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For sure, most contemporary educators look at what worked yesterday to put it in practice today and beyond. Lessons-learned from the past in our methodologies, both as individuals and institutions are the real foundation of our educational settings. Today for example, teachers and students can explore Emma Willard's contributions to education. The first thing that comes to mind is being able to vision her roles and accomplishments as we transport ourselves to Emma's times to explore the surroundings. A good start point would be the research of the social, political, and economic nature of the classroom, community, and the nation in general. I'm sure we could come up with a maze of structures containing things and ideas that reveal how and why Willard performed. During that imaginary trip we can stop in the present or go back and forth into tomorrow and yesterday comparing and analyzing these structures that are the true sources of teaching and learning. I would think that looking into the historic evolution we can find numerous ways to offer most of the common disciplines to our students using some of yesterday's strategies and modifying others to the present political, social, and economic goals.
| Time Period |
Key InfluencesLawsRole of Education |
Important Educators and Writings |
Social Climate |
Educational Practices/Beliefs (Curriculum, Instruction, Discipline, Leadership) |
| 1600-1700 Colonial 1700-1800 Revolution |
-family most important-father important member of society-authority of government and religion-improve maternal prosperity-Massachusetts Law of 1642-Old Deluder Satan Law of 1647-Naturalization Act-Massachusetts Education Act of 1789 |
-John Winthrop-John Harvard-Benjamin Franklin-Robert Molesworth-John Trenchard-Thomas Gordon-Jean Jacques-Ros Useau-John Locke-Troy Female Seminary |
-education creates social mobility-elite status by learning Greek and Latin-education as mean to improve material prosperity-need to control childhood evils-apprenticeship town schools for poor children |
-quality of life will improve with scientific research-freedom of thought-concepts of childhood and youth determine instruction methods-education can eliminate crime, immorality, poverty-create well-ordered religious society-teach respect for authority-instruction in reading and writing-accept official interpretations as correct-emphasis on memorization-grammar school educated future leaders-not necessary to create a well-organized educational system |
| 1800-1850Virtue |
-Indian Removal Act-Civilization Act of 1819-Civilization Fund Act-A Bill for the More General Diffusion of Knowledge-Charity Schools |
-Calvin Stowe-Horace Marm-Joseph Lancaster-New England Primer-New York Free School Society-The Yale Report-Thomas McKenney-James Ramsey-John Gambold-George Guess-Thomas Jefferson-Noah Webster-Henry Barnard-Reverend Samuel Hall |
-progressive and traditional classes-missionaries as educators-women teaching moral ideas-ban of education for slaves-power of schools to transform Native Americans-moral character through the process of schooling-balanced mental faculties create balance character-for workers education means protection from economic and political exploitation |
-Education as a mean to aid in accumulation of wealth among mixed-bloods-Attempts to create a Native American written language-education can improve the works of natural-born reasoning and moral sense-preparing the citizen and preparing the political leader-growing distinctions between private and public institutions-common school reformers emphasize education as a mechanism of social control |
| 1850-1900NationalismPatriotism |
-A graded course of instruction with instructions to teachers-Civilization Act-Indian Peace Commission-Carlisle Boarding School-Spencer Academy-New Hope Academy |
-William Well-Johan Pestalozzi-Second and Third Plenary Councils-Ferebe Rogers-David Walker-Pensylvania School Report-William McGuffey-Sue McBeth |
-evolution of the bureaucratic model-increase in the wealth of community-increase family property values-"manifest destiny"-deculturation-Beginning of: industrialization, urbanization, immigration |
-slaves' oral tradition-abolition created a culture of resistance focused on literacy-Boston public schools integrated racially-creation of a segregated Native American school system-a system of teacher assessment created in the Choctaw Nation-emphasis on foreign languages-literacy initiatives for free Afro-Americans |
| 1900-1930Industrial MovementFactories |
-Social Education Association-Julius Rosenwald Fund-Indian Citizenship Act-Five Civilized Tribes-Anna T. Jeanes Fund |
-John Dewey-Meriam Report-Ellwood Cubberley-Merle Curti-Social Ideas of American Educators-Warren Burgess-W.E.B. Dubois-Colin Scott-William Bagley |
-expansion of Afro-American segregated schools-resistance to language policies-compulsory school laws not enforced for Mexicans-NAACP strives for integrated education-racism and deculturation-forced Anglo-American ways-Americanization programs-segregated schools for Asians and Hispanics |
-more kindergartens (for living and moral training)-play movement, child centered-variety of teaching methods-professional educators attacked for weakening academics-tracking, sorting "elite" (functions of schools) |
| 1930-1945Depression DeculturationAmericanization |
-Padin Reform in Puerto Rico-establishment of the American Youth Commission-National Youth Administration-Civilian Conservation Corps |
-Social Frontier-Howard Bell-Maxine Davis-Edward Krug's The Shaping of the American High school-Edward Hayes-Motion Picture Herald |
-LULAC supports bilingual instruction-shaping morality through movies and television-industrial revolution caused by the war-containment of Asian American influence-educational leaders among most liberal influences-wider gap between educators and business community-government distrust towards professional educators-teachers required to submit oaths-Parent Teachers Association involvement-political education and ideological management |
-era of social reconstructionist writings-capitalism has failed to fully use science and technology for the benefit of humanity-the capitalistic profit motive has a negative effect on individual morality-economic order creates insecurity for large groups-schools served as custodial institutions to relieve unemployment pressures-creation of uncontroversial social studies and history classes |
| 1950-1990Desegregation |
-Immigration Act-end of common school-Nation at Risk-Education and Growth report-"adopt-a-school program"-Corporations and Public Education |
-Michael Katz-Rush Welter-Michael Timpane |
-school issues linked to national trade problems-increase states' role of in education-decline of U.S. leadership in technology development-teacher unions political division-school administrators join unions-schooling affected by courts-teacher power movement-era of federal involvement-choice of public and private through tax credits-decline of public school academic quality |
-conflicting views of school prayers-business community involved in the design and delivery of curriculum-plan educational goals according to the needs of the labor market |
| 1990-2000Schools for Economy |
-charter schools laws of privatization-Edison Project-New American Schools Development Corporation-Goals 2000 Educate America Act-school-to-Work Opportunities Act |
-John Chubb-Terry Moe-Marc Tucker-David Hornbeck |
-school violence-age of accountability-digital divide-equal access to education-incentives for parental choice |
-leadership and management appear in schools in the form of privatization-curriculum geared towards private industry interests-creation of schools that reflect traditional values-creation of model schools-creation of National Standards-voluntary national achievement tests-educating workers for competition in international trade-training the workforce to meet new economic demands-support of school-based career exploration and counseling-curriculums that integrate academic and vocational education |
Overall, the purpose of education has changed to fit our society's pluralistic composition and global competitiveness. Traditionally, the desire to maintain and create one single culture in a nation formed with many ethnicities resulted in denial of educational opportunities to some of our citizens. Our leadership created a precedent of power hunger, first through a sense of superiority in our homeland, and second, through zealous desire to control the world. In one hand, discrimination in our soil is embedded in our educational values as the nation recorded long periods of information manipulation based on our looks, religious beliefs, and ethnic origins. In the other hand, our tremendous economic advances led us to be conquerors, and therefore went looking for some enemies. Pluralism is starting to obscure the scars of the past and now it is alright to talk and dig (in an educational context) into the reasons of why we lived these experiences. Today's methodologies such as assessments, multiple intelligences, critical thinking, and assertive discipline, are not new. These issues and ideas have existed in the forms of philosophies and from time to time they surfaced, some went dormant, and some were modified with merging of additional strategies and ideas. What has changed today is that we can build a variety of teaching and learning approaches, apply them to social, political, and economic issues to form extremely beneficial and motivational learning conditions.
Contemporary education allows the stated promise of freedom and uniqueness of being part of a society respected, treated, and being paid for our intellectual worth. If we can understand our internal and global origins and maneuver around a few common disciplines we have the right to succeed in any endeavor. Education wants us to succeed through research of the disciplines from within. Past that thought, our work begins by thinking how we got around the subject, what are the things we can do better, and most important, what was the result achieved. Lessons tell us that is better to go back to review those issues that were difficult and re-apply them as new knowledge and opportunities for improvement. I don't think education in itself wants us to cross discipline ourselves, however, human reasoning tells us to do so to facilitate understanding. Now, as abstract that it seems, education looks more like reasoning of ideas combined with some relative tangible things we can use for our personal and professional goals. I don't want to sound like a broken record, but the social, political, and economic issues are the driven factors of the contemporary educational programs.
I think early schools taught subjects important to one's intellectual foundations such as history, mathematics, foreign language, and literacy. These remain as important as teaching a workforce vocation or special aptitudes. New discoveries and advances in technology and some novel teaching ideas from some educators determine the focus of what is taught today. There is more teamwork among government, parents, teachers, school staff, and vendors whose goals are to make a profit with the students' participation using their products. All these parties support and demand that education be streamlined in various directions. Again, the disciplines are still there, but modified, re-arranged, and re-engineered. The ideals have changed creating a need for more information than what our resources can handle. I don't mean we are not capable of assimilating certain knowledge. We lack focus in the administrators' managing aspects and their decision-making processes. The balance of power has been tipped towards many sectors of the society such as federal, state, and corporate, negatively affecting the two most important levels, the students and teachers. The focus of our teachings has evolved consistent with our social struggles. I think that trying to sophisticate education before empowering teachers to present material that has been available for ages was not smart and will not be good for the road ahead. I prefer that we have focused our resources on a professional teacher-development program that would incorporate a vision of students' needs as determined by teachers, not the government or administrators.
The teacher/student relationship has been a strong bond throughout history, notably during the time the teacher served in the maternal/paternal roles. So strong is this relationship that students got to know their instructors personally in many settings. The relationship between the student and educator has been important when learning is the chief goal. Teachers always strived to get to know the student better, so they feel more comfortable in the classroom setting. Knowing all of the students in the classroom on a personal level helped the teacher relate the learning cycle to what is happening in the students' lives. The relationship has to include the facts that students' opinions and self-exploration of the topics is what learning is all about. Teachers must be able to engage in healthy discussions that promote students' critical analysis, judgments, and arguments consistent with their values and standards.
The relationship has changed with the enforcement of rules about private conduct between teachers and students. The traditional maternal/paternal roles were open to certain levels of affection that teachers showed to their students. This was regarded as positive steps to the success in the classroom. This relationship has changed with the emergence of concerns about the restrictions regarding the amount of affection given to students, in the forms of hugs, pats on backs, and simple physical touches. The general consensus advocates caring about the students' feelings and well being, only through the use of communication, positive counseling reinforcement, and fair academic assessments. Teachers also have been asked to return to being traditional care takers and surrogate parents to assist in shaping some of the most common contemporary moral issues such as school violence, teen pregnancy, and suicide prevention. In the area of moral character development, teachers continue to join and encourage parents to remain as an integral part of their children's education.
In the military service, I noticed that the Army curriculum has evolved from a traditional focus of institutionalized and informal programs using authoritarian methods of instruction to a lot of self-development strategies. The Army is an unique institution in which everything we do is related to teaching. The incorporation of technology and changes in missions are beginning to impact on how the Army prepares its members for war. A shift in the training delivery that uses more independent learning methods is necessary because a much more smaller force is still responsible for the same geographical areas of yesterday. Leaders/trainers are dependent on the execution of a more junior group of individuals who have a perception the military is a "civilized" environment. With that fact in mind, we can see that older leaders/trainers prefer we had continue developing our people in the way we did in the past. The new ways of working independently pushes the soldiers' discipline and brings additional challenges of responsibility and leadership. Traditionally, we have relied on personal experience and the challenges of leadership to formulate scenarios that provide opportunities for professional development and career advancement. I think that we have shifted from the traditional ways of mechanic and behavior-driven strategies of teaching to student-centered initiatives. More emphasis is placed now on the attempts to figure out the individual's learning capabilities in order to capitalize for later teamwork tasks that in a circle, result problematic in returning to the old forms of control. These changes have created "pockets" of individuals who have been taught to advance their careers in the fastest way possible. At the time of execution of common field skills under pressure, these individuals lack the required abilities, affecting combat readiness.
I find that serving in the role of Army Sergeant as a trainer made me reach back into the fabric of time and compare what I did with the functions of my counterparts in civilian classrooms. The role of military trainer thrives on having a historical perspective of the enlisted leader qualities, expertise, and overall professionalism earned from our founding fathers. Since the colonial period, sergeants played pivotal roles in the administration, training, morale, and fighting effectiveness of the Army to demonstrate that today we remain focused on training. So important is our legacy that our counterparts in the other military services (i.e. Marines, Air Force, Navy) came up with their own version of "sergeant" based on the Army success.
The history of sergeants training and teaching dates back to the early days of the American Revolutionary War. On 1779, the Army's Inspector General, Fredrich Von Steuben published the Regulations for the Order and Discipline of the Troops of the United States. This manual is called the "Blue Book". Von Steuben wanted to provide the officer with a right hand that would supervise the soldiers' responsibilities so he (the officer) would spend most of his time thinking and weaving military tactical decision-making processes. The Blue Book empowered the sergeant with the authority to build knowledge, attitudes, and values needed for successful individual and collective military efforts. The teaching and learning standards in the Army always have been adjusted to the social structure of our members and have always driven to accomplish missions that never seem to surface. Often, when these challenges appear, they are totally different than expected, so the sergeant and soldiers have to reach back with some individual teaching and learning strategies out of personal experience or historic context to adjust to this new situation.
Equally as the traditional teacher, military students expect trainers to be a subject-matter expert. Students expect us to show them how to take responsibility and be active in developing and conducting effective training. Young sergeants look into their leaders' experience and deportment to hone their skills with new methods, and mature as leaders-by-example. I believe the instructor needs to listen the students' views and be willing to incorporate their ideas in the instruction. A trainer's relationship with his or her students comes from Army doctrine through the values of:
- Loyalty
- Duty
- Respect
- Selfless Service
- Honor
- Integrity
- Courage
These seven core values reflect the types of senior-subordinate relationships the Army expects us to have. Being a leader/trainer means looking into a powerful legacy grounded in heritage, values and traditions as written in the Blue Book. This relationship inspires analysis of the philosophies of our predecessors to adapt what we do on a daily basis to the needs of our soldiers. This is an approach in which valuing learning as the basic component of all concepts is an important element of teaching with potency of a profession. The sergeant relies on a sound program of professional development that addresses how to train better while fulfilling the perceptions of the Army community in being able to lead, train, and motivate people into dangerous situations. Just like our civilian counterparts, sergeants lead by example, train from experience, maintain and enforce standards, take care of their people, and adapt to a changing world. Because of these factors, sergeants are also known as "the backbone of the Army."
One of my former instructors talked about "willing to wear out" to pass his knowledge and expertise to others. This is a sentiment demonstrated by contemporary teachers because teaching remains a profession in which hard work is not just a routine, but also a way to seek gratification through student interest in the material. Teachers don't have a problem with having to work evenings and weekends to achieve success. Administrators are the ones with the problem of not being able to manage time for teachers and to properly sustain the teachers' careers so they can bring new ideas into the classroom. I think teachers would receive better gratification if they were given the means to use the vast amounts of content available with the opportunity to advance their professions. This would result in teachers being allowed to make decisions and display leadership qualities consistent with their daily functions.
Modern American schools are surrounded by three main issues. These are:
- Social, moral, and economic
- Standardized school curriculum
- New ways of teaching
From my military experiences in military settings, the issues of social, moral, and economic were somewhat transparent. First, the control the military service asserts on its members takes care of most of the social issues otherwise seen in the civilian society. Here, all social and ethnic classes work side by side towards single objectives. Other types of social structures most common in the military are those among officers, sergeants, and junior soldiers. The institutional training for each of these varies in the degree of responsibility and overall function as the students move from the main stream of the academic environment into their actual Army roles. Army instructors still have a few difficulties meeting the needs of a pluralistic student body but not as pronounced as in the civilian society.
Looking from the moral perspective, the professional soldier often faces many difficult decisions. It is the job of the leader/trainer to provide the tools of teaching how to analyze and judge the morality of the available choices. The soldier is expected to have some sort of previous foundation of some moral system, in which to base his or her decisions. The military attempts to develop moral principles for military decision-making process focusing on the character of the soldier.
The Army has been using a standardized curriculum for decades. Standardization was considered very important for the total quality performance of equipment and personnel. Most administrative and training improvements of equipment are designed with standardization in mind to eliminate excess space and overhead budget. It is typical to cross-train personnel to perform each other's jobs in preparation for a variety of tasks and missions. The Army is always creating, implementing, and studying policy and community innovations, focusing on what is most advantageous, and drawing lessons from historical and international examples to standardize its training programs. Military trainers are always in the middle of the discussions because we have the advantage of having worked with the most precious resource; the human element.
An expanding and emerging role of education is evident in the Army as we regard training as the principal component for preparing for war. The Army mandates a simple and strong philosophy of training. We must train as we intend to fight and fight according to the way we train. Training is a way of life that is embedded in all that we do, all the time. I view the boundaries of the emerging role of education as a tool that demands on our physical, psychological, and moral qualities. It shapes and modifies our ability and willingnessto to fight. As a whole, Army training goals include building stamina, strength, agility, and dexterity, combined with skills, knowledge, creativity, and imagination. The ways we go about achieving these combinations very well can serve as models for discipline, motivation, initiative, cooperation, and leadership in many other civilian educational programs.
One of my professors at Southern Illinois University talked about future challenges to educators. His own experiences are closely related to the way the Army trains during its transformation. He discussed the importance of having a powerful legacy for self-inspiration, and the benefits of being able to adapt what we do to what our students need. In my Army educational setting these were priority issues. Army sergeants still play the roles of public servants because the community expects us to train their sons and daughters in facing and surviving the pressures of a modern hostile world. Just like in my professor's experience, we are required to continually question how to train better using the latest resources.
The expanding and emerging role of education in society remains under the notion that everything revolves around learning, and that effective teachers are the foundation for a solid education. The fabric of time indicates that finding better ways to teach and learn will propel individuals and organizations forward to be able to tackle all the challenges of this expansion. Everyone in the education environment can capitalize on natural individual styles and then create systems to satisfy the needs of students. The principles and strategies will vary according to the type of learning and variety of practices. We should not rush through additional overwhelming roles as in the case of new ideas of education for the information age. It is time to slow down and prioritize how much information we can cover to ensure safe and complete learning.
There is much evidence that education has been expanding and emerging with new roles since the colonial period. Initially, the issues of government policy, religion, discipline, and standardization of schools were broad enough to use education as a process to maintain, shape, and advance ideas the colonies felt were important to build a nation. During the colonization and beyond, the educational system required unified resources with deep understanding of the social structure and political views of the governing authorities in each region. I think that in our history, methods of teachings were developed and implemented with social conditions in mind to ensure students explored and analyzed their surroundings, and confronted their own perceptions, national goals, and our way of life. This idea reflects that the concept of life-long learning may have played important roles in making education a part of everything over the last 200 years.
Lieutenant Colonel Larry Fulbright was my battalion commander and a great mentor. He compared training as "fixing a plane while flying" and made reference to the sound of 'joyful noise" in training areas. He meant that trainers should be able to make changes in their strategies and curriculum while engaged in their teaching activities. Teachers should be empowered to create situations of change for the good of the students and education in general. This is evident in the power the sergeant has to train his or her soldiers. The legacy of the Blue Book gives us the authority to create situations of change that enhances our students' skills, cultivates their attitudes, and forms the habits needed on the battlefield. Fulbright discussed technology as a productivity tool that we can't ignore but to put in use at the right time, and for the right job. Similarly, in any teaching environment we can plan to provide tools to exploit the initiative, and act quickly, correctly, innovatively with teamwork.
Today's classrooms are better equipped with curriculum materials as well as physical structures. Teachers have a broader range of options to tailor their delivery according to the defined standards within their districts or schools. There is much to be done to improve in these areas, particularly in the wiring for better access of the Internet. The classroom environment presents similar challenges to the ones seen throughout the decades. The student population structure varies in size and ethnicity depending from the urban to the rural environment. Students display a variety of knowledge levels in common disciplines like mathematics, reading and writing, and teachers are being required to assess a large number of students while maintaining their daily duties. The community is quite involved in the teaching particularly from the business aspect, as it seems we continue to mix academics with workforce ideas to set the goals of education.
With the powerful influence of technology, classrooms begin to transform into the modular-based concept. The educational community had enough exposure and understanding of the potential of the Internet and other related technologies such as telecommunications, software, and approaches to distance learning, to mention just a few. The national focus is pushing for the states to standardize the delivery modes. I don't see the traditional disciplines fading out in favor of more futuristic issues. The potential brings a vision of being able to expand the way we can impart motivation using every idea that comes from our personal philosophies, and using traditional disciplines to help students learn. The traditional subjects will continue to be kings and queens in our curriculums. Technology is already exposing more of those disciplines in ways we never imagined. To pursue this, teachers will serve more, as facilitators, suggesting to the students where to find necessary information. Students will gather their own data from a vast number of resources, while developing the necessary skills to solve problems in the electronic information age.
The classroom environment will remain full of internal and external challenges that should be targeted as additional powerful teaching and learning tools. The threads of our entire education history should be put on perspective now as we have better tools like cross-discipline, and multiple intelligences, to show our students what we are made-up of and what we can do to make them better individually and as a community. I think that "teaching and learning smart" beats "teaching and learning hard". The experiences of the past and present opportunities for learning with the principle that analysis of common threads is not enough until we can fully understand its results and start applying this outcomes to the vision of the future.
The shift to technology affects today's education because teachers don't have the necessary computers skills for instructional purposes, as technology is not fully incorporated across the curriculum. Professional development should focus on the latest and advanced applications of computer technology that supports innovation in allowing teachers to modify their individual styles to decide in which way they will use technology. Some technological tools include integrated media, problem-solving applications, and electronic networks. Most school districts have limited availability of equipment and faculty trainers are hard to find. There seems to be lack of funding and time allocation to use equipment and software. Those having access to the information highway continue to face undefined guidance from administrations about which areas of content to use in the classroom.
Some examples of how technology influences today's curriculum in general is best described in the availability of large libraries and educational websites. In addition to having instant access to most of the traditional encyclopedias, we can access or have students create their own websites. The classic example is when the students are given the knowledge and resources to view and create websites for publishing of school calendars, events, pages for the faculty, and student writings, photos, and descriptions of work. Also, teachers and students can create databases containing information about any subject or discipline.
Examples of how technology influences today's curriculum in the Army is in the proliferation of video teleconferences for long distance briefings, and the use of computer simulations in scenarios like target acquisition, and in the aviation training arena. I would like for the Army classroom to develop or purchase more curriculum in the form of computerized simulation software and bring it down to the soldier level. To achieve realistic training experiences, visual systems for simulation have been designed in many Army specialties, however, they are used mostly in professional development courses for officers. These training applications would enhance the common soldier's effective learning as they generate familiar environments for students to see the real picture.
The chance of obtaining personal and academic renewal through the use of technology makes me realize that teachers are not the only source of information and knowledge in modern-day classrooms. Technological advances and improved access to information means teachers can focus their attention on teaching students how to learn. Educators can provide their students with better tools for learning success. Technology does not replace teaching and learning within the classroom, but creates opportunities for change.
My personal and academic renewal includes initial understanding of how technology will be used in teaching methodologies and strategies that must now accommodate technology integration across curriculum areas. The three most common threads I see concerning the past, present and future education are desire of domination, teaching based on social structure, and seeking new tools to improve education. Now, the forms of domination center more in the issues of standardization and the influence the government and the industrial community exerts on schools. Teachers are being told to raise the national test scores, and the focus on commercial products and services recruiting in schools impact on individual choices of career focus.
Teaching has been designed with the needs of the student in mind and centered in Americanization. The educational goals have been relevant to the current and past experiences of diversified communities with efforts to get them into the main stream of the American society. Today, the pluralistic composition of the students creates special challenges for our educators, and revisits the need to consider professional development as a viable solution to expand awareness of ethnic background, cultures, and minorities' contributions to our heritage.
Similar to using technology to advance education, and teaching with brain in mind, history indicates that a variety of philosophies ruled the approaches. I believe the future will bring expansion and modification of known methods into more sophisticated emergence for abilities in the higher order. This will definitely be a thread that will be an example of domination, will impact in our social composition, and will redefine additional roles of technology in education. The unfortunate side of this sophistication is that those who for a variety of reasons can not keep up with the mainstream of the learning curve will fall behind, as already proven in our history. I also think that teachers will fight this one to the bone as they have been and will remain the most dominant force that can assess a student's learned skills and abilities.
I feel that the most enduring legacy I received from my mentors was their efforts to make me a better leader and trainer. I fully appreciate their advocating of the need to unify institutional training with self-development to acquire valuable sources of knowledge. For me, these were more effective when I was able to put them in play using its positive elements to active situations.
My perception or interpretation of my role as an educator has not changed despite much examination of compelling pieces of American educational history in the 20th century. The variety of ideas from this research gave me an opportunity for additional professional development, to establish a true relationship within my old teaching environment, and to enhance my future teaching skills while I think about how these events and ideas can influence my curriculum and teaching approaches. This experience created learning opportunities about racism issues, social justice, and democratic participation. These studies enhanced my critical thinking skills and encouraged me to reflect on my role in my corner of the green society, just as I made a dash towards the civilian world. We all can use this information to help students advance their leadership qualities. The American history of education presents controversial, but rewarding situations to engage students academically, make them confident in themselves, and develop capabilities of full citizenship in their communities.
Submitted in partial fullfillment of ECI 501, History of Education in America, City University, Bellevue, Washington. M.E.D., Educational Technology. For Professor L.Kaufmann, P.hd.(August 2002)
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Open to the UNIVERSE in 2005 and beyond
Cuidese...que de los buenos quedamos pocos...
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Torpedero de Batey Boricua
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