Education Theory: The Pedagogy of American Schools Analytical Essay by Nicky

Education Theory: The Pedagogy of American Schools
Analytical essay on the American educational system.
# 149239 | 1,144 words | 4 sources | APA | 2011 | US
Published on Nov 30, 2011 in Education (Theory) , Psychology (Child and Adolescent)

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This paper is a well-researched analytical essay on the subject of the American education system. The writer looks at the subject from both the pedagogical perspective as well as a psychological perspective. Pulling from many resources, the analysis addresses the issues of lecture and textbook based learning as opposed to discussion-based and active education. The paper ends with an argument that the American education system needs an overhaul and that modern education should incorporate the considerable evidence that a wider range of educational methods and inquiry-based active learning are more conducive to optimizing learning as measured by subject-matter retention.

Executive Summary
Identification of the Problem
Issue Analysis
Theoretical Approach
Selecting and Implementing a Specific Solution

From the Paper:

"In many respects, modern American education has developed tremendously since the days of the proverbial one-room schoolhouse of the nineteenth and early 20th century in which students from several different grades (if not all grades) were combined into a single class. The modern American educational system is highly regulated and well-staffed by teachers who specialize in specific subject matter and/or particular grade levels, a comprehensive administration system, and rich extra-curricular activities and other educational and personal development programs and opportunities.
"However, the modern American educational system still relies almost exclusively on rote memorization and other forms of passive, lecture-and-textbook-based learning in which (typically) teachers present lectures on subject matter covered in textbook reading assigned to students. The problem is not necessarily that this method is ineffective for all students; rather, the problem is that this approach to learning is only marginally effective for many students and optimally effective for only a relative minority of students who happen to be most predisposed to process information and learn in that particular way (Gardner, 2000; 2007)."

Sample of Sources Used:

  • Adams, D. and Hamm, M. (1994). New Designs for Teaching and Learning: Promoting Active Learning in Tomorrow's Schools. San Francisco: Jossey-Bass.
  • Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests: The K-12 Education That Every Child Deserves. New York: Penguin Putnam.
  • Gardner, H. "Multiple Intelligences and New Forms of Assessment" Edutopia: What Works in Public Education. The George Lucas Educational Foundation (2007). Retrieved June 25, 2009, from:
  • Gerrig, R, and Zimbardo, P. (2008) Psychology and Life. New York: Allyn & Bacon.

Cite this Analytical Essay:

APA Format

Education Theory: The Pedagogy of American Schools (2011, November 30) Retrieved October 16, 2019, from

MLA Format

"Education Theory: The Pedagogy of American Schools" 30 November 2011. Web. 16 October. 2019. <>