The Most Perfect School on Earth Our Ideal School By Aaron, Diana, Erin, Jared, Lem, Pete, and Susan Imagine a school where all students are happy A school where all students are working toward their goals A school with a 100% graduation rate
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Our Ideal School
By Aaron, Diana, Erin, Jared, Lem, Pete, and Susan
Order cannot be said to prevail among people going the same direction at the same pace, because there is no interface. -- Edward A. Ross
The goal of education is maximizing ends from limited means. This theory attempts to minimize “street and alley time” which can actually undo what is done in school. Education in this theory is the elimination of waste and unnecessary expense, to reduce the number of workers, maximize the use of resources, and educate the largest number of students.
Social Efficiency arose as a result of (and in response to) the industrialism and the subsequent transformation of American social institutions.
It was believed that teaching students more than they actually needed to know for living was wasteful.
Edward A. Ross – Social Control
Frederick Winslow Taylor – Principles of Scientific Management
Gov. William L. Douglas – Commission on Industrial and Technical Education
Charles A. Ellwood – Univ. of Missouri
John Franklin Bobbitt – The Curriculum
Within social efficiency, the role of the teacher is the expert, able to effectively teach his/her subject during the segment or time provided.
Social efficiency centers on social control so in school students are taught how to be good workers and not free thinkers.
The broad educational goals of the socially efficient model for schooling are:- Maximize service at a school (plant) with minimum staff size- Fully utilize resources (minimize input/maximize output)- Differentiated curriculum/teachers- Material to be learned is broken down to smaller pieces- Group and teach students by their ability/penchant- Teach students what they have a knack for and what will be necessary to them later in life(i.e. career, domestic)- Eliminate courses that are not important to life after school - Schools as a measure of social control, to produce productive and efficient citizens concerned with vocation/profession
The aspects of physical space in a socially efficient school are:- Specialized areas, conducive to teaching specific skills- Areas for academic and specialty instruction- A range of age/ability groups to fully utilize available space (i.e. A GROUP = regular classroom/B GROUP = school garden/C GROUP = laboratory, switch from one to the next - no idle space)- Saturday & summer school (year round if possible) to avoid wasting available resources- Modern school (plant) with (workrooms, laboratories, assembly halls, playgrounds, school gardens)- Scientifically managed schools = 100% facility usage
Efficient schools should hire administrative and student support personnel to lighten workload of teachers, assess student interest upon entrance, and most effectively tackle non-essential school tasks and issues
Efficient schools create curriculum that is student centered, practical, relevant to the skill, trade or profession being learned, and should not include extraneous classic curriculum that includes concepts that will not be used in trade.
The efficiency model was established by scientific
The curriculum for girls was determined by examining
what women actually did.
We cannot prepare students for the future by examining the role of their parents.
This same shortcoming can be extended to all students in the sense that technical advances have made skills necessary that did not exist during the school days of many adults.
Think of the computer skills used to complete this assignment. How many of your parents had computer training in High School?
To prepare students for the future, we must look to the future and anticipate the ways in which their lives will be different from our own experiences.