Why Reinvent the Wheel? Bringing the Founding Fathers Alive in the 21st Century Urban Classroom
Abstract
Introduction
In keeping with the vision of SoTL, the presentation will focus on asking and answering questions about pre-service education students, learning and teaching in urban settings. It is hoped that the presentation will be both collegial and intellectually stimulating as to further the listeners and presenters research in educational psychology theories and pedagogy. An overview of several educational psychology theorists will be presented along with their connection to the 21st century urban classroom. The presenters will be examining: a) several educational psychologists who shaped teaching and learning, (b) the importance of these learning theorists to curriculum, classroom management, assessment, parent teacher conference, and more. Educational psychologist theorists such as John Dewey, William James Jean Piaget, Erik Erickson, Lev Vygotsky, Mamie and Kenneth Clark, George Sanchez, Uri Bronfenbrenner, Leta Hollingsworth, and B.F. Skinner will be the focus of the presentation.
Educational theorists have argued that many pre-service educational teachers have not been prepared by their professors in colleges of education to work in urban settings (Haberman & Post, 2009; Sachs, 2004). Many argue that the foundation of education, the demographics of changing America are not included in their course of study (Haberman & Post, 2009; Sachs, 2004) Pre-service students, on the other hand, see no connection between what is taught in the classroom and what they experience on the outside ( Haberman & Post, 2009; Sachs, 2004). The need for knowledge of educational theorists and their connection to curriculum, behavior and culture should be a must for pre-service teachers. The purpose of this paper is to provide an analysis of several educational psychologist’s theories in the context of their importance to pre-service teachers in urban settings. The paper will also examine the need for additional curriculum in urban cultural settings by professors who teach in the colleges of education. Praxis is the ideal avenue to not only teach these theories, but it is hoped that the pre-service teacher placed in an urban educational setting, will learn by seeing and applying the ideas behind the educational psychological theories, to actual real life situations.
References
Sachs, S.K. (March 2004). Evaluation of teacher attributes as predictors of success in urban schools, Journal of Teacher Education, 55 (2). DOI: 10.1177/0022487103261569.
Habermam, M. & Post, L. (November 2009). Teachers for multicultural schools: The power of selection, Theory into Practice, 37 (2), p. 96-104, DOI: 10.1080/00405849809543792
Chester,M. & Beaudin, B. (1996). Effacacy beliefs of newly hired teachers in urban schools, American Educational Research Journal 33(1), pp. 233-257. DOI: 10.3102/00028312033001233
Hyslop, A. & Imperatore, C. (Feb 2003). CTE’s role in urban education. Career and Technical Education (CTE) Issue Brief. Retrieved from http://www.acteonline.org
Location
Room 1005
Recommended Citation
Dassa, Lori M.; Rhone, Angela; and Grove, Eileen, "Why Reinvent the Wheel? Bringing the Founding Fathers Alive in the 21st Century Urban Classroom" (2015). SoTL Commons Conference. 155.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/155
Why Reinvent the Wheel? Bringing the Founding Fathers Alive in the 21st Century Urban Classroom
Room 1005
Introduction
In keeping with the vision of SoTL, the presentation will focus on asking and answering questions about pre-service education students, learning and teaching in urban settings. It is hoped that the presentation will be both collegial and intellectually stimulating as to further the listeners and presenters research in educational psychology theories and pedagogy. An overview of several educational psychology theorists will be presented along with their connection to the 21st century urban classroom. The presenters will be examining: a) several educational psychologists who shaped teaching and learning, (b) the importance of these learning theorists to curriculum, classroom management, assessment, parent teacher conference, and more. Educational psychologist theorists such as John Dewey, William James Jean Piaget, Erik Erickson, Lev Vygotsky, Mamie and Kenneth Clark, George Sanchez, Uri Bronfenbrenner, Leta Hollingsworth, and B.F. Skinner will be the focus of the presentation.
Educational theorists have argued that many pre-service educational teachers have not been prepared by their professors in colleges of education to work in urban settings (Haberman & Post, 2009; Sachs, 2004). Many argue that the foundation of education, the demographics of changing America are not included in their course of study (Haberman & Post, 2009; Sachs, 2004) Pre-service students, on the other hand, see no connection between what is taught in the classroom and what they experience on the outside ( Haberman & Post, 2009; Sachs, 2004). The need for knowledge of educational theorists and their connection to curriculum, behavior and culture should be a must for pre-service teachers. The purpose of this paper is to provide an analysis of several educational psychologist’s theories in the context of their importance to pre-service teachers in urban settings. The paper will also examine the need for additional curriculum in urban cultural settings by professors who teach in the colleges of education. Praxis is the ideal avenue to not only teach these theories, but it is hoped that the pre-service teacher placed in an urban educational setting, will learn by seeing and applying the ideas behind the educational psychological theories, to actual real life situations.
References
Sachs, S.K. (March 2004). Evaluation of teacher attributes as predictors of success in urban schools, Journal of Teacher Education, 55 (2). DOI: 10.1177/0022487103261569.
Habermam, M. & Post, L. (November 2009). Teachers for multicultural schools: The power of selection, Theory into Practice, 37 (2), p. 96-104, DOI: 10.1080/00405849809543792
Chester,M. & Beaudin, B. (1996). Effacacy beliefs of newly hired teachers in urban schools, American Educational Research Journal 33(1), pp. 233-257. DOI: 10.3102/00028312033001233
Hyslop, A. & Imperatore, C. (Feb 2003). CTE’s role in urban education. Career and Technical Education (CTE) Issue Brief. Retrieved from http://www.acteonline.org
