1600 (NEW ENGLAND)

1700 (MIDDLE ATLANTIC

coercion & punishment child's interest was worthless

Pestalozzi (Swiss) (1746-1827) object lessons child actively involved in doing Froebel (German) (1782-1852) kindergarden expression of pupils through manipulation of objects Herbart (German) 1776-1841) central aim of education was development of moral character

Educational Philosophy MAJOR ACTIVITIES Business Trends and Significant Indi

BOOKS

The Bible New England Primer

FARMING (AGRICULTURE)

Thomas Paine (1776) Common Sense "we can do it ourselves" Declaration of Independence

Revolutionary War (most mutions imported from France) increased reliance on industrialization SPINNING & WEAVING John Kay (1773) "flying shuttle" weaver made wider

1785

Richard Arkwright water frame used rollers to twist yarn & wind on it

James Hargreaves (1767) "Spinning Jenny" 8 threads at once applied water power to mechanical loom

rends and Significant Individuals

FAMILY FARM

created need for people to move to factor were located in cities; created more imp shipbuilding, housing, etc.

Start of shift from total agriculture to indus Rural to Urban

1700 (MIDDLE ATLANTIC)

1800s primarily in
"Training in more practical skills" guaging & dialing

Jefferson "education is for a more general diffusion of knowledge"

pment of moral character

Samual Slater (1790) Pawtucket, R.I. 1st factory to make cotton thread Eli Whitney (1793) "Cotton Gin" separate cotton from seed

Northwest Ordinance Land Grant demand for Richard Arkwright water frame used rollers to twist yarn & wind on it Samuel Crompton "mule" 400 threads at once Henry Court (1784) used coke instead of charcoal to produce mallable iron COTTON PRODUCTION

North was Industrial

s (1767) ny" nce applied water power to mechanical loom

James Watt (1769) use of steam power to increase efficiency enables coal to be pulled out of deep mines

need for people to move to factories which ocated in cities; created more importing, shipbuilding, housing, etc.

Frances Lowell first mass production factory

hift from total agriculture to industrialization Rural to Urban

1800s primarily in EAST (NEW ENGLAND & MID ATLANTIC)

"Training in more practical skills" surveying guaging & dialing bookkeeping accounting letterwriting Aims of elementary school universal literacy individual success citizenship math vocational/practical competence mental discipline

New England Primer Blue Back Speller (Noah Webster) McGuffey's Reader ("graded")

INDUSTRIAL REVOLUTION IN AMERICA CIVIL WAR 1865 "homemade war"

LABOR UNREST REVOLUTION COMMUNISM

Woodrow Wilson (1887) "The Study of Administration"

Andrew Carnegie vertical integration

ODUCTION

North was Industrial

South was Agriculturial

Alfred Chandler (1900) The Visable Hand The rise of large business

1803 miners begin to use railroads to pull coal out of mines organizations/factories took advantage of workers because "common workers were ignorant of their roles and didn't know what to do or how to act"

EARLY 1900S
Cubberly (1916) Dewey (1916) "education is life itself" learning is the reorganization of experience

"Schools were factories in which raw materials are to be shaped and fashioned inito products to meet demands for life" PROGRESSIVE EDUCATION ASSOCIATION (1918) language arts (read, write, speak, listen) social studies (history, goepraphy, etc.) science (biology, chemistry, physics, etc.)
unit method projects child centered

Alvin Toffler "covert curriculum 1. standardization (grade 2.obedience (discipline) 3. punctuality (bells)

Kilpatrick (1919) vice

reading writing spelling

Mass immigration from Europe

Andrew Carnegie vertical integration

1910

Well functioning multiunit organizations and management hierarchy

Alfred Chandler (1900) The Visable Hand The rise of large business

the Gilbreths (1915) study of bricklayers "Cheaper by the Dozen" Henri Fayol (1916) Principles of Management

Max Weber (1909) (bureaucracy) Fredrick Taylor (1890-1945) Scientific Management

Henry Gantt GANTT Charts

1920s PERENNIALISM/ESSENTIALISM

emphasis os on classical subject matter and methodology Alvin Toffler "covert curriculum" 1. standardization (grades) 2.obedience (discipline) 3. punctuality (bells) TEACHERS COLLEGE (1925) Teachers as professionals Educational Psychology Tests & Measurements Essentialists modified curriculum and began teaching business education

curriculum prepared students for work in the factories

Kilpatrick (1919)

1929 The Great Depression

Immigrants become educated

start of human relation approach

Rational Scientific Management -- Era I d management hierarchy Structure Building Designing Organizational Structure (p321)

1920s - 1 million children between 10-15 years old employed full time

ESSENTIALISM

PRAGMATISM/EXPERIMENTISM
Dewey's Theories "schooling is a process of living" "how to think vs. what to think" Educational Reach

ntialists modified m and began teaching iness education

he Great Depression

elation approach

1935

1935

1. communications 2. Form objectives / goals 3. Recruit people / provide incentives

Human Relations Approach

Mayo (1927-1932) Hawthorne Experiments Philadelphia textile mill

Western Electric (lights)

1930

1937

3 Million Union workers rise of union workers in America

MENTISM
1. Schools should lead the way in the remaking of society 2. Children should not be indoctrinated, rather, they should be lead in rational discussion & critical analysis of issues 3. Subject matter is useful as a tool to affect social change 4. Importance of groups is emphasized

1940s - 1950s R
B.F. Skinner (1938) Behaviorism "operant conditioning"

Again in 1960s

Child Centered Curriculum

plus

Essential Subject Matter

plus

Growth in Vocational Education

Destroyed Progressive Education Movement

WORLD WAR II

Rational / Scientific Era II Maximization of production & operations output and efficiency

Prod

Bernard (1938) (organize as impersonal system of humans)

Herbert Simon (194 Bounded Rationalit Mary Parker Follett (1941) Principles of Administration "authority should go with knowlegde" Abraham Maslow (1943) Hierarchy of Needs

Lewin (1939) leadership styles

7.3 Million Union workers

1940s - 1950s RECONSTRUCTIONISM / ESSENTIALISM

Again in 1960s

Growth in Vocational Education Discipline Centered Prepare individual who would perform competently in society Specific discipline defined

B.F. Skinner Value Conflicts Operant Conditioning T Population shifts Positive Reinforcem city suburbs Negative Reinforcem Rapid change Extinction Punishment Return to Basics (Essentialism) Teaching by drill & recitation Ability grouping and tracking

1954 Brown vs. Topeka Board of Education

1957 SPUTNIK "BABY BOOM"

AR II

Technology Created new industries & occupations Made old industries obsolete Reduced length of work day, more leasure time Accelerate rate of change Productivity Enhancement 19551955 1955 Ed Litchfield (1956) Administration is a cycle of actions Herbert Simon (1947) Bounded Rationality Peter Blau (1955) Bureaucracy Lewin (1951) Force Field Theory Whyte (1956) The Organization Man Wilson (1955) Joan Woodward (1956) Technology in manufacturing

am Maslow (1943) rarchy of Needs

Chris Argyris (1957 Maturity/immaturity con

The Man in the Gray Flannel Suit

1960s PERE

B.F. Skinner Operant Conditioning Theory Positive Reinforcement 1. Student population increase Negative Reinforcement 2. Rapid increase in knowledge Extinction 3. Sudden $$ for education Punishment sentialism) NATIONAL EDUCATION DEFENSE ACT (1958) recitation d tracking Trump Plan (1955) 40% large groups 20% small groups 40% independent study

Chief education concern is "do you own thing" Children should make their own choice Children should be free to choose for themselves what they learn Prescribed course guides & curricula should not be used Universal or widely accepted standards are rejected Teachers are to be non-directive "open schools" "individualized instruction" "discovery" "team teaching" "new math" Charles Silberman

Crisis in the Classroom schools should teach relevancy

SPACE RACE BEGINS

re leasure time

Increased M Peter Drucker Executive effectiveness James Thompson (1960) Katz & Kahn (1960) Open Systems Theory Victor Vroom Leadership Style & Decision making

Litchfield (1956)

tion is a cycle of actions

Douglas McGregor (1960) Theory X and Theory Y

Woodward (1956) ogy in manufacturing

Chris Argyris (1957) Maturity/immaturity continuum

Rensis Likert (1955 - 1975) Systems 4 leadership

French & Raven (1960) Basis of Social Power

1960s PERENNIALISM / EXISTENTIALISM

ou own thing" choice e for themselves what they learn & believe cula should not be used ndards are rejected

schools" ed instruction" overy" eaching" math"

1965 Head Start

LAW CASES (examples of student freedom) Keefe vs. Gearnakos ('69) - academic freedom Tinker v. Des Moines ('69) - denial of freedom of expression Scolville newspaper vs. Joilett Board of Education ('70) - must be justi forecast of disruption State vs. Bacinno ('71) - validity of student searches People vs. jackson ('71) - allows searches beyond school grounds if reasonable suspicion

arles Silberman in the Classroom schools should teach relevancy

VIETNAM WAR Self Improvement books Transactional analysis How to better your best

Individual Causes

1964 Title VII Civil Rights Act Rational/Scientific Era III Increased Management Control over Business Variables

Systems Design Incereased Concern for the Individual in Organi

Porter (1964) Hierarchy of Needs Trist & Bamforth (1965) mechinization effects McClelland (1962) Achievement

French & Raven (1960) Basis of Social Power

Contingency Model

tudent freedom)

m of expression cation ('70) - must be justified by

eyond school grounds if

Realism Chief concern is with wor are generally accepted (r Knowledge should be gat young so that they may b preserved Mastery of subject matte

Special Education Pr

Indian Education

ement books nal analysis ter your best Individual Causes Civil Rights

Woodstock Kent State Microsoft (1975) Apple Computers (1976)

1967 Age Discrimination Act 1970 1970

Systems Design or the Individual in Organizations

Succe

Bandura (1969) Social Learning Theory

& Bamforth (1965) hinization effects Herzberg (1966) motivation /hygine Fiedler (1967) Contingency Model of Leadership Alderfer (1969) ERG Theory

Lawrence & Lorsch (1970) contingency/differentiation

C Northgate Parkinson "work expands to fill time required"

House (1970) Path-Goal Theory of Leadership

Bennett (1990) The Death of Organization Man

1970s + 1980s - Reconstructionism, Realism, Pragmatism

Realism Chief concern is with world of ideas, facts, & fundamentals which are generally accepted (reading, math, science) Knowledge should be gathered, organized & then dispersed to te young so that they may be truly educated & knowledge can be preserved Mastery of subject matter is more important than an interest in it Malcolm Knowles adult education Special Education Programs (1972)

Pragmatism Children should be taught how to Curriculum should be child center Subject matter is helpful in stimula actions by learners Activities defining issue solving problem scientific inqui Return to school for adults

Indian Education Act (1972)

Savings & Loan Crisis (1986)

Revolution in Czecho

CHALLANGER ACCIDENT (1986) Microsoft (1975) Apple Computers (1976) Dell (1985)

Equal Employment Berlin Wall Torn Down East Germany West Germany

Tianamen Sq skunkworks

Robotics & Numerical C 1980

Qualitative/Humanistic Management
1970 Successful competitive positioning in the marketplace Strategic planning

Empowerment in Organizations Deming reappears in US (quantitative management) Out of the Crisis (1986) Total Quality Management (mid 1980s) utilize more teamwork constant improvement improve process

Bennett (1990) of Organization Man

quantitative management

matism

1980s & 1990s Pragmatism & Idealism

Pragmatism hould be taught how to think rather than what to think m should be child centered atter is helpful in stimulation exploration and other practical learners Activities defining issues solving problems scientific inquiry

Idealism Reality exists only as it is experienced Learning should be pursued for the benefit of mankind as interest and self direction are important in the learning pro reinforced with self discipline Practice social justice & respect opinions & rights of minor School is oriented toward religious values based education National Teachers Exam

Revolution in Czechoslovakia

Yugoslavia (1991) Bosnia Herzogovinia

Clinton (1993)

Torn Down Soviet Union Breaks Apart (1991)

Enron Collapse (1991) Desert Storm (1991)

Tianamen Square (1988) Robotics & Numerical Control

Sexual Harassment

Clarance Thomas & Anita Hill (1991) sexual harassment

Culture Shaping Era I

1980 Superior Performance & Execution to Achieve Excellance Culture Shaping 1985 Organizational Culture (p. 339) Change Managemement Bennis (1992) OrganIzatIonal Strateg Visionary Leadership Porter (1985) Mintzberg Competitive Advantage The Manager's Job Crosby (1980) Kanter (1983) Quality is Free Change Masters Barker (1992) Paradigms Goleman (1995) Emotional Intelligence Hackman & Oldham (1980) Work Redesign

Kiyosaki

Massey (1979) The People Puzzle

generational study

Hofstede (1980) (2001) Culture & Consequences

atism & Idealism

nced e benefit of mankind as well as for self-benefit portant in the learning process but need to be

pinions & rights of minorities s values based education Integrated Curriculum Year Round Schools

eachers Exam

Organizational Process Improvements Supply Chain Management outsourcing Process Reengineering Lean Manufacturing ISO Standards Computer Assisted Design Statistical Process Control (TQM)

1985

Qualitative/Humanistic Management 1985 Adaptation to increassing & acceleratiing innovation management 1988

1988

Managemement zatIonal Strategy Porter (1985) etitive Advantage

Market Based Management Kiyosaki (1997) Senge (1990) Investments Fifth Discipline Rich Dad Poor Dad Learning Organization Kaplan & Norton (1996) The Balanced Scorecard

Spencer Johnson (1998) Who Moved My Cheese?

Slywotzky 1996) Value Migration

Sacks (1996)

Strauss & Howe (1991) Adams (1998) Generations Sex in the Snow Hick & Hick (1999)

Generation X Goes To College

Boomers, Xers, and other Strangers Differences That Divide Us

Lewis (1990) When Cultures Collide

Schneider & Barsoux (1997) Managing Across Cultures

Late 1990s and 2000s - Idealism, Perennialism, Constructivism

Perennialism 1. Cultivate reason & develop children's intellectual powers "the liberal arts & sciences, the 'Great Books' & 'eternal verities' are fouindations of truth" (St. John's Univ.)

On-line Instruction MIT Virtual "Free" Courses 2000 Y2K 2001 Sept 11 Terriorism attack in NYC

Constructivism 1. Simplifying tasks for learners will prevent them from learning how complex problems they will face in real life 2. Students must decide what information is relevant & how pieces fit 3. Instructors must challenge students either to construct better mod at least ponder the merits of alternative models presented 4. Constrution kits (interactive media) are used to enable students to "assemble not just things, such as Tinker Toys, but more abstract enti such as commands in a program language, or equations in an environ supporting mathamatical manipulations." 5. Phenomenaria (simulation games such as SimCity) are used to enab students to observe various phenomena and to manipulate concepts assumptions within those phenomena. Skype (2003) 2003 Columbia Disaster Charley Transit Strike in NYC War in Iraq Apple introduces on line music 2004 2005 Katrina

Virtual Organizations

Mozilla Foxfire

Jackson child sex abuse case Martha Stewert jailed

1988

Using a Culturally Diverse Workforce to Succes D i v e r s i t y Langdon (2000) Aligning Performance

Collins (2001) Good to Great Built to Last

Howe & Strauss (2000) Millennials Rising Zemke (2000)

Dertouzos (2001) The Unfinished Revolution

Lancaster & Stillman (2005) When Generations Colide

Generations at Work

The World According

study of cultures in the organization Tada (2004) Japanese Gestures Hyun (2005) Breaking the Bamboo Ceiling

them from learning how to solve

s relevant & how pieces fit together er to construct better models or odels presented sed to enable students to ys, but more abstract entities, or equations in an environment

Constructivist Conditions for Learning (Driscoll) 1. Embed learning in complex, realistic, and relevant environments. 2. Provide for social negotiation as an integral part of learning. 3. Support multiple perspectives and the use of multiple modes of presentation. 4. Encourage ownership ini learning. 5. Nurture self-awareness of the knowledge construction process.

SimCity) are used to enable d to manipulate concepts and iPhone (2007)

William James (1889) Talks to Teachers on Psychology principles remarkably still very relevant today

2006 Sears Tower Plot Google buys Utube Enron boss get 24 years in jail

2007

2008

2009

2010 Gulf Oil Spill

nsit Strike in NYC

$800 Billion stimulus Apple iPhone Lehman Bros. bankruptcy GM bankruptcy AIG VA Tech Shootings Mortgage Crisis DOW Down 199.24 Down 777 Bernie Madoff

Haiti Earthquake

Tea Party lowest since 1977

Culture Shaping Era II

verse Workforce to Successfully Compete in the Global Marketplace

Hammel (2007) The Future of Management

Jacobs (2009) Management Rewired

Huntley (2006)

Twenge (2006)

McIvor (2010)

The World According To Y

Generation Me

Four Generations One Workplace

Dresser (2005) Multicultural Manners Hyun (2005) g the Bamboo Ceiling

Mujtaba (2007) Mentoring Diverse Professionals Workforce Diversity Management

presentation.

Psychology ery relevant today

2011

2012 Sandy

Gulf Oil Spill Japan Tsunami End of Shuttle American Airlines bankruptcy wiki leaks

aiti Earthquake

Union membership hit lowest point since WW II

USA downgraded from AAA to AA+ 2013+

e Workplace