Chapter 3: The Real-Tiger School by Heather Branham

Mer som dette

Captain James Cook

Ved Hayley Corcoran

Past Progressive

Ved Rey The Bank

UAV literature review

Ved James Crowson

Human Standstill

Ved Alexander Refsum Jensenius

Chapter 3: The Real-Tiger School by Heather Branham

Historical Context

Progressive education was a formal movement after World War I, which led to more attention to the interest of the learner Instructional content was created for the needs of the learner Recommended courses of study developed by subject specialists Verbal-literary in content and book-centered approach Critics wanted individual differences in aptitude and capacities Johann Herbart advocated making education more scientific, which affected teacher education, certification, measurement of educational projects, on intelligence test and education of gifted children.

Current Issues in Education

Include real world connections for children rather than "artificial" connections

Parents still influence education when they disagree about the way their children are taught

We eseentially follow the "latest and greatest" but do not actually research to see if these are research-based practices

Implementation of programs but do not stick with the same program long enough to see effects of program implementation

Constructivist Approach to teaching which requires student centered learning rather than teacher centered learning

Alternative Certification vs. Education Degree Teacher

Main Events and Conflicts

Progressive Education

Teacher centered vs Learner centered Authentic learning vs. situated/artificial learning in regards to fish grabbing in the creek and fish grabbing in the hole Using old tigers in a cage as educational resources because the children “like” it and to compete against the Creative Fish-grabbing school

Professor Philosophies

Since professors of ichthyologists came up with idea first they receive extra fish-eats than the equinologists and defense engineering do. Professors of pedagogy require more specialization for courses, scientific research to measure success, hard to learn classes, and lecture method of teaching in order to become respectable.

Fish-eats credits

Raymond wants to know more about progressive education so Dr. Peddiwell tells him about The Real-Tiger School vs. The School of Creative Fish-Grabbing Dissatisfaction with traditional school and methods of teaching Establish fish-eats credit in pedagogy and in one or more of the standard cultural subjects Elementary and Secondary teachers had different fish-eat credits requirement

Main Characters

Progressive Education Characters

Parents of the New-Fist type (rebel against the education for teachers created by the professors of pedagogy) Teacher of the truant boy (decides to take class to the creek to fish grab and start a private school) Fisherman (shows progressive teacher how to have students really grab fish by hitting the fish in the head to make them dazed and sluggish Principal of the Real-Tiger School (wanted to compete with Creative fish-grabbing school so she let the alumnus catch the last two old tigers and cage them for the students)

Professors

Professors of icththyology (idea that graduates entered college ignorant of fish-grabbing Professors of equinology (more time for horse-clubbing) Professors of defense engineering (demand more fish-eats for tiger-scaring but denied) Professors of pedagogy ( more specialization and scientific research to make their work respectable)

Characters from Previous Chapters

Dr. Peddiwell Raymond Wayne Chiefs of Tribe (establish the fish-eats credit system)