The one-room schoolhouse is a phenomenon impacting today’s modern school system. Historic schooling required the teacher to be in complete control over their student’s educational experiences. Curriculum design, instructional implantation, and classroom management were the sole responsibility of the classroom teacher. Opportunities to collaborate, problem solve, retain essential feedback from other individuals in the field of education was minimal. Unfortunately, this type of educational practices enhanced stagnation, which negatively impacted the learning environment. This paper sheds light to the legacy of the one-room schoolhouse while simultaneously analyzes how one elementary school, housed in Southern California, is still impacted
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The authors describe the one-room schoolhouse as, “In the one-room schoolhouse, the teacher was responsible for all that transpired within its four walls; therefore collective action in a school was automatic” (Glickman, Gordon & Gordon-Ross, 2013, p, 17). The teacher had full control over curriculum implementation and instructional practices, therefore, education was inclusive, isolated, and personalized to meet the needs of the individual teacher. The one-room schoolhouse is an ideology that has endured longevity, as the institutional beliefs remain intact during present day. More specifically, “The one-room schoolhouse of pioneer times has spawned a deep-seated institutional belief among educators that is characterized by isolation, psychological dilemmas, routine, inadequate induction of beginning teachers, inequity, lack of career stages, lack of professional dialogue, lack of involvement in school decisions, lack of a shared technical culture, and conservatism” (Glickman, Gordon & Ross-Gordon, 2013, p. 17). The legacy of the one-room schoolhouse continues to exist in individual classroom embedded within the contours of an educational …show more content…
There is little or no collaborative conversation that transpire as most often discuss personal topics relating to their specific life. Recognizing the importance of collaborative conversation, in which student needs and instructional practices are at the forefront is an accepted ideology, as changes are starting to transpire. Teachers are now permitted time to meet in grade level groups with the intention of engaging in collaborative conversations. Although this is a move in the right direction, it is imperative to ask the following question: “How can engaging in collaborative conversation across grade levels enhance instructional practices and student achievement?” Educational organization must be fluid in nature, evolving to meet the ever-changing societal needs. In a society that is connected through immediate social media communication systems, we as educational leaders, must create platforms in which educators can converse to a variety of educators both within the organization and outside of the
The authors describe the one-room schoolhouse as, “In the one-room schoolhouse, the teacher was responsible for all that transpired within its four walls; therefore collective action in a school was automatic” (Glickman, Gordon & Gordon-Ross, 2013, p, 17). The teacher had full control over curriculum implementation and instructional practices, therefore, education was inclusive, isolated, and personalized to meet the needs of the individual teacher. The one-room schoolhouse is an ideology that has endured longevity, as the institutional beliefs remain intact during present day. More specifically, “The one-room schoolhouse of pioneer times has spawned a deep-seated institutional belief among educators that is characterized by isolation, psychological dilemmas, routine, inadequate induction of beginning teachers, inequity, lack of career stages, lack of professional dialogue, lack of involvement in school decisions, lack of a shared technical culture, and conservatism” (Glickman, Gordon & Ross-Gordon, 2013, p. 17). The legacy of the one-room schoolhouse continues to exist in individual classroom embedded within the contours of an educational …show more content…
There is little or no collaborative conversation that transpire as most often discuss personal topics relating to their specific life. Recognizing the importance of collaborative conversation, in which student needs and instructional practices are at the forefront is an accepted ideology, as changes are starting to transpire. Teachers are now permitted time to meet in grade level groups with the intention of engaging in collaborative conversations. Although this is a move in the right direction, it is imperative to ask the following question: “How can engaging in collaborative conversation across grade levels enhance instructional practices and student achievement?” Educational organization must be fluid in nature, evolving to meet the ever-changing societal needs. In a society that is connected through immediate social media communication systems, we as educational leaders, must create platforms in which educators can converse to a variety of educators both within the organization and outside of the