You have access
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  • Progressive Education in Black and White: Rereading Carter G. Woodson's Miseducation of the Negro

  • Jeffrey Aaron Snyder
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 3 / August 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 273-293
    Print publication:
    August 2015

  • Less than a minute into his 1931 Fisk University commencement speech, Woodson had already insulted his audience. “The large majority of Negroes who have put on the finishing touches of our best colleges,” Woodson said, “are all but worthless in the uplift of their people.” With this sweeping indictment of the teachers, lawyers, doctors, and other black professionals assembled before him, Woodson proceeded to catalog the inconsistencies, shortcomings, and abject failures of “Negro education.” The result was a caustic and uncompromising litany that seemed to go on forever. Negro education, Woodson charged, clung to a defunct “machine method” based on the misguided assumption that “education is merely a process of imparting information.” It failed to inspire black students and did not “bring their minds into harmony with life as they must face it.” Theories of Negro inferiority were “drilled” into black pupils in virtually every classroom they entered. And the more education blacks received, the more “estranged from the masses” they became.

  • HEQ volume 55 issue 3 Cover and Front matter

  • Journal:
    History of Education Quarterly / Volume 55 / Issue 3 / August 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. f1-f5
    Print publication:
    August 2015
    • Article
      • You have access
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  • “Building Bridges, Not Fences”: A History of Civic Engagement at Private Black Colleges and Universities, 1944–1965

  • Marybeth Gasman, Dorsey Spencer, Cecilia Orphan
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 3 / August 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 346-379
    Print publication:
    August 2015
    • Article
      • You have access
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  • HBCUs traditionally build bridges, not fences, for their neighbors.

    –Barbara S. Frankle

    In its truest sense, higher education is aimed at fostering academic achievement and educating students for good and productive citizenship. With this purpose in mind, over the past few decades there has been a proliferation of research on civic engagement. Although substantial in size and reach, the civic engagement literature is limited in terms of depth and scope. Many scholars working in this area have sought to define civic engagement as well as service learning; service learning is believed to lead to greater civic engagement and to increase educational attainment by some scholars and practitioners. Of note, this scholarship aims to defend civic engagement by providing a philosophical justification for it, reclaiming the historic civic purpose of higher education, or providing an assessment of student outcomes, including participation in protest, voting knowledge and behavior, and the impact of service learning. The civic engagement literature also demonstrates the level of engagement among undergraduate students and provides in-depth case studies of college and university initiatives to engage local communities throughout the nation. Scholars of civic engagement have focused on many different types of majority institutions, including small private colleges, state universities, land grant institutions, and private research universities. Most of these studies draw on how the unique histories of these various sectors of higher education position them for civic engagement work as well as the institutional efforts to engage local communities.

Teaching and Learning Strategies
  • Diana Whitton
  • Published online:
    14 September 2019
    Print publication:
    29 June 2015
  • Teaching and Learning Strategies is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons are effective and lead to successful outcomes. The text outlines a variety of teaching strategies that can be used to facilitate classroom learning and engagement. Strategies and methods covered include discovery learning, experiments, demonstrations, the use of questioning, the facilitation of discussion and the effective provision of feedback. Teachers will be able to integrate the strategies in this book with any content area and any age group or activity level. Teaching and Learning Strategies is a useful resource for teachers during the practicum component of their course and throughout their teaching career.

  • Introduction

  • Diana Whitton, University of Western Sydney
  • Book:
    Teaching and Learning Strategies
    Published online:
    14 September 2019
    Print publication:
    29 June 2015, pp 1-6

  • Summary

    Teaching requires careful planning based on the needs of students, but it is influenced by many other components as well. At a whole-school level, curriculum planning determines the focus taken in particular subjects; consideration is also given to the number of hours allocated to teaching specific content. This is then translated into units of work, with each unit broken down further into lessons and activities, within which there are specific teaching and learning strategies that will be used to develop students’ knowledge and understanding of particular concepts, rules, facts or generalisations.

    The planning for successful teaching and learning encompasses four major areas:

  • content

  • environment

  • products

  • processes.

    • Content is what is to be taught, determined by the mandates of Departments of Education, the school’s requirements and the needs of students. The content used to structure a lesson may be selected by teachers, as it forms part of the curriculum within the syllabus documents of a particular education authority. Teachers often have choices about the areas they want to develop, and can select from a range of content. There are also mandatory areas of investigation for students at particular year levels that must be covered. Content that closely relates to a particular school may also be selected for learning and teaching activities, so that a unit of work can be developed to facilitate students’ understanding of that area. There may be a closer focus on some content because it relates to the students’ interests, and therefore will keep them motivated to learn.

  • Chapter 11 - Graphic organisers and visualisations

  • Diana Whitton, University of Western Sydney
  • Book:
    Teaching and Learning Strategies
    Published online:
    14 September 2019
    Print publication:
    29 June 2015, pp 136-153

  • Summary

    Graphic organisers are spatial representations designed to make efficient use of the information in a text. Visualisations are a technique to create still and moving images from given data. The ability to gather data and draw some meaning from it is the essence of learning. Through the use of graphic organisers and visualisations, students and teachers can demonstrate their understanding of discipline content and processes.

    Graphic organisers

    In all curriculum areas and topics, students are exposed to new and novel content. Graphic organisers can assist in the understanding and processing of this content. Each organiser relates to the processing of different information for a different purpose, so students need to understand the concept behind using graphic organisers in order to determine which one they will use in a given situation.

    Graphic organisers may be used by individual students, a small group or the whole class to generate knowledge or to link information together. They may be used at the beginning of a lesson to investigate the level of knowledge the students have on a particular topic (pre-assessment) or added to as the students learn about an area, or presented as a demonstration of the learning from a series of lessons.

  • Chapter 2 - Narration

  • Diana Whitton, University of Western Sydney
  • Book:
    Teaching and Learning Strategies
    Published online:
    14 September 2019
    Print publication:
    29 June 2015, pp 22-35

  • Summary

    Narration is the art of telling a story through the use of words and images. Narrations may be written or spoken, but they need to draw the listener into the images created by the words. The presentation of stories requires careful preparation and delivery. The story assimilates information, and retelling it can be a powerful learning strategy; however, accuracy is needed to ensure that students understand the information that is being presented.

    Types of narration

    Heath and Heath (2009), in their discussion of explanations, highlight the value of stories. Storytelling can be a powerful way of explaining ideas or concepts because it gives both the teacher and the students a chance to be entertained but also instructed. They argue that ‘When we hear a story, our minds move from room to room. When we hear a story, we simulate it’ (2009, p. 210). The story is a valuable teaching tool ‘because it provides the context missing from abstract prose’ (2009, p. 214). By using one of the plot varieties discussed below, you can be sure of motivating students to listen and learn. With this in mind, we can choose the types of narration that we may want to use in teaching and learning.

  • Chapter 6 - Demonstration

  • Diana Whitton, University of Western Sydney
  • Book:
    Teaching and Learning Strategies
    Published online:
    14 September 2019
    Print publication:
    29 June 2015, pp 76-88

  • Summary

    The learner’s role is to observe, to listen carefully and ask relevant questions and then to practise the task, always referring back to the demonstration that has been given.

    A demonstration is showing someone how to do something. From sports lessons to writing, mathematics, science or creating a blog, you will undertake demonstrations regularly in your teaching and learning. Your students will also demonstrate their skills and knowledge to you in many situations. Skills and knowledge about how to demonstrate are imperative for ensuring successful teaching and learning outcomes for both you and the students.

    Another thing to note is that demonstrations may be carried out by people other than the teacher, or by using media to assist with the students’ understanding of different concepts. The strategies of demonstration and application may be used in any curriculum area.

    Another thing to note is that demonstrations may be carried out by people other than the teacher, or by using media to assist with the students’ understanding of different concepts. The strategies of demonstration and application may be used in any curriculum area.

    The impact of a visual demonstration is very powerful and effective in learning. A teacher needs to be precise in the visual presentation and narration of the demonstrations as the demonstration will become the model the students emulate. If the demonstration is incorrectly or poorly executed, then that model will stay with the students.

  • Chapter 13 - Checklists

  • Diana Whitton, University of Western Sydney
  • Book:
    Teaching and Learning Strategies
    Published online:
    14 September 2019
    Print publication:
    29 June 2015, pp 172-182

  • Summary

    A checklist is an information aid used in many different types of tasks to ensure all facets of a task are completed accurately and resources are organised.

    Academic, social/emotional and organisational skills are important in any classroom, for both the teacher and students, and using different types of checklists is one way to utilise both academic skills and organisational skills.

    Have you ever created a shopping list or a to-do list to guide you in what you must remember and achieve over a given time? Checklists are not just the shopping list or a reminder list - they are far more comprehensive, and have real value in many workplaces. They can be used to remind workers of what to do and how to do it, but they have also been shown to have a positive impact in many professions, including medicine and construction.

    This chapter explores how you can use checklists as an effective and meaningful teaching strategy in the classroom. It looks at:

  • types of checklists

  • why we use checklists

  • how to create a checklist, and

  • the advantages of checklists.

    • Types of checklists

    Three broad types of checklists may be considered relevant in the classroom:

  • organisational - to assist in the planning of an activity

  • implementation - the generation of a list of how to undertake an activity

  • review - what needs to be checked at the end of an activity, a form of review or evaluation.

Page 257 of 675