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Curriculum, 6 th semester, Bachelor in Secondary Education /
Selected Topics Seminar for the History of Pedagogy and Education I
Topic III. Secondary education in the United States of America. The evolution of high school

Instructions:

So far, it has been read to each Block documents and these have been common in the group proposed, in addition, the following summary gives you a question information that will guide you in refining the perception of the issue, once you've done the reading, the activity is the following: Each team should develop the question that corresponds to the number of your equipment, ie computer 1, the question one, team 2, question two, and so on, the answer must be in a conceptual map, which, in the title appears above the block, the number of it and the people involved in its construction. After that, we develop the concept map, the result is an analytical and reasoned response team members.

NOTE: 1) .- The question numbers are random.

2) .- At the end of your work, upload it to the Academic Blog your team, naming

input correctly.

Home Text .

As in many countries, before being in position to enter higher education-about 18 years, U.S. youth have traveled a path of twelve grades of school, not including step for preschool. These twelve degrees can be divided into five or six, or eight, primary education, three or four middle school and high school three or four.

worth noting, the connection, that the United States does not exist, as in other nations, a single model of school organization. Since its birth as a public system of education in America has a highly decentralized organization, from school districts in each state. Hence, the structure of school and secondary education, although with certain common patterns, respond more to the decisions in the course of historical evolution took state and local authorities.

secondary schools existed in America since the early nineteenth . However, several reasons led to question the role played by these schools, which incorporated a small proportion of young age to study and who graduated even less, for their inability to hold them until the end of the studies.

In 1893, the report of a special committee that reviewed the situation, a first wave of reforms aimed at improving the performance of high school. The main intention that this commission was established that schools had a better educational program organized to achieve coherent intellectual development of students, the purpose was to ensure that young people access to higher education with better training.

Several were the rationale for the reform of secondary education and explaining the rapid expansion of educational services in the first half of the twentieth . At the root of this expansion can be traced the same deep changes in the population and its demographic composition, which changed the profile of society, the growth U.S. economy and the new ideas of social scientists, educators and reformers. Just pointing out, among the most significant trends that may be localized in the momentum of change, the following: the availability of resources by the dynamism of the economy towards the end of the nineteenth century and in the next decade, the increasing urbanization and increasing youth population, reducing the supply of jobs for teenagers, and the combined action of the laws prohibiting child labor and that established the compulsory school attendance.

The reforms of 1917, meanwhile, focused towards a differentiated for students. The trend was not toward a curriculum single best that prevailed. The central concern was placed to offer multiple training options for young people. If students are different and different objectives are proposed to enter school, it should offer courses tailored to their different needs. This opens an era of American secondary education, which is characterized by increasing differentiation of programs and courses, free access to secondary school and the increased enrollment growth, pace of instruction with different purposes: to prepare for different jobs, as a prelude to higher education in colleges and universities as training for life.

As the growing importance of young people, educators and social scientists in discovering new aspects of adolescent development and increasing dissatisfaction with the results of secondary fed the debate on the role of school and weekend educational activity. In 1910 he created the first junior high school, which starts a reform aimed at providing the best care possible for students recently graduated from elementary school. Is a recognition that the early-adolescent boys and girls from 12 to 14 years, required a more specialized education than they could offer in the high school four or six years.

Despite advances in expansion of the system to provide education to young people in the U.S., the debate continues on how best to integrate a school that meets the educational needs of this population: what should be the end of secondary education? How should schools be organized? What material are most appropriate to achieve the targets selected? What qualities must meet the teachers of adolescents who attend high school? How to collaborate with different sectors involved in the education of youth?

These are the same questions since the birth of high school have been made in our country. There are similar concerns in the midst of a different environment and can contribute to reflection on the structure and basic guidelines for the education of adolescents. The analysis of how these questions were answered in a nation like the U.S. in the long period of almost a hundred years and in a context, therefore, complex and changing, no doubt will reflect on the characteristics of our own experience and the way school currently has in Mexico.

Bibliography básica

Tyack , David y Larry Cuban (2000), “La high school ” y “La junior high school ”, en En search of utopia. A century of public school reforms , Mexico, FCE / SEP (Library to update the master), pp. 97-110 and 138-151.

Good , Harry G. (1966), "The rise of high school" and "late-model high schools" in history of American education , Mexico, Academic Press, pp. 251-281 and 470-503.

Hechinger, Fred M. (1993), "Schools for adolescents: a historical dilemma," in Teachers College Record , vol. 94, no. 3, Elaine Cazenare ( trad.), María del Refugio Guevara ( rev. technical ), pp. 522-539. [Translation of the SEP conducted for academic purposes, not profit, for students in regular schools.]

Further reading

Bowen, James (1992), "The American liberalism in the practice "and" The developed nations: pioneers in education. The United States "in History of Western education. The modern West. Europe and the New World. centuries XVII-XX , take III, Barcelona, \u200b\u200bHerder , pp. 538-549 and 554-559.

Kandel, IL (1963), "The education of adolescents", in American education in the century XX , Mexico, United Mexican Booksellers, pp . 167-233.

TEAM TO ANSWER QUESTIONS AS DIRECTED.

For a discussion of some aspects that are considered central to the selection of this topic, we propose the following questions:

1. At the origin of the modern system of secondary education in the United States the reorganization of the high school, "the late nineteenth century - played a role. According to the reformers of that era: what role should comply with this institution?, What were the most salient features of the new educational program for high school?

2. Against school failure of a large proportion of youth enrolled in high school and the persistent tendency to drop out, reformers multiplied programs and teaching methods in the idea that this would lead to the attractiveness of school: what predominant views on the aims of the school, the organization of curriculum and skills of students in this differentiation of the courses offered?

3. Together the establishment of a new curriculum for adolescents, secondary education also included the organization of additional workshops and clubs, what result did these activities on students' academic and school organization ?

4. In addition to the educational challenges involves attention to the special characteristics of adolescents, American teachers had to face the rapidly growing number of students enrolled in secondary schools: what effects Could this have on the quality of education offered to young people?

5. With the creation of junior high school began a reform of American secondary education, which made a split-level or in two different institutions: what arguments explain the decision to provide specific education for adolescents?