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Movers and Shakers in America

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Movers and Shakers in America
Priscilla Sanchez
Grand Canyon University: EDU-576
3/26/14

Movers and Shakers in America

From the virtual timeline I chose the following four people or events that have molded our educational system in America. The first individual I will describe is John Dewey:

John Dewey had the most impactful influence to the growth of enlightening discerning in the twentieth century. Dewey's theoretical practicality, concern with collaboration, experience, reflection as well as interest in the community and democracy, were conveyed mutually to form an exceedingly evocative educational system. He believed that education should engross with and enlarge experience with informal education practice. He also believed in authentic education and stated that there was but one way that a child can become mindful of his social custom by empowering him to perform those essential kinds of activities which make civilization what it is. To add, he believed that schools should offer children with that base so as a result they would make significant influences to the society. Subsequently, they will have the capacity to use their mind as a prevailing instrument to help themselves and the civilization in which they reside in.

Dewey’s perspective was that an old-fashioned education is to guide the youngster to play a submissive, approachable part in the instructive development. In fact all students are distinctive, full of impulsiveness and ideas. Their thoughts are energetic and unsurprisingly prying. Ultimately, he believed that when data is only scattered and projected to be spit up, it is no miracle that students drop interest and it becomes tough challenge simply to regain their devotion. Nonetheless, Dewey’s viewpoint of education encompassed the ordinary impulses of the youngster. He invigorated inquiring and testing to discern truth. All in all a thought is not a thought, lest it is one’s own. Based on Dewey’s theory, youngsters’ interest is not purely to be freely sightseen without direction. The interests are to be measured and nurtured by the teacher with a precise tenacity and continuing goal in mind.
The next event I will describe is the Lancasterian Monitorial System of Education:

The Lancasterian System was established in the United States of American in the early eighteenth century to sustenance the Monitorial System of education urbanized by Joseph Lancaster. This system was accepeted in England by the Royal Lancasterian Society. In the beginning Lancasterian schools stumbled upon disapproval and a drop in support after Lancaster's loss. Its adversaries indicted that it failed to instruct children in their parents' religions and that it stimulated unhappiness among the working class. Moreover, they also stated that radical scholars could not teach as well as the rising amount of individuals pursuing teaching jobs. Notwithstanding this hostility and the suspension of the main Lancasterian societies, schools consuming the technique persist to this day in various parts of the world and continue to turn out better trained citizens than most widely funded schools are able to do. As a result, on August 24, 2001, the Lancasterian Society was revivified in Texas. During the months and centuries onward it will pursue to build sustenance for the Lancasterian system, adjust it to up-to-date situations, and found and function a system of Lancasterian schools wherever local sustenance for them can be persistent.
The third event I will describe is The Elementary and Secondary Education Act of 1965:

In April 9, 1965 Congress ratified the Elementary and Secondary Education Act of 1965 which was the greatest extensive state education act ever approved. It is substantial to know that the act was endorsed fewer than three months once it was presented, as part of President Lyndon B. Johnson’s “War on Poverty.” President Johnson, a former teacher believed that equal admission to schooling was critical to a youngster’s aptitude to lead a fruitful life. This portion of legislature instituted the utmost imperative learning element of the “War on Poverty” propelled by President Lyndon B. Johnson. By an exceptional source of funding (Title I), the law allotted enormous assets to encounter the essentials of pedagogically disadvantaged kids, particularly through compensatory programs for the underprivileged.
“In recognition of the special educational needs of low-income families and the impact that concentrations of low-income families have on the ability of local educational agencies to support adequate educational programs, the Congress hereby declares it to be the policy of the United States to provide financial assistance… to local educational agencies serving areas with concentrations of children from low-income families to expand and improve their educational programs by various means (including preschool programs) which contribute to meeting the special educational needs of educationally deprived children” (Section 201, Elementary and Secondary School Act, 1965).
Ultimately, the Elementary and Secondary School Act of 1965 was altered in 1968 with Title VII, ensuing in the Bilingual Education Act that presented national assistance to resident schools districts to assist them to discourse the necessities of kids with partial English-communicating capacity.
Last but not least, I will describe the No Child Left Behind Act:

The No Child Left Behind Act sanctions numerous central education platforms which are managed by the states. Under the 2002 law, states are obliged to test third to eight grade scholars in reading and math and once in high school. All scholars are required to meet or exceed state principles in reading and math by 2014. The chief goal of the No Child Left Behind Act is to end student success gaps by offering all kids with a just, equivalent, and noteworthy prospect to acquire a superior education. Nonetheless, the U.S. Department of Education highlights the four pillars within the act: * Accountability: to guarantee the scholars that may be underprivileged, accomplish educational expertise. * Flexibility: Empowers school districts tractability in the way they utilize federal education capital to expand scholar success. * Research-based education: Highlights enlightening programs and practices that have remained confirmed effective through scientific research. * Parent options: Upsurges the selections existing to the parents of scholars assistingTitle I schools.

References
Field, R. (2001) John Dewey: Life and works. Retrieved October 10, 2003, from University at Tennessee site: The Internet Encyclopedia of Psychology: http://www.utm.edu/research/iep/d/dewey.htm
Rayman, Ronald (Winter 1981), "Joseph Lancaster's Monitorial System of Instruction and American Indian Education, 1815-1838",History of Education Quarterly 21 (4): 395–409.
Wiggins, G. & McTighe, J. (2005). Understanding by design, 2nd Edition. ASCD. ISBN 978-1-4166-0035-0. p. 42–43
Wyer K. (2011). "The Civil Rights Project: Proyecto Derechos Civiles."University of California--Los Angeles.

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