10.1) until about one hundred years ago there was no rules regarding the enforcement of secondary education. The only education most people received was their primary or grade school education, as we call it today. You were more likely to continue if you had money, and were a male. Secondary or higher education was expensive, and the average person most likely couldn’t afford to send their children; most low class families were big, and they were lucky to all finish primary school at all because the children old enough to work were made to get jobs to help support their big family. There was indeed a gender gap because demons, and young girls of age were not seen as fit to have a very high education because there work consisted of working around
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In developing countries few finish primary school just like it was in the beginning for us because they have to get a job to support their family, again males are likely to go over females because their work is at home, they are also used for bordering and sex trafficking to help their family out of doubt most not by choice. The enforcing of the new sex trafficking laws have changed this, but money and resources are still an issue.
10.2) In the 19th century wealthy males were the ones attending secondary school so the curriculum was tailored to their needs. They had a broad liberal arts education of: history, art, literature, philosophy, Greek and Latin for economic purposes. In 1920 the students diversified and broaden so they had to adjust the curriculum to promote training for work and citizenship. This resulted in the modern curriculum we have in America to day the book calls it comprehensive high school. You have a variety of general education classes, college preparatory and vocational training were offered as well. In 1970 the in-class work went out the window and the …show more content…
In larger school students feel less attached to the community and their teachers. The little fish in the big pond effect comes in to play here what would they matter for their just one person out of this huge school why would the community or a teacher notice them over everyone else anyway. The large school on the other hand have a larger variety of classes compared to the smaller schools. More students means better funding for those classes, and more teachers to teach them. There is no correlation to academic success and school size. The smaller schools may not have all the big classes, but they have more extracurricular participation than the larger schools. Larger school have more observers than participants. The small schools have less completion for positions with in clubs, and they can recruit people for these clubs more easily, they can also assign leadership roles. This helps the students feel accomplished in their ability as well as needed in the school. Even though size doesn’t seem to affect the students over all academic success a small class size of 20-40 students is best for providing individual attention. The next thing that may affect secondary schooling is the way the classes are divided. The first plan is the 6:3:3: which means 6 years of grade school or primary school, 3 years of junior high or middle school 7th , 8th , 9th grades, and 3 years of high school 10th , 11th , 12th
In developing countries few finish primary school just like it was in the beginning for us because they have to get a job to support their family, again males are likely to go over females because their work is at home, they are also used for bordering and sex trafficking to help their family out of doubt most not by choice. The enforcing of the new sex trafficking laws have changed this, but money and resources are still an issue.
10.2) In the 19th century wealthy males were the ones attending secondary school so the curriculum was tailored to their needs. They had a broad liberal arts education of: history, art, literature, philosophy, Greek and Latin for economic purposes. In 1920 the students diversified and broaden so they had to adjust the curriculum to promote training for work and citizenship. This resulted in the modern curriculum we have in America to day the book calls it comprehensive high school. You have a variety of general education classes, college preparatory and vocational training were offered as well. In 1970 the in-class work went out the window and the …show more content…
In larger school students feel less attached to the community and their teachers. The little fish in the big pond effect comes in to play here what would they matter for their just one person out of this huge school why would the community or a teacher notice them over everyone else anyway. The large school on the other hand have a larger variety of classes compared to the smaller schools. More students means better funding for those classes, and more teachers to teach them. There is no correlation to academic success and school size. The smaller schools may not have all the big classes, but they have more extracurricular participation than the larger schools. Larger school have more observers than participants. The small schools have less completion for positions with in clubs, and they can recruit people for these clubs more easily, they can also assign leadership roles. This helps the students feel accomplished in their ability as well as needed in the school. Even though size doesn’t seem to affect the students over all academic success a small class size of 20-40 students is best for providing individual attention. The next thing that may affect secondary schooling is the way the classes are divided. The first plan is the 6:3:3: which means 6 years of grade school or primary school, 3 years of junior high or middle school 7th , 8th , 9th grades, and 3 years of high school 10th , 11th , 12th