New Chapter 6

USE SCRATCH PAPER AND WRITE YOUR NAME ON IT!!!! DON’T TURN IN A PAPER IF YOU DON’T HAVE ANYTHING TO SHARE TELL ME SOMETHING YOU READ ABOUT IN CH. 8! THE ORGANIZATION OF AMERICAN SCHOOLS CHAPTER 6 THIS I BELIEVE SURVEY WHAT IS A SCHOOL? Schools can be viewed from multiple perspectives and defined in many different ways. This text defines schools as social institutions whose goals are to promote both students’ growth and development, and the well-being of a country and its citizens. Every school is part of larger institutions, including school districts and state offices of education. THE ORGANIZATION OF SCHOOLS The personnel within a school influence its effectiveness more than any other factor. Administrators and support staff help create an environment in which teachers can teach and students can learn. Teachers are the most powerful factor influencing learning within a school. The physical plant can influence not only student learning but also teachers’ morale and job satisfaction. ORGANIZATION OF THE CURRICULUM The curriculum—what teachers teach and what students learn—is a critical component of the organization of schools. The curriculum is strongly influenced by the developmental needs and characteristics of students. Decisions about the organization of schools and the curriculum are also influenced by monetary and political considerations. COMMON WAYS TO ORGANIZE SCHOOLS EARLY CHILDHOOD PROGRAMS Are heavily influenced by developmental psychology and the developmental needs of young children Developmental early childhood programs accommodate differences in children’s development by allowing them to acquire skills and abilities at their own pace through direct experience. Research shows that effective early childhood programs can have a powerful effect on later success in school and life. ELEMENTARY SCHOOLS Elementary schools provide teachers with considerable autonomy in terms of curriculum and scheduling. Self-contained classrooms are designed to provide students with nurturant environments for social, emotional, and cognitive growth. Critics of self-contained classrooms contend they place unrealistic demands on teachers to be experts in every content area. SCHEDULES FOR TWO ELEMENTARY SCHOOL TEACHERS JUNIOR HIGH AND MIDDLE SCHOOLS Expose students to subject matter experts in the form of content-specialized teachers Middle schools attempt to meet the developmental needs of early adolescents through: Interdisciplinary teams Home rooms that allow teachers and students to develop more meaningful interpersonal relationships Interactive teaching strategies that stress active student involvement The elimination of competitive activities that emphasize developmental differences CONTROVERSIES WITH MIDDLE SCHOOL Advocates of middle schools contend they are effective in meeting students’ developmental needs. Critics believe developmental emphasis weakens emphasis on subject matter and academic rigor. HIGH SCHOOLS A comprehensive high school houses all students and attempts to meet all students’ academic needs through a variety of tracks or different programs. Criticisms of the comprehensive high school: Tracking segregates different-ability students and shortchanges those in non–college-prep tracks Excessive size depersonalizes students Departmentalization fragments the curriculum Academic rigor is lacking ALTERNATIVES TO TRADITIONAL HIGH SCHOOLS Alternatives to comprehensive high schools: Schools within a school that create smaller learning communities Career technical schools designed to provide job skills that are immediately marketable after high school CHARACTERISTICS OF EFFECTIVE SCHOOLS CHARACTERISTICS OF EFFECTIVE SCHOOLS OPTIMAL SCHOOL SIZE Optimal school size is mid-range; those too small can’t offer a full menu of courses; those too large become bureaucratic and impersonal. Large schools have their most adverse effects on low-SES students and cultural minorities. Research suggests that smaller schools have higher graduation and college attendance rates, and fewer discipline and safety issues. Schools within schools are being experimented with to solve the large-school problem. CLASS SIZE Class size is controversial because creating smaller classes costs more money. Smaller classes can have positive effects on achievement and longer-term outcomes such as higher graduation and college attendance rates. Smaller classes also positively influence teachers’ work lives, making it easier to teach and get to know students personally. SCHOOL ORGANIZATION AND THE ACHIEVEMENT OF CULTURAL MINORITIES The way a school is organized and run has a powerful influence on student achievement, especially for cultural minorities. Tracking often results in cultural minorities being over-represented in lower tracks. Large class sizes adversely affect minorities; smaller class sizes allow teachers to get to know their students better and adapt instruction to students’ specific learning needs. SO, WHAT IS THE “IDEAL” SCHOOL?