What the schools teach: a social history of the American Curriculum since 1950

The purpose of this essay is to frame a social history of the American school curriculum since 1950 by exploring the interplay between proposals that have been advanced for what the schools should teach and what actually has occurred as schools have attempted to put those recommendations into practice. Our starting point is the life adjustment education movement and the conflict that emerged between its champions and another group of curriculum reformers enamored of discipline-centered curriculum reform. The resulting essay examines the conflict between these two groups of reformers from the 1950s onward and consideres its impact on what the schools have taught. We will then consider how that conflict has played itself out from the 1970s onward and what that tells us about the contemporary school curriculum

The Conflict over Life Adjustment Education

During the 60’s decade a consensus would become solidified under the banner of life adjustment education. A movement of multiple strains of thinking depending on who was explicating its meaning, it has been associated certain brands of child-centered education, particularly so-called progressive education movement. Almost immediately, however, life adjustment education itself was challenged by a group of reformers who favored organizing the curriculum around the traditional disciplines of knowledge. The subject of this essay is the story of this conflict over the organization of the curriculum between life adjustment education and discipline-centered curriculum reform, and what it tells us about the American school curriculum that is

Supporting Urban School Students’ Preparedness for Post-Secondary Study Through Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)

Despite efforts to increase the number of urban school students from low-income backgrounds who graduate from high school and attend college, success in postsecondary continues to be a pervasive challenge. This study examined a Gaining Early Awareness and Readiness Programs (GEAR UP) high school who had received the intervention program beginning in seventh grade. Findings in the study revealed that there was a significant difference in Preliminary Scholastic Aptitude Test (PSAT) scores between the intervention and comparison group. GEAR UP students significantly outperformed the comparison group on their composite PSAT score, as well as on mathematics and reading subtests

El conflicto sobre la educación adaptada a la vida

Durante la década de los sesenta un consenso se solidificó bajo la bandera de la educación adaptada a la vida. Un movimiento con varias corrientes de pensamiento, dependiendo de quién explicara su significado, ha sido asociado con algunas tendencias de educación centrada en los niños, particularmente llamado movimiento de la educación progresiva. Pero, casi inmediatamente después, la educación para la adaptación a la vida se vio desafiada por un grupo de reformadores que estaban en favor de organizar las asignaturas del currículum alrededor de las disciplinas tradicionales del conocimiento. El tema de este artículo es la historia de este conflicto acerca de la organización del currículum entre educación adaptada a la vida y currículum centrado en las disciplinas, y de lo que esto nos dice acerca de la historia del currículum en los Estados Unidos

The Conflict over Life Adjustment Education

Durante la década de los sesenta un consenso se solidificó bajo la bandera de la educación adaptada a la vida. Un movimiento con varias corrientes de pensamiento, dependiendo de quién explicara su significado, ha sido asociado con algunas tendencias de educación centrada en los niños, particularmente llamado movimiento de la educación progresiva. Pero, casi inmediatamente después, la educación para la adaptación a la vida se vio desafiada por un grupo de reformadores que estaban en favor de organizar las asignaturas del currículum alrededor de las disciplinas tradicionales del conocimiento. El tema de este artículo es la historia de este conflicto acerca de la organización del currículum entre educación adaptada a la vida y currículum centrado en las disciplinas, y de lo que esto nos dice acerca de la historia del currículum en los Estados Unidos.During the 60’s decade a consensus would become solidified under the banner of life adjustment education. A movement of multiple strains of thinking depending on who was explicating its meaning, it has been associated certain brands of child-centered education, particularly so-called progressive education movement. Almost immediately, however, life adjustment education itself was challenged by a group of reformers who favored organizing the curriculum around the traditional disciplines of knowledge. The subject of this essay is the story of this conflict over the organization of the curriculum between life adjustment education and discipline-centered curriculum reform, and what it tells us about the American school curriculum that is.Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granad

What the schools teach: a social history of the American Curriculum since 1950

El propósito de este ensayo es enmarcar la historia social del currículum escolar estadounidense desde 1950, explorando la interconexión de las diferentes propuestas que se han planteado acerca de lo que se debía enseñar en las escuelas y sobre lo que realmente ocurría cuando estas escuelas intentaban poner en práctica dichas recomendaciones. Nuestro punto de partida es el movimiento de educación centrada o ajuntada a la vida y el conflicto que surgió entre sus defensores y otros grupos de reformadores curriculares que favorecían la reforma curricular centrada en las disciplinas. El ensayo resultante analiza el conflicto entre estos dos grupos de reformadores de los años cincuenta en adelante y considera su impacto en lo que se enseñaba en las escuelas. Por lo tanto consideraremos cómo se ha manifestado este conflicto a partir de los setenta y lo que nos puede decir acerca del currículum escolar contemporáneo.The purpose of this essay is to frame a social history of the American school curriculum since 1950 by exploring the interplay between proposals that have been advanced for what the schools should teach and what actually has occurred as schools have attempted to put those recommendations into practice. Our starting point is the life adjustment education movement and the conflict that emerged between its champions and another group of curriculum reformers enamored of discipline-centered curriculum reform. The resulting essay examines the conflict between these two groups of reformers from the 1950s onward and consideres its impact on what the schools have taught. We will then consider how that conflict has played itself out from the 1970s onward and what that tells us about the contemporary school curriculum.Grupo de Investigación FORCE Universidad de Granad

Lo que enseñan las escuelas: una historia social del currículum en los Estados Unidos desde 1950

El propósito de este ensayo es enmarcar la historia social del currículum escolar estadounidense desde 1950, explorando la interconexión de las diferentes propuestas que se han planteado acerca de lo que se debía enseñar en las escuelas y sobre lo que realmente ocurría cuando estas escuelas intentaban poner en práctica dichas recomendaciones. Nuestro punto de partida es el movimiento de educación centrada o ajuntada a la vida y el conflicto que surgió entre sus defensores y otros grupos de reformadores curriculares que favorecían la reforma curricular centrada en las disciplinas. El ensayo resultante analiza el conflicto entre estos dos grupos de reformadores de los años cincuenta en adelante y considera su impacto en lo que se enseñaba en las escuelas. Por lo tanto consideraremos cómo se ha manifestado este conflicto a partir de los setenta y lo que nos puede decir acerca del currículum escolar contemporáneo

Deep Ensemble for Rotorcraft Attitude Prediction

Historically, the rotorcraft community has experienced a higher fatal accident rate than other aviation segments, including commercial and general aviation. Recent advancements in artificial intelligence (AI) and the application of these technologies in different areas of our lives are both intriguing and encouraging. When developed appropriately for the aviation domain, AI techniques provide an opportunity to help design systems that can address rotorcraft safety challenges. Our recent work demonstrated that AI algorithms could use video data from onboard cameras and correctly identify different flight parameters from cockpit gauges, e.g., indicated airspeed. These AI-based techniques provide a potentially cost-effective solution, especially for small helicopter operators, to record the flight state information and perform post-flight analyses. We also showed that carefully designed and trained AI systems could accurately predict rotorcraft attitude (i.e., pitch and yaw) from outside scenes (images or video data). Ordinary off-the-shelf video cameras were installed inside the rotorcraft cockpit to record the outside scene, including the horizon. The AI algorithm could correctly identify rotorcraft attitude at an accuracy in the range of 80\%. In this work, we combined five different onboard camera viewpoints to improve attitude prediction accuracy to 94\%. In this paper, five onboard camera views included the pilot windshield, co-pilot windshield, pilot Electronic Flight Instrument System (EFIS) display, co-pilot EFIS display, and the attitude indicator gauge. Using video data from each camera view, we trained various convolutional neural networks (CNNs), which achieved prediction accuracy in the range of 79\% % to 90\% %. We subsequently ensembled the learned knowledge from all CNNs and achieved an ensembled accuracy of 93.3\%