introduction about elementary education

What is the Meaning of Elementary Education?

Elementary education is a vital stage of a person’s life. It helps build essential skills, character traits, and knowledge that will help them throughout their entire lives.

It provides a foundation for future education and training and can help children transition smoothly into secondary and tertiary education.

In this article, we’ll explore the meaning of elementary education and explore its different purposes. We’ll look at why it’s important for children to start their educational journey at an early age.

So whether you’re a parent or an educator, read on to learn more about the meaning of elementary education !

Introduction to Elementary Education

Elementary education is the first stage of formal education. It usually starts at ages four to six, when children are ready to start school. The main purpose of elementary education is to give children a strong foundation in basic academic skills such as reading, writing and math.

Today, elementary education is considered a fundamental human right for children all over the world. It helps them develop critical thinking and problem-solving skills, learn how to communicate effectively, and understand important concepts in math, science, social studies, and more.

In many countries, elementary education begins at age four or five and lasts six or seven years. In the United States, it typically starts at kindergarten and continues through fifth grade .

Some schools also offer pre-kindergarten programs for younger children. Elementary education is vital to a child’s overall development.

Studies have shown that children who attend school regularly are more likely to finish high school and go on to college. They also tend to earn higher wages as adults and are less likely to experience poverty or crime.

What is the Study of Elementary Education?

Elementary education is the study of how young children learn and develop. It focuses on the first eight years of a child’s life, from birth to age eight.

Elementary education covers a wide range of topics, including early childhood development, learning theories, educational psychology, and more. The goal of elementary education is to prepare children for their future schooling and beyond.

Teachers in this field work to create an environment that is conducive to learning, and they also teach basic academic subjects such as reading, writing, and math. In addition to cognitive skills, elementary educators also focus on social-emotional development and character building. There are many different ways to become an elementary school teacher. Most states require teachers to have at least a bachelor’s degree in elementary education or a related field. Some states also require teachers to pass a state-specific teaching exam. After completing all necessary requirements, elementary educators can begin their careers in public or private schools, or even in early childhood settings such as daycare centers or preschools.

What is the Purpose of Elementary Education?

Elementary education is the first stage of formal education, typically covering children from pre-kindergarten to grade 4. It aims to prepare young students for middle school and beyond. There are many purposes of elementary education, but some of the most important ones include: 1. To develop basic literacy and numeracy skills – This is perhaps the most fundamental purpose of elementary education. Without these basic skills, it would be very difficult for children to progress in their schooling or later on in life.

2. To help children socialize and make friends – For many kids, elementary school is their first experience being away from home and around other children their own age. It’s a time for them to learn how to interact with others, make friends, and work together in groups.

3. To teach kids about the world around them – Elementary school is also when kids start learning about more than just reading, writing, and arithmetic. They learn about history, science, geography, art, music, and much more. This helps them develop a well-rounded understanding of the world they live in and how it works.

4. To foster a love of learning – One of the best things that elementary education can do is instill a love of learning in young students.

Importance of Elementary Education

It is widely accepted that elementary education is the most important part of a child’s education. After all, it is during these years that the foundation for learning is laid. If a child does not receive a solid education during their elementary years, they are likely to struggle throughout their schooling. There are many reasons why elementary education is so important.

First and foremost, it helps children develop reading and writing skills. These are two essential skills that will be used throughout their lives. In addition, elementary education helps children learn how to think critically and solve problems. This too will be useful in every aspect of their lives – from personal relationships to careers.

Another reason why elementary education is so important is that it introduces children to new concepts and ideas. They learn about science , math, history, and more. This broadens their horizons and helps them understand the world around them better.

It also sets them up for success in higher levels of education if they choose to pursue it later on in life. Overall, there are countless reasons why elementary education is essential.

It lays the foundation for future success both academically and in life in general. If you have young children, make sure they are getting the best possible start to their educational journey by enrolling them in a quality elementary school program!

What is Elementary And Secondary Education?

Elementary and secondary education generally refers to the first 13 years of schooling, from kindergarten through 12th grade. In the United States, elementary schools typically cover kindergarten through fifth grade, while middle schools include sixth through eighth grades.

The high school generally covers ninth through 12th grades. In most states, children are required to attend some form of elementary and secondary education from the ages of 6 or 7 until they turn 18. While public schools are free to attend for all children in the United States, there are also a number of private schools that charge tuition.

The structure and content of elementary and secondary education can vary significantly from country to country. In the United States, for example, primary education typically consists of three years of kindergarten followed by four years of elementary school.

Secondary education then consists of three years of middle school (grades 6-8) followed by four years of high school (grades 9-12).

Meaning of Elementary Education

Elementary education is the foundation of a child’s educational journey. It encompasses Kindergarten through to Grades 5/6 and sets the stage for learning in later years. The purpose of elementary education is to develop basic academic and social skills in young children, preparing them for success in school and life.

I'm Jay Ecoff, armed with a Master's degree in Elementary Education, and your primary source for Elementary and Toddler topics on EduEdify.com. My rigorous academic training ensures that I bring tried and true methods to the table. With every article, I aim to reinforce the foundational blocks of education, giving our young learners the head start they deserve.

Elementary Education

Current trends, preparation of teachershistory of.

HISTORY OF Gerald L. Gutek

CURRENT TRENDS Jane Mccarthy Linda F. Quinn

PREPARATION OF TEACHERS Kenneth R. Howey Linda M. Post

Elementary schools exist worldwide as the basic foundational institution in the formal educational structure. Elementary schooling, which prepares children in fundamental skills and knowledge areas, can be defined as the early stages of formal, or organized, education that are prior to secondary school. The age range of pupils who attend elementary schools in the United States is from six to twelve, thirteen, or fourteen, depending on the organizational pattern of the particular state or school district. While a few, mainly small rural, districts, retain the traditional pattern of grades one through eight, a more common pattern is grades one through six. In most school districts as well as in many teacher preparation programs, elementary education is organized into the following levels: primary, which includes kindergarten and grades one, two, and three; intermediate, which includes grades four, five, and six; and upper, which includes grades seven and eight. A commonly found organizational pattern places grades seven and eight, and sometimes grade six and nine, into middle or junior high schools. When the middle school and junior high school pattern is followed, these institutions are usually linked into secondary education, encompassing grades six through twelve.

In comparing elementary schools in the United States with those of other countries, some distinctions in terminology are necessary. In the United States, elementary education refers to children's first formal schooling prior to secondary school. (Although kindergartens, enrolling children at age five, are part of public schools, attendance is not compulsory.) In school systems in many other countries, the term primary covers what in the United States is designated as elementary schooling. In American elementary schools, the term primary refers to the first level, namely kindergarten through grades one, two, and three.

The elementary school curriculum provides work in the educational basics–reading, writing, arithmetic, an introduction to natural and social sciences, health, arts and crafts, and physical education. An important part of elementary schooling is socialization with peers and the creating of an identification of the child with the community and nation.

History of Elementary Education in the United States

The European settlers in the North American colonies, in the sixteenth and seventeenth centuries, initially recreated the school systems of their homelands. They established a two-track school system in which the lower socioeconomic classes attended primary vernacular schools and upper class males attended separate preparatory schools and colleges. The primary schools–elementary institutions under church control–offered a basic curriculum of reading, writing, arithmetic, and religion.

Colonial period. While many similarities existed in the colonial schools, there were some important differences between New England, the Mid-Atlantic, and the South. The New England colonies of Massachusetts, Connecticut, and New Hampshire, which were settled primarily by Puritans, were characterized by a strong sense of religious and social conformity. Because of their Calvinistic emphasis on reading the Bible and other religious literature, the Puritans quickly established elementary schools. In 1642 the Massachusetts General Court, the colony's legislative body, made parents and guardians responsible for making sure that children were taught reading and religion. In 1647 the General Court enacted the Old Deluder Satan Act, which virtually established elementary education by requiring every town of fifty or more families to appoint a reading and writing teacher. Massachusetts and the other New England colonies developed the town school, a locally controlled, usually coeducational elementary school, attended by pupils ranging in age from six to thirteen or fourteen. The school's curriculum included reading, writing, arithmetic, catechism, and religious hymns. The model of the town school, governed by its local trustees or board, became an important feature of later U.S. elementary schooling.

The Middle Atlantic colonies of New York, New Jersey, Delaware, and Pennsylvania were settled by diverse ethnic and religious groups. In addition to English, Scots, and Scotch-Irish, there were Dutch in New York, Swedes in Delaware, and Germans in Pennsylvania. The Middle Atlantic colonies' religious and language diversity had important educational implications. Elementary schools were usually parochial institutions, supported and governed by the various churches.

In the southern colonies–Maryland, Virginia, the Carolinas, and Georgia–enslaved Africans were used as forced labor on the plantations. Wealthy families employed private teachers or tutors to educate their children. Enslaved Africans were trained to be agricultural workers, field hands, craftspeople, or domestic servants, but they were legally forbidden to learn to read or write. There were some notable exceptions who learned to read secretly.

Early national period. After the establishment of the United States as an independent nation, the earliest U.S. federal legislation relating to education was included in the Northwest Ordinance of 1785. The ordinance divided the Northwest Territory into townships of thirty-six square miles, and each township was subdivided into thirty-six 640-acre sections. Each township's sixteenth section was to be used to support education. Unlike constitutions or basic laws in other nations, the U.S. Constitution, ratified as the law of the land in 1789, did not refer specifically to education. The Tenth Amendment's "reserved powers" clause (which reserved to the states all powers not specifically delegated to the federal government or prohibited to the states by the Constitution) left education as a responsibility of each individual state.

During the early national period, the first half of the nineteenth century, American leaders, such as Thomas Jefferson (1743–1826), argued that the United States needed to develop republican schools that were different from those found in the European monarchies. Jefferson's "Bill for the More General Diffusion of Knowledge," introduced in the Virginia legislature in 1779, would have made the state responsible for providing both girls and boys with a basic elementary education, in a local ward school, at public expense. Although not enacted, Jefferson's bill had an important influence on later developments.

The movement to establish an American version of elementary education was promoted by Noah Webster (1758–1843), who sought to create an American version of the English language and instill an American identity into the young through language instruction. Webster's American Spelling Book and American Dictionary were widely used in schools.

The movement to common or public schools. In the 1830s and 1840s, several Western nations began to develop national elementary or primary school systems that were intended to augment or replace the existing church-controlled institutions. In France, Francois Guizot, the Minister of Education in the regime of Louis Philippe, promoted national elementary schools. In the United States, with its historic tradition of local and state control, the movement to establish public elementary schools was not national but carried on in the various states.

Before public elementary schools were established, attempts were made in the United States to establish various kinds of philanthropic elementary schools, such as the Sunday and monitorial schools. The United Kingdom, a leading industrial nation, also experimented with these approaches to primary education. The Sunday school, developed by Robert Raikes, an English religious leader, sought to provide children with basic literacy and religious instruction on the one day that factories were closed. In both the United States and the United Kingdom, Sunday schools were established in the larger cities.

Monitorialism, also known as mutual instruction, was a popular method of elementary education in the early nineteenth century in the United Kingdom, the United States, and other countries. Two rival English educators, Andrew Bell, an Anglican churchman, and Joseph Lancaster, a Quaker teacher, promoted monitorialism independently. The monitorial method relied heavily on monitors –more advanced pupils, trained by a master teacher–to teach younger children. Monitors aided teachers in conducting classes, taking attendance, and maintaining order. In using this method, the master teacher trained a selected group of older students as monitors in a particular skill, such as adding single-digit numbers or reading simple words. These monitors then taught that particular skill to subgroups of less advanced pupils. Since the monitorial method promised to teach large numbers of pupils basic literacy and numeracy skills, it gained the support of those who wanted to provide basic elementary education at limited costs.

Initially, monitorial schools were popular in the larger American cities such as New York and Philadelphia, where they were typically supported by private philanthropists and occasionally received some public funds. In the early 1840s monitorial schooling experienced a rapid decline and virtually disappeared. By the time that the New York Free School Society, which had operated monitorial schools, turned them over to the public school system in 1853, more than 600,000 children had attended its schools.

The common school. The common school movement refers to the establishment of state elementary school systems in the first half of the nineteenth century. The term common meant that these state-supported public elementary schools, exalted as the school that "educated the children of all the people," were open to children of all socioeconomic classes and ethnic and racial groups. Nevertheless, many children, particularly enslaved African Americans, did not attend.

Not a selective academic institution, the common school sought to develop the literacy and numeracy needed in everyday life and work. Its basic curriculum stressed reading, writing, spelling, arithmetic, history, and geography. Emphasizing American patriotism and Christian piety, it was regarded as the educational agency that would assimilate and Americanize the children of immigrants.

The common school movement in the United States paralleled some trends taking place in western Europe in the first half of the nineteenth century. In the 1830s the British parliament, though not creating a state school system, began to provide grants to educational societies for primary schooling. In France, under Guizot, a primary school system, too, was established during the regime of Louis Philippe. These transnational trends, found in Europe and America, indicated that governments were beginning to take the responsibility for providing some kind of elementary schooling. Unlike in France, which was beginning to create a highly centralized national educational system, U.S. public schools were decentralized. The U.S. Constitution's Tenth Amendment reserved education to each state. The states, in turn, delegated considerable responsibility for providing and maintaining schools to local districts. Even within a particular state, especially on the frontier where many small school districts were created, resources available for schooling varied considerably from district to district.

The common school movement scored its initial successes in New England, particularly in Massachusetts and Connecticut. Massachusetts, in 1826, required every town to elect a school committee to provide and set policy for the local schools. The Massachusetts legislature established the first state board of education in 1837. It named Horace Mann (1796–1859), an eloquent spokesman for common schooling, as its secretary. Mann, as editor of the Common School Journal and a popular orator, gained considerable support for public schools.

Other northern states emulated New England's common school model. As the frontier moved westward and new states joined the Union, they, too, followed the model and passed laws to create public elementary school systems. In the South, with a few exceptions, common schools were rare until the post–Civil War Reconstruction.

A unique feature in the United States was the small one-room school, found in rural areas and small towns across the country. These schools served local school districts, governed by elected boards. Although small one-room village schools existed in other countries, the American ones were local creations rather than impositions of a national government. The American school's immediacy to its people made the local school a trusted institution rather than an alien intruder into small town life. In contrast, the teacher in France might be suspected as an outsider, a representative of the intrusive central government. Similarly, in tsarist Russia, the zemstvo school, established in the villages, was often extraneous to the needs of life in the countryside. The zemstvo teachers often were not accepted by the peasants whose children they tried to teach or were regarded as rivals of the village priest. In America's one-room schools, the elected school board determined the tax levy and hired and supervised the teacher. This pattern of local control contrasted with the visiting school inspectors sent to inspect teachers and schools in France or even with the royal inspectors in the United Kingdom.

The pupils enrolled in the local one-room schools, often ranging in age from five to seventeen, studied a basic curriculum of reading, writing, arithmetic, history, geography, grammar, spelling, and hygiene. They were instructed by the recitation method in which each pupil stood and recited a previously assigned lesson. Group work might include writing exercises, arithmetic problems, and grammar lessons that stressed diagramming sentences. The values of punctuality, honesty, and hard work were given high priority.

African-American and Native American elementary education. The Civil War, Reconstruction, and the Thirteenth Amendment ended slavery in the United States. Although a small number of free blacks had attended elementary school in some northern states before the war, southern slave states had prohibited instruction of African-American children. After the Civil War, the U.S. Congress, in 1865, established the Freedmen's Bureau, which established elementary schools for the children of former slaves. By 1869 more than 114,000 students were attending bureau schools. Many bureau schools functioned until 1872 when the bureau ceased operations.

In the late nineteenth century, the federal government, assisted by well-intentioned but often misguided reformers, sought to "civilize" Native Americans by assimilating them into white society. From 1890 to the 1930s the Bureau of Indian Affairs, in a policy of forced assimilation, relied heavily on boarding schools, many of which contained elementary divisions. Seeking to remove Native American youngsters from their tribal cultures, the students, forbidden to speak their native languages, were forced to use English. The boarding schools stressed a basic curriculum of reading, writing, arithmetic, and vocational training.

Nonpublic elementary schools. In addition to the public elementary school, the United States also has private elementary schools, many of which are church-related. Today, nonpublic schools enroll about 11 percent of the pupils in U.S. schools. Roman Catholic parochial schools, serving the children of a particular parish, represent the largest number of private elementary schools. Evangelical and fundamentalist Christian schools are the fastest growing sector in nonpublic elementary education.

Goals of Elementary Schools

Elementary schools in the United States, as in other countries, have the goals of providing children with fundamental academic skills, basic knowledge, and socialization strategies. They are key institutions in instilling a sense of national identity and citizenship in children.

In the United States, elementary schools prepare children to use language by teaching reading, writing, comprehension, and computation. Elementary schools worldwide devote considerable time and resources to teaching reading, decoding, and comprehending the written and spoken word. The stories and narratives children learn to read are key elements in political and cultural socialization, the forming of civic character, and the shaping of civility and behavior. Throughout the history of American education, the materials used to teach reading exemplified the nation's dominant values. For example, the New England Primer, used in colonial schools, stressed Puritanism's religious and ethical values. Noah Webster's spelling books and readers emphasized American national identity and patriotism. The McGuffey Readers, widely used in late nineteenth century schools, portrayed boys and girls who always told the truth, who worked diligently, and who honored their fathers and mothers and their country. McGuffey values were reinforced by the American flag, which hung at the front of elementary classrooms, flanked by portraits of Presidents Washington and Lincoln. The "Dick and Jane" readers of the 1930s and 1940s depicted the lifestyle and behaviors of the dominant white middle class. Contemporary reading books and materials portray a much more multicultural view of life and society.

The language of instruction in elementary or primary schools is often highly controversial in many countries, especially in multilingual ones. The ability to use the "official" language provides access to secondary and higher education and entry into professions. In such multilanguage nations as India, Canada, and Belgium, protracted controversies have occurred over which language should be the official one. In the United States, the dominant language of instruction in public schools has been English. The children of non-English-speaking immigrants were assimilated into American culture by the imposition of English through the elementary school curriculum. The later entry of bilingual education in the United States was an often controversial educational development, and remains so in the early twenty-first century.

Along with the development of language competencies, elementary education prepares children in the fundamental mathematical skills–in counting, using number systems, measuring, and performing the basic operations of adding, subtracting, multiplying, and dividing. Further, the foundations of science, social science, health, art, music, and physical education are also taught.

Curriculum and Organization

In the United States at the primary level, the first level of organization, the curriculum is highly generalized into broad areas such as language arts or life sciences. It gradually becomes more specialized at the intermediate and upper grade levels into more specific subjects. Because of the generality of the elementary curriculum, especially at the primary and intermediate levels, there is likely to be a greater emphasis on methods and styles of teaching in elementary schools in the United States than in primary schools in other countries. For example, U.S. teachers, in their professional preparation and classroom practices, are more likely to emphasize the process of learning, inquiry skills, and social participation than teachers in other countries. Instruction in many other countries tends to be more oriented to specific skills and subjects. While elementary or primary classrooms in the United States and in other countries are likely to be self-contained, the American teacher generally has more autonomy and is not concerned with visitations by outside government inspectors.

The typical U.S. elementary school curriculum is organized around broad fields such as language arts, social studies, mathematics, and the sciences. The essential strategy in this approach is to integrate and correlate rather than departmentalize areas of knowledge. Curricular departmentalization often begins earlier in some other countries such as Japan, China, and India than in the United States.

The language arts, a crucial curricular area, includes reading, handwriting, spelling, listening, and speaking. It includes the reading and discussing of stories, biographies, and other forms of children's literature. Here, the U.S. emphasis on reading and writing is replicated in other countries. The methods of teaching language, however, vary. In the United States, the teaching of reading is often controversial. Some teachers and school districts prefer phonics; others use the whole language approach or a combination of several methods such as phonics and guided oral reading.

Social studies, as a component of the U.S. elementary curriculum, represents a fusion and integration of selected elements of history, geography, economics, sociology, and anthropology. It often uses a gradual, step-by-step method of leading children from their immediate home, family, and neighborhood to the larger social and political world. While the U.S. approach to social education has been subject to frequent redefinition and reformulation, its defenders argue that the integration of elements of the various social sciences is a more appropriate way to introduce children to society than a strictly disciplinary approach. Critics, some of them educators from other countries, argue that American students lack the structured knowledge of place that comes from the systematic teaching of geography as a separate discipline or the sense of chronology that comes from the study of history.

Like social studies, science in the elementary curriculum consists of the teaching of selected and integrated concepts and materials from the various natural and physical sciences rather than a focus on the specific sciences. Frequently, science teaching will stress the life and earth sciences by way of field trips, demonstrations, and hands-on experiments. Critics contend that the elementary science curriculum in the United States is too unstructured and does not provide an adequate foundational base of knowledge. Defenders contend, however, that it is more important for students to develop a sense of science as a process and mode of inquiry than to amass scientific facts.

The main part of the elementary curriculum is completed by mathematics, with an emphasis on basic computational skills–addition, subtraction, multiplication, division, measuring, and graphing. The curriculum also includes health concepts and practices, games, safety, music, art, and physical education and fitness, which involves the development of motor skills.

As children in the United States progress from the primary to the intermediate grades, the emphasis on reading continues but changes from stories to more informational narratives. The goal is to develop students' interpretive skills as well as to continue to polish the basic decoding skills related to mechanics and comprehension that were stressed in the primary grades. The broad fields of the curriculum–social studies, mathematics, and science–are pursued but now become more disciplinary.

Depending on the particular organizational pattern being followed, the upper grades–six, seven, and eight–offer a more specialized and differentiated curriculum. Subject matters such as English, literature, social studies, history, natural and physical sciences, and mathematics are taught in a more differentiated way. In addition to the more conventional academic subjects, areas such as vocational, industrial, home arts, career, sex, and drug abuse prevention education appear, especially in the upper grades and in junior high and middle schools.

At the beginning of the twenty-first century, curriculum is being shaped by an emphasis on subject-matter competencies in English, mathematics, and basic sciences. Computer literacy, computerassisted instruction, and other technologies in school programs reflect the nation's transition to a high-tech information society.

The Standards Movement

The standards movement, which gained momentum in the late 1990s, has required more standardized testing in U.S. elementary education. Standards advocates argue that academic achievement can be best assessed by using standardized tests to determine whether students are performing at prescribed levels in key areas such as reading and mathematics. Most of the states have established standards and require testing in these areas. Strongly endorsed by U.S. President George W. Bush, the standards approach was infused into the federal No Child Left Behind Act of 2001. The act requires that, in order to receive Title I funds, states and school districts must develop and conduct annual assessments in reading and mathematics in grades three through eight. Opponents of the standards movement argue that it is based on a narrow definition of education that encourages teachers to teach for the test rather than for the development of the whole child.

See also: C OMMON S CHOOL M OVEMENT ; C URRICULUM , S CHOOL ; N O C HILD L EFT B EHIND ACT of 2001 ; P RIVATE S CHOOLING .

BIBLIOGRAPHY

A NDERSON , J AMES D. 1988. The Education of Blacks in the South, 1860–1935. Chapel Hill: University of North Carolina Press.

B INDER , F REDERICK M. 1974. The Age of the Common School, 1830–1865. New York: Wiley.

C AMPBELL , R OALD F.; C UNNINGHAM , L UVERN L.; N YSTRAND , R APHAEL O.; and U SDAN , M ICHAEL D. 1990. The Organization and Control of American Schools. COLUMBUS, OH: MERRILL.

C REMIN , L AWRENCE A. 1951. The American Common School. New York: Teachers College Press.

C REMIN , L AWRENCE A. 1970. American Education: The Colonial Experience, 1607–1783. New York: Harper and Row.

C REMIN , L AWRENCE A. 1980. American Education: The National Experience, 1783–1876. New York: Harper and Row.

C REMIN , L AWRENCE A. 1988. American Education: The Metropolitan Experience, 1876–1980. New York: Harper and Row.

F INKELSTEIN , B ARBARA . 1989. Governing the Young: Teacher Behavior in Popular Primary Schools in Nineteenth Century United States. London: Falmer Press.

F ULLER , W AYNE E. 1982. The Old Country School: The Story of Rural Education in the Middle West. Chicago: University of Chicago Press.

K AESTLE , C ARL , et al. 1991. Literacy in the United States: Readers and Reading Since 1880. New Haven, CT: Yale University Press.

G ERALD L. G UTEK

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Introduction to Education (BETA)

(8 reviews)

Jennifer Beasley, University of Arkansas

Myra Haulmark, University of Arkansas

Publisher: University of Arkansas

Language: English

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Reviewed by Jessica Urbaniak, Assistant Professor, University of Wisconsin - Superior on 10/30/23

Nearly all content is included in the textbook. Here were some areas that I thought there could be some improvement: It does not go in-depth on the history of education, which other textbooks do. The textbook has an effective table of contents. read more

Comprehensiveness rating: 4 see less

Nearly all content is included in the textbook. Here were some areas that I thought there could be some improvement: It does not go in-depth on the history of education, which other textbooks do.

The textbook has an effective table of contents.

Content Accuracy rating: 1

Problematic language portrays bias: "Alcohol can cause mental retardation, slower physical development, severe learning, and cognitive disabilities." Sadly, the use of the r-word in a current textbook makes this unacceptable to ask students to read.

Relevance/Longevity rating: 2

In almost all cases except the use of the r-word. There is person-first language in other areas of the book. I'm not sure how this slipped through. This, in my view, makes the test obsolete.

Clarity rating: 3

There are links to videos where it may be more helpful for the reader if they were embedded.

Consistency rating: 5

I did not see any inconsistencies.

Modularity rating: 4

The book is cleanly organized into sections and subsections. Some pages were very long and could have been divided into two chapters (ethics chapter in particular - there could have been a different chapter on laws).

Organization/Structure/Flow rating: 5

The topics are presented in a clear, logical fashion.

Interface rating: 5

Grammatical Errors rating: 5

No grammatical errors spotted.

Cultural Relevance rating: 3

Some of the language used doesn't portray any nuance to situations which some may find problematic. Here is an example: "Homeless students are battered psychologically and emotionally"

Reviewed by Joanna Koch, Assistant Teaching Professor, North Carolina State University on 8/29/23

Overall, the Introduction to Education textbook provides a solid introduction to the major themes in the field of education. This textbook would serve as a resource for an introductory education course because the topics, terms, and issues are relevant and necessary to discuss with pre-service teachers. One of the strengths of the textbook is having essential questions at the beginning of each chapter. Then, throughout the chapter, the content provides answers to those essential questions. Also, the textbook provides different "scenarios" for students to apply their understanding in situations they may encounter in their future careers. An area for consideration would be providing more information through visual aids, diagrams, or charts throughout the different chapters. For instance, Chapter 2 would benefit from a table noting the differences between elementary, middle, and high school, which would serve as a quick reference and a representation of the differences between those types of schools. Altogether, the textbook provides the reader with an overview of the education field.

Content Accuracy rating: 4

Generally, most of the book’s content is accurate. However, I would agree with previous reviewers' comments concerning inaccuracies. Additionally, Chapter 6 opens with a question of “excellence or equity - is one more important than the other?”. In reflecting on this chapter’s title, I would suggest changing the chapter to “Equality vs. Equity – What is the difference?” because this is a common question discussed in education courses. Furthermore, pre-service teachers will encounter situations of inequity and inequality and need to understand the differences in order to respond effectively.

Relevance/Longevity rating: 4

The arrangement of the text is relevant. In particular, I appreciate how the chapters build upon each other to make the text relevant to teaching experiences both in the past and present. One suggestion is to update the websites to make sure the websites reflect data that is current, such as the teacher pay in chapter one. Understandably, websites can change over time, so it might be necessary to have more inquiry-based questions for students to explore the web. For instance, the chapter text could have the reader explore the web for their state’s curriculum standards and have reflection questions that guide the students in exploring the state education standards. In doing so, the websites in the text would not need to be continuously updated.

Clarity rating: 4

When reviewing the textbook, the text was a straightforward read that included student-friendly vocabulary. I appreciate when an introduction textbook provides students with clearly worded terms that students can understand and apply in appropriate contexts. One suggestion is to make sure all vocabulary terms are bolded in the text for easy reference. Bolding the vocabulary terms can assist students in applying them during assignments and studying them for assessments.

The chapters flowed well together and the text was very consistent in the format. One of the text's strengths was including an essential question at the beginning of the chapter that is answered throughout the chapter. In doing so, the book modeled effective teaching practices. I appreciate how the textbook's format was consistent in its framework and layout.

In reflecting upon the textbook holistically, it would be helpful if the "Philosophy", "History", and "Effective Teachers" chapters were earlier in the textbook. Introduction to Education courses typically teach this content during the early to middle part of the semester in order to set up the foundation of education for their students. Also, these chapters can be referenced back to when discussing more current policies and practices. Additionally, the "Classroom Management" chapter was a detailed chapter, which makes me wonder if some of the earlier, shorter chapters could include more information and content.

Organization/Structure/Flow rating: 4

The text's organization flows well with the chapters having similar setups. In other words, the text's format was organized with a familiar layout for each chapter, so readers will feel comfortable using and referencing the text. As mentioned previously, some of the philosophical and historical chapters could be discussed earlier and then referenced in the curriculum chapter later in the book.

Interface rating: 4

Overall, there were no major issues with the text regarding navigating to different chapters. Additionally, the text's features would not be confusing for the reader. However, some of the images/charts were distorted or cut-off. It would be helpful to update the text to ensure the images/charts were on one page.

Grammatical Errors rating: 4

As mentioned by previous reviewers, the book would benefit from another round of proofreading to ensure there are no words missing from the text.

Cultural Relevance rating: 4

When updating the text, it would be beneficial to include a variety of individuals in the images, such as on page 26, “Erikson’s Eight Stages of Psychosocial Development”. It had the same individual in visual. Furthermore, it would be helpful if the textbook was updated with more representation of teachers and students from a variety of cultures.

The Introduction to Education text will provide the reader with an introduction to the field of education by exploring relevant topics, concepts, and issues.

Reviewed by Roberta Freeman, Instructor, Minnesota State Community and Technical College on 3/9/23

Beasley and Haulmark's Introduction to Education: Becoming a Professional covers similar content to other education texts I have examined and/or adopted. While most of the chapters are thorough, I did note a few that could have been expanded upon. For example, adding a brief overview of the history of schools may provide more depth when discussing the purpose of schools in Chapter 2. Further, addressing current education reform may offer a broader perspective about what a new teacher can expect in Chapter 11. Finally, since some Introduction to Education courses require students to complete a certain number of field experience hours in K-12 classrooms and compile a portfolio, brief tips or questions could be added to the "What do you think?" sections at the end of the chapter.

Overall, the content is accurate. I noted a minor error at the end of Chapter 3. The information following "Who are today's students?" (p. 33 of downloaded text) seemed to be related to the first chapter.

Relevance/Longevity rating: 5

The arrangement of the text makes it easy to update information or videos. I appreciated the relevant content the authors included, such as using movement and considering furniture choices to manage the learning environment.

Clarity rating: 5

I found this text to be conversational, engaging, easy to digest, and honest. Without mention of the current teacher shortage, the authors clearly explain the demands of teaching while also reflecting on the rewards of the profession.

Chapters in the text follow a similar organizational structure, making it consistent and predictable. However, the use of a variety of videos, links, and assignments keeps each chapter fresh and interesting.

Modularity rating: 5

The two sections of the text makes it easy to realign topics and chapters. For example, when teaching Introduction to Education, I often discuss educational philosophy before the midterm exam, so I would most likely assign Chapter 9 earlier on the syllabus without being disruptive to students.

The overall organization of the text was clear although some of the content in the shorter chapters could be integrated into another chapter. For example, some information about educational philosophy in Chapter 9, which is a brief chapter, could be incorporated into Chapter 5 about what is taught. The same could be true about Chapter 10 on excellence or equity.

Although some charts were small and difficult to read, the visual images were aptly chosen. Being able to enlarge them could be helpful to students.

The book contains a few minor errors, such as omitting an occasional word. For example, on p. 98 of the downloaded text, the word "be" should appear in this sentence: "...others may ruminating about...(p. 98).

Although the text includes chapters about today's students and social issues, I prefer a stronger focus on and examples of inclusiveness within each chapter, particularly with the increasing diversity and variety of students in our classrooms and a decreasing variety of teachers.

Reviewed by Jessica Fortner, Curriculum & Program Improvement Coordinator, Hutchinson Community College on 3/4/22

Comprehensiveness rating: 5 see less

This book is comprehensive in that it covers many of the most current view of the daily life of a teacher while braiding in the historical background of education in the United States and theories of child development and teaching and learning. The textbook covers what it means to teach and finishes with useful tools on ethics, curriculum and instruction, and classroom environment.

Content Accuracy rating: 5

Content is up to date and sources of information are cited throughout each chapter. A comprehensive list of sources is found at the end of the book. At the end of the chapter students have the option to "dig deeper" into the content and learn more from sources or with searchable terms like "Individuals with Disabilities Act, 20 U.S.C. 1400 (200)". I would suggest in the spirit of sharing current terms in education that the authors may want to mention the McKinney-Vento Homeless Assistance Act in chapter 4 under the the heading "Homelessness".

The authors cover relevant topics like Special Education law, Maslow's Heirarchy of Need, differentiated instruction, and socio-economic status. Each of these relevant topics are explained in adequate detail along with a connection to its impact on the daily life of a teacher. The presentation of information is broken up so that revisions and updates can be made without impacting the flow of information. Chapter 9 does discuss Danielsen's framework of teaching which is used in some states. Some states, however, measure teacher effectiveness using different measurements. I would say similarities can be found that are transferrable.

The textbook is written with the mindset of a true introduction. Information is shared in a conversational pattern which makes it easy to read. Any technical vocabulary is defined in understandable terms within the text. I do think bolding the key terms would be useful for readers.

Each chapter begins with a question that is answered throughout the chapter. Key terms and objectives are presented prominently following and introductory paragraph. Information progress with headings, videos, charts, images, videos, and links to further information. Each chapter ends by summarizing the answer to the chapter question, key term interactive flashcards, and the "dig deeper" section.

The textbook is broken into logical and appropriate lengths by chapters and headings. The presentation of information can easily broken into parts for instructors to mold and use alongside their own syllabus.

Each chapter follows a predictable pattern. The organizational pattern makes it easy to read and navigate.

Overall the text is easily navigated. I found the charts titled "Erikson's Eight Stages of Psychosocial Development" and Maslow's Heirarchy of Needs in chapter 3 hard to see. It would be nice if they were larger or if you could click on them and they would be magnified so you can read the fine print. White text on colored background can be hard for some readers. It may also be useful to bold the titles and headings.

The textbook was free of grammatical errors from my observation.

Cultural Relevance rating: 5

The authors have presented information on diversity and culture differences in a unbiased and positive way. Again, they reference the changes that the educational system has undergone through the last several years which includes creating inclusive environments.

In my personal opinion, this textbook is a great introductory text. This approach allows the reader to make connections and reflect on new information in a way that is productive and positive about education. In order to be a teacher today, it is essential for new teachers to have a wholistic view of education that makes sense at an introductory level. This will help them know what is ahead.

Reviewed by Teri Eckhoff, Academic Advisor with part time teaching responsibilities, Hutchinson Community College on 3/1/22

For students considering majoring in education the book is comprehensive, covering a myriad of topics they should consider as they decide, "Do I want to be a teacher?" The book begins by asking "Why Teach?" asking the students to examine their motives for teaching. After the students read through the following chapters they are presented with a final chapter on "What can the new teacher expect?" By the time they cover the content of the book that discusses many of the areas they probably haven't considered they should be able to make an informed decision about pursuing a career in education. In addition, the authors provide additional resources at the end of each chapter to allow students to "dig deeper."

Students are presented with relevant and timely content based on best practices in education including differentiated instruction, classroom management strategies, the importance of the school environment, connecting with families, etc. In addition, background knowledge students should have, but may not possess, is shared such as Maslow's Hierarchy of Needs and Erikson's Eight States of Psychosocial Development.

The information in the textbook is up-to-date and informs the students not only about foundational topics in education but more recent information such as the ethics of teaching and current practices in teaching that have proven beneficial for student learning. The linked resources are from within the last few years providing timely information. The information is presented in such a manner that when updates are needed they can be done with relative ease.

The content of the textbook is presented in a way that students should understand it. Each chapter title is presented as a question and a very brief overview is given at the beginning of the chapter. In addition, the chapter objectives and key terms are given to the students within a framed window making them very clear to the students. While the key terms are identified within the colored window at the beginning of the chapter, they are not highlighted throughout the text of the chapter. In some cases, when doing a search, the term wasn't found within the text of the chapter. An example of this is in the chapter "How do social issues affect students?" the key terms "at-risk" and "socioeconomic status" were not found within the text of the chapter. However, each key term for the chapter is found in interactive flashcards at the end of the chapter. The text clarifies difficult to understand information by explaining it in terms students can understand.

Each chapter of the book is consistent in presenting the same format for students, so there are no surprises mid-way through the textbook. Students first encounter the ideas of the chapter in a question form with the title presented as a question. Then they read a short introduction followed by the chapter objectives and key terms and another paragraph or two on the topic after which they are asked the question, "What do you think?" After pondering their thoughts they dive into each concept within the chapter. Occasionally there is a link to an outside source or a video for them to watch, and/or an interactive activity for them to engage in. Once they read through the content they may encounter a summary or conclusion followed by the heading "Thoughts" in which they are given an idea to ponder. The end of the chapter also contains the interactive flashcards of the key terms.

Overall, the textbook is divided into two sections which can be seen in the sidebar menu. Each of the main sections has a drop down menu allowing students to see and access the specific chapters within the section. The sequence of the material is logical. The students have access to additional information via links that are provided which access additional articles about the topics being covered. In addition, the textbook chapters are segmented in ways making them accessible and allowing students to easily find sections to read if they are not assigned an entire chapter.

The textbook is divided into two sections: Foundations of Schools and Their Students and Teachers and the Profession. This organization allows the student to learn foundational information about education first and then follow that with more teacher-centric information. In order for students to gain an understanding of the "Teacher and the Profession" information having the foundational knowledge will be beneficial.

When working my way through the textbook, I didn't not experience any problems with the interface. All of the links were working, the images, charts, etc. were not distorted in any way and the interactive components worked effectively. I was able to navigate chapters non-sequentially by using the menu in the side-bar. After navigating my way through the textbook, I would not anticipate that the students would have any problems.

The text contained no grammatical errors and was easy to read and follow.

Students who read this textbook will gain an understanding of the importance of diversity, inclusiveness, and equity in education. The information provided is presented in a manner in which students are able to "digest" the information and it's relevance to education. The book also represents different cultures in the images and videos students will see.

I am confident if I used this OER Introduction to Education textbook the students would gain a valuable understanding of the concepts and be able to apply the relevant information to past educational experiences allowing them to move forward with their studies in education with a solid base of knowledge regarding key points in education.

Reviewed by Connie Phelps, Professor, Emporia State University on 1/5/22

Beasley and Haulmark provide a comprehensive introduction to P-12 education with 11 chapters in 2 parts: Foundations of Schools (Chapters 1-6) and Teachers and the Profession (Chapters 7-11). Each chapter includes objectives and keywords on key topics in the field with links to Wikibooks, videos, and other relevant sources. A concluding reference section includes all sources in a chapter by chapter listing.

The authors present material from credible sources that exemplify inclusiveness, equity, and diversity in chapter narratives and linked material. External sources include primary and secondary materials relevant to today's schools, students, and teachers. The authors include special education law and prepares teachers to work effectively in Arkansas as well as schools nationally. The course highlights knowledge, skills, and dispositions needed to begin a teaching career successfully.

By constructing the course in two distinct parts related to schools/students and teachers, the authors can update chapters easily as laws and protocols change. The chapters introduce topics clearly and and engage participants in short activities that provide immediate reinforcement of concepts and terms. Each chapter includes key terminology as flashcards for review and reinforcement. All chapters provide additional reading for a deeper dive, and some chapters include short quizzes or questionnaires to engage learners in relevant topics.

The authors use an appropriate level of terminology and phrasing with illustrations, photos, and documents to reinforce learning. Mini-quizzes with key points and flashcard vocabulary provide short exercises to ensure learners acquire needed knowledge, skills, and dispositions for each topic. Some chapters include case studies written conversationally for more depth on topics.

The authors organize chapters consistently with primary and secondary headings, thought-provoking quotations, and adequate white space between sections. All chapter titles pose relevant questions that orient the learner to its purpose. Common features in chapters include Objectives and Key Terms, What do you think? exercises, Test Your Vocabulary Skills, Dig Deeper, and credits and citations.

Learners easily access the Contents as a sidebar on the left side of the page. The two course sections function with separate dropdown menus for each chapter that show or hide contents, as the learner prefers. Each chapter narrative scrolls down easily with chapter sections clearly indicated by primary and secondary headings. Hot links for supplemental information keep the chapter narrative uncluttered and focused. Each chapter seems manageable individually and clearly distinguished as an integral part of its respective section and context.

The course begins with the broader context of the school/student, then focuses on the teacher/profession. Within these two parts, chapter titles pose a short essential question to orient the learner. The foundations part avoids overlap of content by addressing a rationale for teaching (Ch. 1), purpose of schools (Ch. 2), today's students (Ch. 3), social issues (Ch. 4), education philosophy (Ch. 5), and excellence and equity (Ch. 6). The second part applies foundational understanding to ethics and legal issues (Ch. 7), elementary and secondary curricula (Ch. 8), effective teaching (Ch. 9), classroom environment (Ch. 10), and expectations of new teachers (Ch. 11). The course organizes these topics logically, clearly, and relevantly for persons entering the field of education.

Given 10 or more hot links in each chapter, only one in Chapter 7 (Michigan.gov) failed to open. When I requested access to a Google Document, the author sent the direct link within hours of the request. In Chapter 3, clearer images of the Erikson and Maslow models--or hot links--would reduce distortion. A limitation imposed by the New York Times prevent access to content in Chapter 6. In Chapter 9, I wondered if learners type in responses for their respective definitions of effective teachers. In Chapter 10, the chapter quiz link appeared missing. The Chapter 11 quiz seemed to indicate one response, yet all response selections applied. The references for each chapter help learners further study important topics.

The authors write clearly connecting narrative without grammatical errors. In some cases, current APA style and formatting might update citations and references.

The text narrative seems learner-friendly and engaging for diverse learners, and the authors provide relevant resources that promote diversity, equity, inclusion and belonging for today's schools, classrooms, and teachers. The course provides an excellent orientation to dispositions needed for beginning elementary and secondary teachers to succeed in their chosen profession.

The collaboration of two seasoned educators contributes to the tone, content, and practice provided in the course. Each author contributes their unique perspective and background as a Director of Teacher Education (Beasley) and Director of Teacher Licensure (Haulmark). The blending of their respective roles contributes to a readable and engaging course to prepare teacher candidates for today's diverse primary and secondary schools.

Reviewed by Rachael Hoffert, Professor of Education, Grace College on 11/15/21

This textbook presented a thorough review of the teaching profession to students considering the field of education. Each chapter is organized by guiding questions regarding the purpose of school, student demographics, qualities of an effective teachers, and issues facing educators in today’s society. The textbook provides opportunities for students to reflect on chapter content with interactive multiple-choice questions. Upon completion of the textbook, students will gain a better understanding of the demands and rewards of the teaching profession.

The textbook presented an accurate representation of the role of a teacher in today’s educational field. High leverage practices were incorporated throughout the textbook. These practices included student- centered instruction such as learning centers, choice boards, and explicit instruction. The importance of differentiating instruction to meet the diverse needs of learners was described. The practices and theories explained in this textbook are implemented in schools and classrooms throughout today’s society.

The content in this textbook is up to date and directly relates to today’s teaching profession. However, the content could easily be altered as the teaching profession continues to change to meet the needs of today’s learners. The content presented in this textbook answers big questions about education and the teaching profession. Due to this unique organization, the textbook could easily be updated to change instructional strategies, add technology teaching components or revise information regarding standards or student demographics.

The textbook language was concise and applies directly to the audience of preservice teachers. Each chapter begins with a relevant question and continues with student friendly objectives. Key terms are also presented in the beginning of each chapter allowing readers to preview important concepts. The chapter text is organized in paragraphs and contains bullets and charts for a variety of learners. Presentation of content is not overwhelming. An interactive vocabulary activity is available at the end of each chapter to review learning.

Students will appreciate the simplistic and expected format of each textbook chapter. Each chapter has a guiding question, objectives, terms, explanations and thinking prompts. In addition, each chapter provided students an opportunity to check their understanding of key concepts. Practical examples were also provided throughout the textbook.

This book could easily be divided into syllabus course topics and assigned readings. The textbook provides an overall view of the field of education. However, each topic is thoroughly explained regarding the role of an effective teacher, curriculum development, today's students.

Topics are presented in a logical and clear fashion making content accessible to grasp. The textbook begins with a broad understanding of education and moves to specific roles of teachers along with characteristics of today's students. In addition, the textbook presents ethical issues within the profession and how to develop a personal philosophy of education. Textbook organization moves from basic understanding to application.

I had no interface or navigation issues when reviewing this textbook. I was able to navigate easily through the chapter and all text features displayed properly. The interactive questions and vocabulary reviews were easy to use in order to review textbook content. The interface was not confusing.

The text contained no grammatical errors and was written in a way that was easy to understand and comprehend. There was varied sentence structure and relevant examples to ensure the readers' attention. I have no suggestions for grammatical edits.

I appreciated how the text addressed diversity regarding today's students. Family structure, cultural, language, socioeconomic status were examples of diversity included throughout the textbook in an inclusive and sensitive manner. The importance of equity and inclusiveness in the classroom was a priority.

This textbook provides a strong introduction to the field of education!

Reviewed by Jennifer Richardson, Assistant Professor of Reading, Pittsburg State University on 10/22/21

I think it is quite difficult to present an exhaustive view of teaching. I think the text was quite comprehensive, given it's an introduction. Other books are more narrow in scope. The First Days of School, by Wong and Wong, is generally... read more

I found no evidence of inaccuracy in the text. There were places I didn't agree with whole-heartedly, as I retired from 25 years of public school teaching, all in Title I schools. I have dealt with a lot of the topics they mention regarding poverty. I wouldn't say the authors' information is inaccurate, just different than my view.

Relevance/Longevity rating: 3

The world of education has changed a great deal in a short period of time. Prospective teachers must also be masters of the Zoom parent-teacher conference, communicate via text message, and open their classrooms to scrutiny, like never before. That said, this text does cover teaching fairly comprehensively. I appreciated the references to Linda Darling-Hammond, to Hirsch, but was surprised that Wiggins and McTighe weren't mentioned. Most new teachers will have some accountability for backwards design, especially if their schools have adopted project-based learning and STEAM. I also missed the mention of Multi-Tiered Support Systems, having evolved from the simpler Response to Intervention model. Most new teachers will also be accountable for MTSS or RTI with the added behavior interventions. It's a new world in education. I believe with a few revisions to reflect the major changes, this text will be an excellent resource for pre-program teaching candidates to decide whether a teaching career is right for them.

The text appears to be written for a pre-program teacher candidate, possibly a high school senior. While there were some specific vocabulary that might be challenging for someone who is not a teacher, there were explanations and additional resources to add to the reader's growing understanding of teaching.

The book was arranged helpfully with initial objectives for reading and follow-up thinking prompts. Each chapter followed a predictable structure.

I prefer a book that can be easily segmented. This text has solid, stand-alone chapters yet supportive of the central message.

For the most part, this text is organized in a clear fashion. Chapter 6: What Makes an Effective Teacher, might be useful if directly following Chapter 1, Why Teach? The two chapters build very well on one another. Because each chapter is a fairly good stand-alone, however, this isn't a huge issue as a reader.

Interface rating: 3

There were some readability issues with graphs and charts. For instance, the t-chart on page 14 was cut off, and on page 74 I could not see the Fixed Mindset portion of the chart.

I found no significant areas for revision of grammar.

The text addresses topics that relate to culture, equity, and inclusion, however there have been significant changes in policy and norms. I'm wondering if these chapters should be moved up towards the beginning and double-checked for content.

1. Why Teach?
2. What is the Purpose of School?
3. Who are Today's Students?
4. How Do Social Issues Affect Students?
5. What is Taught?
6. What Makes an Effective Teacher?
7. What is a Positive Classroom Environment?
8. What are the Ethical and Legal Issues in Schools?
9. What is an Educational Philosophy?
10. Excellence or Equity...Which is More Important?
11. What Can a New Teacher Expect?

Ancillary Material

About the book.

This book was written to provide students with an introduction to the field of education. The book is broken into chapters that focus on questions students may have about education in general. Although some chapters may go into more depth than others, this is created as an introductory text.

About the Contributors

Jennifer Beasley has more than 25 years of experience in education as an elementary school teacher, gifted facilitator, university professor, and education consultant. She is currently the Director of Teacher Education at the University of Arkansas and a professor in the Department of Curriculum and Instruction. Beasley specializes in Gifted Education, Differentiated Instruction, Understanding by Design, Teacher Education, Professional Development, and the Integration of Technology in the Classroom.

Myra Haulmark began her 25 plus years in education as a speech pathologist and gifted programs coordinator in K-12 schools. Myra is currently the Director of Teacher Licensure at the University of Arkansas and works with teacher candidates as they prepare for state licensure and provides training and support in the areas of reciprocity and teacher ethics to students during their educator preparation programs.

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News & Insights

Why is elementary education so important.

It’s widely known that early education plays a critical role in how students perform in their later school years. Understanding just how crucial these early education years are is important.

According to The Annie E. Casey Foundation, the annual average learning gain for students in kindergarten through second grade is higher than at any time during a child’s years in school. And the ability to read proficiently by fourth grade is so important that not doing so often puts kids on track to drop out of high school.

For teachers considering a master’s degree in education, focusing on elementary education offers a chance to become a leader in this critical area.

The Power of Reading

While there are important aspects to elementary education across all subjects, almost all of it comes back to the ability to read. Reading is how students can be introduced to every educational subject presented to them. And although it’s a skill we learn at a young age, reading is complex. Students need the opportunity to ask questions, make predictions and grasp words they may not completely understand based on their contextual use.

Teachers of elementary education have to stretch their teaching skills to face the challenges of teaching children to read. Students in any given classroom possess a vast range of reading skills. Elementary school teachers must have strategies to help students interpret complex ideas, develop critical skills, synthesize information from diverse sources and use reading to learn about all subjects.

This requires a high level of teaching expertise in elementary education – something that the state of Massachusetts requires.

A Master of Education with a focus on elementary education can prepare teachers to become leaders both in the classroom and with their peers, helping them find strategies that will lead to better outcomes for students.

What You’ll Learn in a Master’s Degree Program

Because of the challenging nature of elementary education, quality master’s degree programs are designed to give graduates expertise in a range of areas.

In the Merrimack College Master of Education programs, students take classes on a variety of topics, including the following.

[maxbutton id=”3″ url=”https://online.merrimack.edu/m-ed-in-elementary-education/” text=”ELEMENTARY EDUCATION DEGREE” ]

Teaching and Learning in the Inclusive Classroom

Teachers learn how to use different instructional strategies to accommodate students of varying backgrounds, learning styles and levels of academic readiness. They also learn how to create cooperative, orderly and motivational student environments.

Foundations of Language and Reading

Good reading skills are the foundation for academic achievement. Teachers taking this course learn the fundamental skills behind language and reading development.

Reading Strategies and Interventions

This course provides an introduction to the significant theories, practices, and programs for developing literacy skills in students with learning challenges. This includes students from diverse linguistic and cultural backgrounds, as well as students with limited experience in an educational environment.

Math Methods for the Elementary School

Students learn how to teach math skills to students from diverse backgrounds and experiences. This includes developing learning objectives, instructional methods, and assessment techniques. This course is designed with consideration for recommendations from the professional standards established by the Massachusetts Department of Elementary and Secondary Education, among other sources.

Curriculum, Instruction and Assessment in Social Studies and World Geography

This course focuses on teaching skills in three areas of social studies: the development of geography skills and global awareness, the development of history skills that include critical, creative and analytical thinking, and cooperative learning, vocabulary, and concept formation.

Curriculum, Instruction and Assessment in Science, Health and Physical Education

Students learn teaching methods that promote the development of cognitive and scientific reasoning, as well as strategies for teaching science and assessing students’ understanding. Other sections of the course deal with health education, laws and regulations on student health and safety, warning signs that students are experiencing issues and development of school physical education programs.

Massachusetts and Elementary Education

The Merrimack College degree program prepares teachers for the MTEL exams. Massachusetts requires these exams before teachers can earn the Initial License to teach in Massachusetts. Preparation for the exams is a part of the degree program. The MTEL exams required are:

Communication and Literacy Skills
Math and Multi-Subject subtests of the General Curriculum exam
Foundations of Reading

Merrimack College provides a degree program that meets the state’s rigorous standards. The Elementary education years are some of the most important in the life of a student. They deserve teachers who have trained themselves to work at the highest possible level.

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Academic Catalog

Educ 2: introduction to elementary education, foothill college course outline of record, description, course objectives.

The student will be able to: A. Identify and apply theories to education B. Summarize the history of American education C. Identify school system structures and operations D. Identify major economic, political, and social policies that have affected the American school system E. Describe the teaching profession F. Analyze the social and cultural contexts of schooling G. Describe curriculum and instruction, including development and design H. Relate classroom knowledge to fieldwork experiences

Course Content

A. Identify and apply theories to education 1. The major educational philosophies a. Perennialism b. Essentialism c. Progressivism d. Constructivism e. Deconstructionism f. Behaviorism 2. The impact of educational theories on educational practice 3. Developing a personal philosophy B. Summarize the history of American education 1. American education: European heritage and Colonial experience 2. American education: From revolution to the 21st century 3. Modern American education: From the Progressive Movement to the present C. Identify school system structures and operations 1. Types of schools a. Early childhood education b. Elementary and secondary 1) Public 2) Charter 3) Private 4) Homeschooling c. Post-secondary 1) Staff and personnel structures of the school system, including special education 2) Protocols for visiting schools and entering classrooms 3) Methods and ethics of conducting and reporting classroom observations D. Identify major economic, political, and social policies that have affected the American school system 1. Legal framework and provisions for the public schools 2. Federal and State policies and their effects on school systems 3. Governance and financing of elementary and secondary schools 4. Relationship between school and society 5. Trends in education, past, present and future E. Describe the teaching profession 1. Status of the profession 2. Requirements of the profession a. Standards b. Ethics c. Professionalism 3. Evaluation of effectiveness 4. Self reflection practices 5. Examination of one's beliefs and assumptions about and experiences with teachers and teaching 6. Understanding of the role of Professional Learning Communities (PLCs) and Communities of Practice in the profession F. Analyze the social and cultural contexts of schooling 1. Schooling in a diverse multicultural society 2. Responding to diversity 3. Students and risk a. Name the predictors of students at risk b. Equity practices 4. Concepts of multiculturalism assimilation, cultural pluralism, and multicultural educations 5. Other contemporary issues in schools a. Standards b. Inclusion c. High stakes testing d. Bilingual education G. Describe curriculum and instruction, including development and design 1. Instructional practices in schools a. Standardized curriculum b. Standards and frameworks c. The role of technology 2. Bloom's Taxonomy, including revisions 3. Webb's Depth of Knowledge 4. Cycles of Inquiry 5. Overview of the California Standards for the Teaching Profession (CSTP) and state adopted Teaching Performance Expectations (TPEs) 6. Elements of effective classroom environments consistent with the California Standards for the Teaching Profession (CSTP) and state adopted Teaching Performance Expectations (TPEs) 7. Overview of contemporary issues in schools, e.g., standards, inclusion, high stakes testing, bilingual education, social issues, standardized curriculum; standards and frameworks 8. Introduction to California Academic Content and Performance Standards 9. Basic strategies for accommodating diverse learning needs H. Relate classroom knowledge to fieldwork experiences 1. Find examples and describe how CSTP and TPEs are used 2. Identify and evaluate how state-adopted academic content and performance standards are being used in the classroom 3. Compare and contrast classroom environments 4. Recognize the uniqueness of students and identify strategies and accommodations that are used to meet their differing needs

Lab Content

The course requires a minimum of 48 hours of fieldwork in a public school elementary classroom, under the guidance of an approved credentialed K-5 classroom teacher. A. Relate classroom knowledge to fieldwork experiences 1. Find examples and describe how California Standards for the Teaching Profession (CSTP) and Teaching Performance Expectations (TPEs) are used 2. Identify and evaluate how state-adopted academic content and performance standards are being used in the classroom 3. Compare and contrast classroom environments 4. Recognize the uniqueness of students and identify strategies and accommodations that are used to meet their differing needs

Special Facilities and/or Equipment

Method(s) of evaluation.

Methods of Evaluation may include: A. Participation in class activities, class discussion, small group and partner work B. Participation in fieldwork C. Writing of guided reflections D. Observation reports and summaries E. Adult interviews and summaries F. Reaction papers on special topics G. Exams H. Online discussions and responses

Method(s) of Instruction

Instructional methods may include: A. Lecture B. Cooperative learning exercises C. Oral presentations D. Electronic discussions/chat E. In class discussion F. Video viewing G. Online reading and response

Representative Text(s) and Other Materials

Ryan, Kevin, and James Cooper. Those Who Can, Teach. 14th ed. Houghton Mifflin Pub., 2015. Morrison, George S. Teaching In America. 5th ed. Merrill, 2009. Kauchak, Don, and Paul Eggen. Introduction to Teaching: Becoming a Professional. 5th ed. Pearson, 2013. Sadker, David, and Karen Zittleman. Teachers, Schools, and Society: A Brief Introduction to Education. 4th ed. McGraw-Hill, 2015.

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Reading and study of the text. B. Reading and written response to observations, test questions, assignments, relevant articles, online reading material and online discussions. C. Reaction writing assignments to fieldwork, guest speakers, video viewings, and experiences, such as research projects and field trips. D. Research, planning and written evaluation of individual or group creative projects.

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2 What is the Purpose of School?

Jennifer Beasley and Myra Haulmark

What is the Purpose of School?

What is the purpose of school? Neil Postman said that “without a purpose, schools are houses of detention, not attention” (1995, p. 7). Most countries have systems of formal education and many of these are compulsory. Although the names of schools differ, most include a primary school for young children and a secondary school for teenagers (Roser & Oritz-Ospina, 2019).

Objectives and Key Terms

In this chapter, readers will…

Understand the basic purposes of school
Describe several different understandings of the concept of “school”
Define the nature of school for each level: elementary, middle, and high schools

Key terms in the chapter are…

Formal Education
Informal Education

Defining School

Before landing upon a definition for school, it is important to delineate the differences between education and schooling.

Education is a process of learning and growing as one gains understanding about the surrounding world. This is a lifelong process. It is, as John Dewey (1916) put it, a social process – ‘a process of living and not a preparation for future living.’

Schooling can often look like an institution with a very specific motive – drill learning into people according to some plan often drawn up by others. Paulo Friere (1973) famously called this banking – making deposits of knowledge. This type of “schooling” treats learners like objects.

Interested in learning more about this? https://www.gse.harvard.edu/news/ed/15/01/whats-worth-learning-school

What do you think?

Schooling vs. Education Sort

Sort the following phrases into the category where it best fits:

Choices: Rigid, Structured; Facts, information to be absorbed; Life experiences; Personal, individual interests; Stops and starts, finite; May is not all that is learned; Always going on; Can exist without schooling; Can exist without education

School Culture

What makes a good school culture? Shafer (2018) noted that it is all about connections. She describes five interwoven elements that support school structure, 1) Fundamental beliefs, 2) Shared values, 3) Norms (how people believe they should act), 4) Patterns and behaviors, and 5) Tangible evidence. To read more about those elements, you can find the article here: https://www.gse.harvard.edu/news/uk/18/07/what-makes-good-school-culture

Purposes of School

Is school for knowledge.

If asked, most people would say that the purpose of school is to provide knowledge, but the question becomes what knowledge and who should decide. Is learning for the sake of learning what school is about? Learning expands the mind and school is a way for students to be exposed to different ideas and concepts. Knowledge obtained through school can provide students with a sense of personal fulfillment (Education).

“It seems to me, that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the legitimate goals of his life.” –Martin Luther King Jr (1947)

It is argued that anything learned in school could be learned on your own (Gatto, 2005). In the modern-day of the Internet and with vast libraries of knowledge available to us, this is very true. There then becomes a problem of motivation. What would make someone want to learn math or science? Does a child just decide someday that they want to learn all about Chemistry? (Postman, 1995) It is not an issue of what information is necessary, but an issue of exposing students to different ideas that they can choose to grow and build on. It is teaching them how to learn. Education should expose students to information and teach them how to think, not tell them what to think. Martin Luther King Jr said, “Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction” (1947).

Is School for Getting a Job?

Not everyone has the opportunities or wants to go to college. Therefore, the purpose of school must be to give students the skills to get a job. This means that education is a way for anyone to support him or herself and economically contribute to society (Education). Some of these skills are taught in many of the basic classes: reading, writing, and arithmetic. There is also vocational education, which is extremely important to the lives of students who do not enjoy academia. Just because a student does not like school does not mean that the school should ignore them. It is the school’s responsibility to educate all students and prepare them for their future.

Is School for Socialization?

It is argued that any of the above items can be learned on your own (Gatto, 2005). As stated earlier, the issue of motivation and outside circumstances does provide a problem with this theory, but what can replace the socialization that a student receives in school?

Einstein said that the school’s responsibility is to educate the individual as a free individual but to also educate them to be part of society (Haselhurst, 2007). Students are around hundreds of people their own age and this teaches them how to act in society and how to communicate. This is helpful no matter what they do with their future and nothing can replace those skills. Being in a school with that many people also exposes the student to people who are different from him or herself and this is extremely helpful in anyone’s development as a human being and a better member of society (Postman, 1995). Professor Nel Noddings said that the school’s aim is “to produce competent, caring, loving, and lovable people” (Kohn, 2004, p.2).

Types of Schools

In most states, the school year is 180 days. School days often last a total of six and a half hours. This means that a child may spend more than 1,000 hours in school each year. In elementary school, how are these hours typically spent? In these sections, we will discuss the teacher’s role, what students experience in elementary, middle school, and high school.

An elementary school is the main point of delivery of primary education for children between 5-11. In elementary school, children are exposed to a broad range of topics and often remain together in one classroom. School districts and the state determine the curriculum, but generally, a student learns basic arithmetic, English proficiency, social studies, science, physical development, and fine arts.

The Role of the Teacher

An elementary school teacher is trained with an emphasis on human cognitive and psychological development as well as the principles of curriculum development and instruction. Teachers earn either a Bachelors or Master’s degree in Early Childhood or Elementary Education.

The public elementary teacher typically instructs between twenty and thirty students of diverse learning needs. These teachers use a variety of ways to teach, with a focus on student engagement (getting a student’s attention).

What Students Experience

Originally, an elementary school was synonymous with primary education. Many students prior to World War I did not attend school past Grade 8. Over the past few decades, schools in the USA have seen numbers of high school graduates rise and with it, changes in what students experience in school.

An elementary school typically contained one-teacher, one-class models, but this has been changing over time. Multi-age programs, where children in different grades share the same classroom and teachers. Another alternative is that children might have a main class and go to another teacher’s room for one subject. This could be called a rotation and it is similar to the concept of teams found in junior high school.

Middle School

Watch the following video from the perspective of a middle schooler. What would you point out as part of her environment at school? Is there any evidence of her relationship with what she is learning or her relationship with educators at her school?

High School

While there is no set standard for an American high school, some generalizations can be made about the majority. Schools are managed by local, elected school districts. Students ages 14-18 participate in four years of school. School years are normally around nine months and are broken up into quarters or semesters. The High School curriculum is defined in terms of Carnegie Units, which approximate 120 class contact hours within a year. No two schools will be the same, and no two students will have the same classes. There are some general core subjects, but electives will vary by school.

Fill out the following to highlight was is important in each level: https://docs.google.com/document/d/1gAAwwsThkvlVNHrYcII_2m5PByo8ggC4JQe6QJy4dYw/edit?usp=sharing

Watch the following video with this question in mind: According to this author, what do effective schools do differently? Does this align more closely with the notion of “schooling” or “education”?

The following resources are provided when “digging deeper” into the chapter:

Roser, Max; Ortiz-Ospina, Esteban (2019). “Primary and Secondary Education” . Our World in Data . Retrieved 24 October 2019.

Freire, P. (1972). Pedagogy of the Oppressed . Harmondsworth: Penguin.

Shafer, L. (2018) https://www.gse.harvard.edu/news/uk/18/07/what-makes-good-school-culture

Postman, Neil. (1995). The End of Education . New York: Vintage Books.

Education. (n.d.). Retrieved September 16, 2007 from http://en.wikipedia.org/wiki/Education

Gatto, John Taylor. (2005) Dumbing us Down: The Hidden Curriculum of Compulsory Schooling . (Rev. ed.). Canada: New Society Publishers.

Haselhurst, Geoff. (2007) Philosophy of Education . Retrieved September 19, 2007 from http://www.spaceandmotion.com/Philosophy-Education.htm

Hirsch, E.D. Jr. (2006). The Knowledge Deficit . Boston: Houghton Mifflin Company.

King, Martin Luther Jr. (1947). The Purpose of Education . Retrieved September 19, 2007 from http://www.drmartinlutherkingjr.com/thepurposeofeducation.htm

Kohn, Alfie. (2004). What Does it Mean to Be Well Educated? Boston: Beacon Press.

Modified from:

https://en.wikibooks.org/wiki/Social_and_Cultural_Foundations_of_American_Education/Philosophy_and_Ethics/Purpose

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Introduction to Elementary Education (CTELED)

Certificate, take classes or start a program, 2024-2025 academic requirements.

This program prepares students to transfer into an elementary education program at a four-year college or university. The first year of instruction in a bachelor's degree program in elementary education is covered. The program includes the general education courses used for many elementary education programs in Michigan that prepare students for the state-mandated basic skills tests. Requirements may vary among colleges so students should contact an advisor to discuss how the curriculum will transfer to your intended 4-year college.

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elementary education, the first stage traditionally found in formal education, beginning at about age 5 to 7 and ending at about age 11 to 13.In the United Kingdom and some other countries, the term primary is used instead of elementary. In the United States the term primary customarily refers to only the first three years of elementary education—i.e., grades 1 to 3.
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elementary education, or primary education, Traditionally, the first stage of formal education, beginning at age 5-7 and ending at age 11-13. Often preceded by some form of preschool, it usually includes middle school, or junior high school (ages 11-13), though this is sometimes regarded as part of secondary education.
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