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Essay / Research Paper Abstract
A 7 page research paper that examines the relationship between communities and their public schools. The writer argues that often, schools have been a battleground where differing concepts on education are tried and tested and communities vie with authorities for control of young minds. An examination of the relationship between schools and communities in America shows the issues surrounding this connection to be complex, frequently involving matters more related to race and politics than education. Bibliography lists 6 sources.
Page Count:
7 pages (~225 words per page)
File: D0_khpubcom.rtf
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Unformatted sample text from the term paper:
that they serve. Sometimes the relationship between schools and communities has been a beneficial partnership, but often, schools have been a battleground where differing concepts on education are tried
and tested and communities vie with authorities for control of young minds. An examination of the relationship between schools and communities in America shows the issues surrounding this connection to
be complex, frequently involving matters more related to race and politics than education. Tyack (1974) points out that public schooling in the US started out in one-room schoolhouses. In
the nineteenth century and early twentieth century, schools were completely controlled by the local communities they served (Tyack, 1974). As the new century progressed, professional autonomy was gained over schools
and their functioning. However, Tyack points out that there were frequent clashes of values between professional educators and their communities (1974). The objectives of "professional autonomy" and community control
were often at odds in rural areas where the needs of the community, increasingly, did not intersect with a complex urban world (Tyack, 1974, p. 27). Largely due to
a coalition of business interests and educational administrators, the paradigm that took hold of the schools at the turn of the twentieth century was one of regimentation. Schools, it was
felt, should be more like factories and "turn out" a reliable product, that is, a worker ready to fit like a cog into Americas growing industry. Many of
the characteristics that are associated with traditional style classrooms originated at this time, such as "grading" children in groups according to age and ability, and the stress on conformity and
punctuality. "Obedience, precision, and silence" were also stressed (Tyack, 1974, p. 50). Failure of a student to learn a lesson was not considered to reflect in any way on the
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