EDTHP 115 Final Study Guide

Engel v. Vitale, 1962

Prohibited state-sponsored prayer in public schools, reinforcing the separation of church and the state in education.

Tinker v. Des Moines, 1969

Affirmed students’ right to free speech in schools as long as it does not disrupt the educational process.

Wisconsin v. Yoder, 1972

Held that Amish parents could remove their children from school after eighth grade due to religious beliefs, recognizing limits on compulsory education.

San Antonio v. Rodriguez, 1973

Ruled that the Constitution does not guarantee a right to equal school funding, allowing funding disparities based on local property taxes.

Lau v. Nichols, 1974

Public schools cannot deny a meaningful education to students with limited English proficiency by failing to provide them with supplemental language instruction.

Plyler v. Doe, 1982

Profited states from denying free public education to children regardless of their immigration status, ensuring access for undocumented students.

New Jersey v. T.L.O., 1985

Established that school officials need only “reasonable suspicion” rather than a warrant to search students, balancing student privacy with school safety.

Hazelwood v. Kuhlmeier, 1988

Permitted schools to censor school-sponsored newpapers and other curricular student publications that are inconsistent with educational objectives.

Zelman v. Simmons-Harris, 2002

Upheld a voucher program that allowed public funds to be used for tuition at private, including religious, schools, broadening school choice.

Community Parents v. Seattle School District, 2007

Restricted the use of race as a factor in assigning students to schools, limiting certain voluntary racial integration plans.

NDEA, National Defense Education Act, 1958

Provided federal funding to improve science, math, and foreign language education in response to the Cold War and the Sputnik Launch.

ESEA, Elementary and Secondary Education Act, 1965

Offered significant federal funds to support educational programs for low-income students, marking the first major federal aid to K-12 education.

HEA, Higher Education Act, 1965

Expanded access to higher education through scholarships, loans, and grants, thus increasing opportunities for underrepresented groups to attend college.

BEA, Bilingual Education Act, 1968

Recognized the needs of Limited English Proficiency (LEP) students and provided federal support for bilingual and English-as-a-Second-Language programs.

Title IX, Title IX of the Education Amendments, 1972

Prohibited discrimination based on sex in all federally funded educational programs and activities, greatly expanding opportunities for female student.

FERPA, Family Educational Rights and Privacy Act, 1974

Granted parents and eligible students the right to access and control over their educational records, enhancing privacy protections in schools.

EAHCA, Education for All Handicapped Children Act, 1975

Guaranteed that public schools provide a free, appropriate public education to students with disabilities, establishing the framework for special education.

IDEA, Individuals with Disabilities Act, 1990

Reauthorized and expanded EAHCA, ensuring students with disabilities receive individualized education programs and related services in the least restrictive environment.

Goals 200: Educate America Act, 1994

Set national educational goals and provided grants for states and communities to reform schools and improve students’ achievement.

NCLB, No Child Left Behind Act, 2001

Required states to set academic standards and assess student achievement through standardized tests, holding schools accountable for student performance.

ESSA, Every Student Succeeds Act, 2015

Replaced NCLB, giving states more flexibility in setting academic standards and designing accountability systems while still maintaining protections for disadvantaged students.

IEP (Individualized Education Program)

A legally mandated, personalized plan that outlines goals, accommodations, and services for students with disabilities to ensure they receive a free and appropriate education

504 Plan (Section 504 of the Rehabilitation Act)

A plan ensuring that students with disabilities receive accommodations necessary to access and benefit from the general education curriculum.

LRE (Least Restrictive Environment)

A principle in special education requiring that students with disabilities be educated alongside their nondisabled peers to the greatest extent possible.

FAPE (Free Appropriate Public Education)

A provision under IDEA that guarantees students with disabilities access to education at no cost, designed to meet their unique needs.

RTI (Response to Intervention)

A multi-tiered approach to early identification and support for students with learning and behavior needs, adjusting instruction and interventions based on student progress.

MTSS (Multi-Tiered System of Supports)

An integrated framework of academic and behavioral interventions at varying intensity levels to support all students.

PBIS (Positive Behavioral Interventions and Supports)

A proactive, data-driven framework that uses positive reinforcement to improve student behavior and create supportive school climates.

UDL (Univeral Design for Learning)

An educational approach that offers flexible learning environments and strategies to meet diverse learning needs and improve accessibility for all students.

SEL (Social-Emotional Learning)

Instructional practices and curricula that help students develop self-awareness, self-management, social skills, and responsible decision-making.

ELL (English Language Learner)

A student who is learning English in addition to their home language, often requiring language support services.

ESL (English as a Second Language)

Instructional programs specifically designed to improve the English proficiency of non-native speakers.

CCSS (Common Core State Standards)

Academic benchmarks in mathematics and English language arts that provide clear expectations of what students should know and be able to do at each grade level.

SLO (Student Learning Objective)

A teacher created, measurable academic goal set for a specific group of students over a defined period, used to inform instruction and measure growth.

Differentiated Instruction

A teaching approach that adjusts content, process, and products to meet the varied learning styles, interests, and abilities of individual students.

Formative Assessment

Ongoing evaluations used during instruction to monitor student learning, provide feedback, and guide future teaching strategies.

Summative Assessment

Evaluationis administered at the end of a unit, term, or school year to measure how well students have learned the material.

Bloom’s Taxonomy

A hierarchical model used to classify educational learning objectives into levels of complexity and specificity, from remembering to creating.

Formal (Official) Curriculum

The subjects, topics, and knowledge areas that are officially prescribed by an educational authority and are intended to be taught in schools

Hidden Curriculum

The values, norms, attitudes, and social expectations not explicitly stated in official documents but communicated implicitly through the school environment, interactions, and organizational culture.

Null Curriculum

The content, topics, or knowledge areas that are intentionally or unintentionally left out or omitted from the formal curriculum, thus shaping what students do not learn.

Taught (Implemented) Curriculum

The actual material and content that teachers deliver in the classroom, including how they interpret and present the formal curriculum in practice.

Learned (Attained) Curriculum

The knowledge, skills, attitudes, and understanding that students actually acquire through their school experiences, which may differ from what is officially intended or taught.

Extra or Co-curriculum

School-based actives, clubs, sports and other programs that fall outside the formal curriculum but contribute to students’ personal and social development.

Angela Duckworth - Grit

Argues that passion and perseverance outweigh talent alone in predicting student achievement.

Carol Dweck - Growth Mindset

Suggests that believing intelligence can be developed leads to greater motivation and learning success.

Linda Darling Hammond - Teacher Quality and Policy

Emphasizes well-prepared, supported, and equitably distributed teachers as the cornerstone of effective education systems.

John Hattie - Visible Learning/Effect Sizes

Identifies which teaching strategies have the greatest impact on student learning based on meta-analyses of numerous studies.

Gloria Ladson-Billings - Culturally Relevant Pedagogy

Advocates teaching that recognizes students’ cultural backgrounds as assets and integrates them into the learning process.

Sonia Nieto - Multicultural Education & Social Justice

Highlights the importance of respect for diversity, equity, and social justice to create inclusive and meaningful learning environments.

Michael Fullan - Educational Change & Leadership

Stresses that effective school improvement requires strong leadership, clear goals, and collaborative professional cultures.

Andy Hargreaves - Professional Capital & Teacher Collaboration

Argues that improving schools depends on cultivative teacher collaboration, trust, and collective expertise.

Dufour/Eaker/Wenger - Communities of Practice/Professional Learning Communities

Describes how groups sharing a common interest learn collectively and build valuable professional knowledge over time.

Gloria Ladson Billings - Culturally Responsive Teaching

Insists that instruction must connect students’ cultural experiences, making learning more relevant and effective.

Perennialism

Mortimer Adler: Focuses on enduring ideas and universal truths found in classic works of literature, philosophy, and science.

Essentialism

William C. Bagley: Stresses the core knowledge and basic skills deemed essential for all students, preparing them for preductive citizenship.

Existentialism

Maxine Greene: Encourages personal choice, individuality, and self-defined meaning, giving students freedom to shape their own educational paths.

Social Reconstructionism

George Counts: Advocates using education as a means to address social injustices, promote equity, and reform society.

Behaviorism

B.F. Skinner: Focuses on observable behaviors and the use of reinforcement, ignoring internal mental states to shape student learning.

Constructivism

Jean Piaget: Views learners as active constrictors of their own knowledge, building understanding through experiences and interactions.

Cultural-Historical Theory

Lev Vygotsky: Highlights the importance of social interaction and cultural context in cognitive development and learning.

Critical Pedagogy

Paulo Freire: Aims to empower learners through critical reflection, dialogue, and action against oppressive social conditions.

Humanism

Carl Rogers: Stresses empathy, personal growth, and learner-centered education, prioritizing the development of the whole person.

Restorative Justice

A disciplinary approach that focuses on building relationships, promoting social and emotional learning, and resolving conflicts through dialogue and open communication.

Assertive Discipline

Teachers set clear rules and expectations, confidently and consistently enforce them, and use a firm yet respectful tone to maintain authority in the classroom.

Positive Behavioral Interventions and Supports (PBIS)

A proactive framework that teaches and reinforces positive behaviors, using consistent expectations, data-driven decision-making, and tiered support systems.

Logical Consequences

When students break rules, teachers apply consequences logically related to the misbehavior, helping students understand the cause-and-effect relationship of their actions.

Behavior Contracts

Written agreements between teachers, students, and sometimes parents that outline expected behaviors, and the rewards or consequences associated with meeting or failing to meet these expectations.

Check-In/Check-Out (CICO)

A structed system where students check in with a staff member at the start of the day to set goals and check out the end of the day to review progress, providing regular feedback and accountability.

Time-Out or Reflection Time

Temporarily removing a student from the group or activity so they can calm down, reflect on their behavior, and return ready to participate constructively.

Token Economies or Reward Systems

Using tangible tokens, points, or other forms of currency that students earn for positive behavior, which can be exchanged for privileges or rewards, reinforcing good conduct.

Student-Teacher Conferences

Private discussions between a teacher and a student to address behavior issues, clarify expectations, and collaborate on strategies for improvement.

Social-Emotional Learning (SEL) Integration

Incorporative lessons on empathy, self-regulation, conflict resolution, and responsible decision-making into daily instruction, helping students develop the skills to manage their own behavior.