History Research Paper

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1 History Research Paper Maria Dwyer Department of English, Harford Community College Research English: Historical Review Professor Scott Swinney April 15 th 2023

2 Students enrolled in the school system have had to experience multiple changes in the school system making it unstable for students throughout the years. This essay will evaluate how much schools have changed over the years and show that schools should choose the one that was more beneficial for students so that they can have a stable effective learning system, not having to worry about what may change next. First, this essay will show the changes in discipline towards students in the 1960’s, 1970’s, and 2000’s. Then this essay will provide a insight on how the school curriculum has changed from 1991, 2006 to 2021. Lastly, we will see the ways the teaching the curriculum has changed. Seeing how much the school system has changed and how students need a stable, smooth flowing system to keep them on a straight path in school with help teachers and school boards seek the most effective way to teach students and keep them on a good path for good growth. Knowing that changes can affect students and creating a system that is going to last a long time will help students grow without stumbling. Since the school system has such a big impact on students and the way they grow, education boards, teachers, anyone in the school system should seek the most beneficial ways to teach and discipline students while also finding the correct beneficial criteria for students to grow. Starting, this section will show the changes in discipline towards students the school system between the years 1960-2000’s. Starting off looking at the way students were

3 disciplined in the 1960’s. (Thurston) gives a background on the word discipline in the 1960’s basically saying it is when we know are actions have consequences. A teacher is aware when a student is upset, they come into the school wanting to act upon whatever they are feeling. When the teacher notices that something is wrong, they try and stay away from anything that will cause a student to get angrier, no injury will come to the student because it can cause emotions and even actions of hurt. Keeping distance that may cause form of injury is wise. The author continues by saying the teacher recognizes the students and their struggles and they shouldn’t be punished for them because they are only human. In the article “Discipline in The Classroom” the writers from the 1970’s notice that the impact students have on the classroom when they are misbehaving. The focus on the teacher and student effects not only that one student. The impact of one student who is not listening only effects just them, but the whole classroom making everyone pay for how they are behaving. The difference in the years explained above are drastic, but author (Eggleton) explains how its changed once again. In the years 2000 the teachers are now treating students with a happy impactful matter. When the teachers are getting to know the students as a person, they are more respected by students. They learn the way of which they act and know them well. When the student gets out of control the last resort to discipline them is to send them to the biggest authority in the school because they don’t know what else to do. They send them to the principle. Instead of the teacher deciding what should be the consequences it is now the principles job. The difference in discipline throughout just 3 articles is very different. The schools go from staying away from the student so no harm is to come, to the whole classroom

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4 being effected by one student, and lastly the student being sent to the principle. These are very different ways that effect student differently, we should find the one that is most helpful to students and teachers and stick with it so that it doesn’t cause any major effects on others. Moving on from discipline, let’s look at how the school curriculum has changed in the years and what schools are mainly focused on teaching students that the times in which these articles were written. (Van Hoose) is focusing more on the student’s well-being than what they are learning in the 1960’s. The author says that what they learn at school should have relation to what they have outside of school also which includes the emotional, physically active, mental health and being social with others side of things. They want kids to also just focus on the normal things a kid should focus on like art, writing, math. (Patrick) is in the 1991 parts of the school system. The focus for students here is to give a safe and smooth environment that dictates leadership in the classroom. They want kids to develop cognitive skills, giving them hard work that makes them think. The students should focus on harder work to be given to them. Examples they provide are the basic things like English and math but they throw in hard things like civics and history. Continuing in the curriculum side of things, (Moser) and (Aaron) “ moves focus from students more to teachers and what they want to teach. This article says that high autonomy can give teachers the opportunity to teach about things that the teachers like, criteria that means something to themselves. They did a research project that analyzed that curriculum and interest connect and that they should be looked at, () says that we should provide everyone with basic understanding on nature, art, literacy and so on. Going through the years

5 and seeing the difference in criteria, what they teach doesn’t change much but the reason why they teach it changes. The want students to focus on their well-being, then they want to challenge students more, and lastly, they want to provide people with basic understanding. There reasoning behind teaching should be evaluated so that it focuses on what’s most important to teachers and students lives. Although what the students are being taught is important, the way they are getting taught is also an important factor to the students. Do you ever wonder... where do teachers get their information; they are teaching students? (Brewer) says that more and more teachers are relying on management systems to find things to get curriculum for their classroom in the 1970’s. (Roth)(Anderson)(Smith) explain that in the 1980’s lesson planning and instructions for students, they compare it to a tourist guide because they are planned and follow a guide and they have little flexibility. Researchers show that students are not learning when they are getting material this way. (Polikoff) continues in this topic by sharing a teacher’s way of teaching. She says that she would just photocopy a book and bring in the material, she would go on a walk if not able to find anything. Because of the lack of material being brought in, students fail to be motivated in material. More serious lesson plans need to be made for students to learn subjects more efficiently instead of relying on a textbook all the time. Having a stable plan to go into school and learn will help students remember what they are learning step by step, smooth sailing sturdy. In the article “Ready To Succeed: All Students Prepare for College and Work” they

6 agreed that prep curriculum benefits students and they are better prepared to enter work forces or college courses. Having a stable learning environment will keep kids organized and help them have readiness for what they are diving into.

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7 References Brewer, James H. A Mini-Guide for Planning Instructional and Behavioral Classroom Management. a Guide To: Improve Accountability; Improve Discipline; And Improve Student Achievement. 1 Jan. 1975. ERIC , login.ezproxy.harford.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED120182&site=ehost-live. Discipline in the Classroom. Revised Edition. 1 Jan. 1974. ERIC , login.ezproxy.harford.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED095629&site=ehost-live. Eggleton, Travis. "Discipline in the Schools." ERIC , EBSCOhost, 1 Jan. 2001, login.ezproxy.harford.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED451554&site=ehost-live. Moser, Eric M., and Aaron J. Mckim. "Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education." Journal of Agricultural Education , vol. 62, no. 1, 1 Jan. 2021, pp. 170-83. ERIC , login.ezproxy.harford.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ1297940&site=ehost-live. Patrick, John J. "Student Achievement in Core Subjects of the School Curriculum. ERIC Digest." ERIC , EBSCOhost, 1 Jan. 1991, login.ezproxy.harford.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED332930&site=ehost-live.

8 Polikoff, Morgan S. Lessons for Improving Curriculum from the COVID-19 Pandemic . Center on Reinventing Public Education, 1 Jan. 2022. ERIC , login.ezproxy.harford.edu/login? url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED622168&site=ehost-live. Ready to Succeed: All Students Prepared for College and Work . ACT, 1 Jan. 2006. ERIC , login.ezproxy.harford.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED499160&site=ehost-live. Roth, Kathleen J., and And Others. Curriculum Materials, Teacher Talk, and Student Learning: Case Studies in Fifth-Grade Science Teaching. Research Series No. 171. 1 Jan. 1986. ERIC , login.ezproxy.harford.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED271310&site=ehost-live. Thurston, John R., and AND OTHERS. "CLASSROOM BEHAVIOR--BACKGROUND FACTORS AND PSYCHO-SOCIAL CORRELATES. EAU CLAIRE COUNTY YOUTH STUDY, 1961-1964." ERIC , EBSCOhost, 1 Jan. 1964, login.ezproxy.harford.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED014335&site=ehost-live. Van hoose, Richard. "New Building Manual, Elementary School." ERIC , EBSCOhost, 1 Jan. 1965, login.ezproxy.harford.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED023253&site=ehost-live. Students rely on teachers through their actions, organization, material so it is important for teachers to know what benefits students the best. School educators and

9 teachers should do their research and find what helps students have a good effective way of learning that will prepare them for their future.

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