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Essay / Research Paper Abstract
This 8 page paper offers a description of a new school system. The essay begins by discussing the hidden curriculum and how one author related the hidden curriculum to the social classes each school served. The writer also comments on the impossible demands placed on schools today and the fact that schools cannot solve the social problems of the society. The writer then identifies the new rules for "my school system" and discusses different aspects of the school, such as small class size and eliminating the administrivia teachers are expected to do. Bibliography lists 5 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGscmy.rtf
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Unformatted sample text from the term paper:
has come in waves with different foci and agendas. One issue, among the hundreds, is the hidden curriculum that Michael Apple (1979), Jean Anyon (1980) and McLaren (2003) discuss. These
authors argue the hidden curriculum has a profound effect on the actual education the student receives (Apple, 1979; Anyon, 1980; McLaren, 2003). McLaren (2003) defines the hidden curriculum as "the
unintended outcomes of the schooling process" (p. 212). Anyon (1980) demonstrates through a discussion on social class that schools in different communities inherently have different "hidden curriculums" based on the
social class of those attending. Anyon (1980) identified four different social classes related to five schools: working class schools where most of the fathers were employed in semi-skilled or unskilled
jobs; middle-class schools where parents have good-paying jobs that required specific skills; affluent professional schools where parents were identified as professionals; and executive elite schools where fathers were mostly chief
executive officers of large corporations. The type of work assigned, the types of instruction, and the expectations differed significantly between and among the different types of schools (Anyon, 1980). Only
in the executive elite schools were children given "knowledge of and practice in manipulating the socially legitimated tools of analysis of systems" (Anyon, 1980, p. 89). That said, we
would want a school system whose hidden curriculum included higher expectations for students and that provided students the instruction and experiences needed to meet those expectations, both behaviorally and academically.
The school system must take into consideration the different readiness abilities of students. Students from families where parents hold professional or high level executive positions have vastly different life experiences
than children from families where parents hold unskilled or semi-skilled jobs. The first set of children typically have higher level readiness skills than do the second set of children. This
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