EDUC50 Midterm Study Guide PDF

Bronfenbrenner & Ecology of Development What does developmental ecology refer to? ​ Human activities, ideas, and values are shaped by environmental ecological networks. For example: ○​ Institutions ○​ Social structures ○​ Social practices...

Bronfenbrenner & Ecology of Development What does developmental ecology refer to? ​ Human activities, ideas, and values are shaped by environmental ecological networks. For example: ○​ Institutions ○​ Social structures ○​ Social practices ○​ Ideas ✨ let’s start from the individual child → work our way out What is a microsystem? ​ Face to face interpersonal relationships ○​ Family, friends, siblings What is an exosystem? ​ Links between two or more settings, one not have direct contact with the developing child ○​ Parent’s work environment ○​ Extended family ○​ School board ○​ Neighborhood ○​ Mass media What is a macrosystem? ​ Belief systems, bodies of knowledge, access to material resources ○​ Laws ○​ History ○​ Culture  ○​ Economic system ○​ Social conditions 👧🏻How can you relate Bronfenbrenner’s systems to yourself? ​ My microsystems consist of mom, dad, tim, gio, my friends ​ My exosystems consist of Tito Louis, Tita Denise, Lotsky, Soph, Rones, San Mateo, dad’s care homes, social media like TikTok & Instagram, UC Irvine’s school board ​ My macrosystem consists of the law, American history, my Filipino culture, stature of middle class American Education History What are the three colonial regions & their influence? ​ North East ○​ Literacy 📚was important to their religious ⛪️devotion. Not only functional literacy but a liberating (freeing) literacy 🆓 ○​ New England ○​ Puritans ​ Birthplace of the Common School ​ Life was described as “Nasty, brutish, & short” ​ Pilgrims & Communitarians (community over individualism) ​ Fled religious persecution 1642 ​ Heavy investment in children  ​ Large families: average birth rate = 8 children ​ High mortality rate among womens & children ​ Cotton Mather (Puritan) had 16 children (11 died) and 3 wives ​ Middle Colonies: DIVERSITY ○​ New Amsterdam ○​ Quakers ○​ Lack of knowledge of historical events, cultures, figures ○​ Education was diverse across belief systems ○​ Defined by: ​ Diversity and variety in a society through cultural, ethnic, religious factors (social heterogeneity) ​ Coexistence and acceptance of multiple regions and belief systems (religious pluralism) ​ Conflicting interest groups ​ Southern Colonies ○​ Coastal South ○​ Transplanted aristocracy (meaning small, privileged class of people held power) ○​ Populated by the Extremes ○​ Wealthy aristocracy & indentured servants & later slaves ○​ Education → family unit American Revolution: ​ Nested in natural rights and John Locke’s enlightenment vision is against the cruel use of power ​ What are natural rights? What do they have to do with education?  ○​ “Life, liberty, and the pursuit of happiness” and that everyone has the right to be equals and should be treated equally. This relates to education because everybody has a right to education access. ​ The Constitutional Convention of 1787 ○​ Encouraged education and gave the 10th amendment What is the 10th Amendment & its importance to education? ​ The 10th Amendment allows the states to decide on their education policies Horace Mann & the Common School: ​ Devoted to the idea of education as a social leveler ​ Devoted to idea of phrenology-eugenics ○​ Idea that physical cranial characteristics could be used to identify moral/intellectual deficiencies ○​ Could be ‘saved’ through education Plessy vs. Ferguson (Separate but equal): ​ Homer Plessy was jailed for sitting in the “White” car of the East Louisiana Railroad ​ Was only ⅛ black and ⅞ white, but under Louisiana law, he was considered black so had to sit in the “Colored” car ​ He refused and was arrested ​ Judge decided that “separate” facilities for blacks and whites were constitutional as long as they were “equal” → separate but equal ○​ “Separate but equal” doctrine was quickly extended to cover areas of public life like restaurants, public schools, restrooms, theaters. ​ “Separate but equal” was struck down in 1954 in Brown vs. Board Brown vs. Board: ​ The 1954 Brown decision found state mandated segregation unconstitutional  ​ The letter of Brown (children would suffer damage from the stigma of racial segregated school system) – this result: states cannot mandate a segregated school system ​ Promise of Brown created education being available to all children ​ ***BUT IN THE END the decision did not accomplish: segregation in public schools The ESEA (Elementary and Secondary Education Act): ❓watch video back ​ President Lyndon Johnson Philosophy of Education Understand that: ​ educators/school have philosophies that impact the way they teach and form their schools ​ Engaging in philosophy helps clarify what they do or intend to do ​ To justify or explain why they do it in a logical, systematic manner Student Centered: ​ Constructivism: ○​ Problem-based learning ○​ Applying your own background (gender, culture) to material ​ Re-Constructivism: ○​ Recreating society along more equitable lines ○​ Question of reconstructing (fixing) or reapproaching into curriculum ​ Existentialism: ○​ Everything comes from the desires of the individual Teacher Centered: ​ Essentialism: ○​ “top-down learning”  ○​ Simply there to absorb material ○​ Math-based, basic civics ​ Perennialism: ○​ Focuses on past and permanent studies; mastery of facts and timeless knowledge ​ Behaviorism: ○​ Inducing student to do certain things OR to not do certain things (making them behave in a certain way) Universal Pre-K The case FOR Pre-K ​ Brain growth is most adamant from ages 0-5yr: more so than at any other time across the lifespan ​ Brain development at young age has a BIG impact on the trajectory of the child’s lifespan and when they get older ​ Teachers are key in cognitive stimulation (thinking 🧠) and emotional support ​ Children become exposed to shapes, numbers, letters, and patterns ​ Grasp social skills ​ Domino effect of learning The case AGAINST Pre-K ​ Finding high quality teachers for large numbers of children is difficult ​ Preschool cost money and can be expensive for families, especially lower income ones What is Fadeout? ​ Fadeout began within a year in disadvantaged children (pre-literacy & early math skills) ○​ Fadeout is more of a case of OTHER CHILDREN catching up – learning their letters, shapes, emotional & impulsive control etc.  ○​ Therefore, what holds disadvantaged kids back is not a failure to master the basics… ​ SO THEN WHAT IS IT? ○​ Research shows that its the environmental factors that are difficult to change without changing the child’s experience throughout their school experience ○​ American children raised in poverty may be dealing with: ​ Relocation ​ Exposure to violence ​ Parents dealing with stressors in their own lives → affects the kid ​ Not being able to provide stimulating upbringing compared to more affluent peers Public School Funding Where does public school funding come from? ​ Federal ​ State ​ property taxes ​ How does it break down in California? What is Equity Funding? ​ Is the distribution of financial resources to schools to make sure that all students have access to quality education How is property Tax Funding inequitable? ​ Since public school funding mostly comes from property taxes, those who live in lower income areas don’t get as much resources as those who live in higher income areas ​ Property taxes correlate with school resource allocation, disproportionately impacting students of color What is the relationship between declining academic scores and levels of poverty in the United States? ​ US spends more money on education than any other industrialized country, but ranks below average in multiple areas of academics compared to other countries ​ BUT ⭐️there is a high poverty rate in the US: children living in poverty live with food and housing insecurity, lack healthcare ​ How does this work with the claim that the US is a meritocracy? What is meritocracy? It is the idea that everyone is successful or not successful based on their natural abilities and their work ethic. It relies on the fact that everyone has equal access to resources. This works with the claim that the US is a meritocracy because it is factual that not everybody has access to equal resources. Unfortunately, not everyone is able to receive equal opportunities. The Curriculum What are the 3 types of curriculum? ​ Hidden: lessons learned through socialization (not in formal curriculum) ○​ Hallways, playgrounds, classroom practice, school culture, democratic education, collegial atmosphere amongst teachers ​ Formal: characterized by academic learning outcomes ○​ A design PLAN for learning ○​ Purposeful and proactive organization, sequencing, and management of student to student to teacher interactions ○​ Content knowledge we want students to acquire ​ Null: (nonexistent) set of topics that are not taught to students, either intentionally or unintentionally What is the relationship between Standards, Assessments, & the formal curriculum?  ​ Teachers use prior knowledge and test students through a pre-assessment which reveals critical differences among students and guides teachers’ decisions and planning ​ ➡️using that information, the teaching and learning activities and feedback ​ ➡️then post assessment and the cycle restarts Examples of an exemplary curriculum? ​ What are examples of each? ​ Powerful knowledge goals, representative or generative topics, and big ideas ○​ Learning objectives or essential questions ​ Challenging and active learning activities ○​ Hands on projects or assignments ​ Aligned assessment strategies and growth criteria, feedback, debriefing, transfer and extension opportunities, interaction, and support ○​ Meeting one on one with the student ​ Modifications that attend to powerful student differences ○​ Tweak the material to attend to preference or the students What is the Resistance Theory? “You have to let kids see themselves” ​ The idea that students (particularly marginalized individuals) are put into an environment where they are required to work with material that fails to reflect their identities, background, culture resulting in resisting or removing themselves from the curriculum or dropping out of school