Foundations of Education

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Foundations of Education by Mind Map: Foundations of Education

1. Politics of Education CH 2

1.1. 1.Identify and describe the four purposes of education. 2. Choose and describe a perspective for each of the following: 1) the role of the school; 2) explanations of unequal performance; and 3) definition of educational problems.

1.1.1. 1. Intellectual Purposes: such as the development of mathematical and reading skills, Political and Civic Purposes: such as the assimilation of immigrants, Economic Purposes: such as job preparation, and Social Purposes: such as the development of social and moral responsibility.

1.1.2. 2. 1) The conservative perspective sees the role of the school as the school is providing the right education to make sure the most talented and hard-working students get the right knowledge for them to excel in the world. 2) The radical perspective believes that students from all lower income backgrounds go to school with unequal opportunities. They also believe that educational failure is caused by the economic system. 3) The liberal definition of educational problems has different viewpoints. Schools have limited life chances, schools place to much on discipline, and the curriculum leaves out the diverse culture.

2. History of U.S. Education CH 3

2.1. 1. Choose and describe a reform movement that you think has had the most influence on education. 2. Choose and describe one historical interpretation of U.S. Education.

2.1.1. 1. I think the Every Child Succeeds Act has a lot of influence on schools today. I think that no matter your race, background, or income every child and student deserves an education. This movement has a major influence on that today.

2.1.2. 2. The Democratic-Liberal School; More students from diverse backgrounds wen tot school for a longer period of times. The social goals became more important as or then the intellectual ones. The democratic-liberals believed that education of a school system provided equal opportunity for all.

3. Sociological Perspectives CH 4

3.1. 1. Define each of the theoretical perspectives concerning the relationship between school and society: functionalism, conflict theory, and interactionalism. 2. Identify and describe 5 effects of schooling on individuals that you think have the greatest impact on students as explained in the book (there are 10 between pages 121-128).

3.1.1. 1. Functionalists Theories- view society as a kind of machine that makes society work. Conflict Theories- they do not see the relation between schools and society as a problem. Interactionist Theories- they make the classroom different by opening the eyes and focusing on the interactions and behaviors between students and students, and between students and teachers,

3.1.2. 2. Knowledge- Schools today have a huge impact on the students knowledge that they gain, Attitudes- Schools do not have an impact on students attitudes, Employment- graduating from school will lead to better job opportunities because most jobs today require a degree, Education- the number of years a student has of education can effect who they are when they grow older, and Mobility- Private and public schools receive the same amount of education but a private school diploma requires more of an educational route.

4. Philosophy of Education CH 5

4.1. 1. Describe the particular world view of one of student-centered philosophy of education (pragmatism or existentialism). Include the following information: generic notions, key researchers, goal of education, role of teacher, method of instruction, and curriculum.

4.1.1. Many people argue that existentialism is not a school philosophy. For the purposes of the adherents they will consider it as a philosophical movement for education. Existentialists believe that people were placed on the earth alone and make sense of the world. To Sartre, he believed that people must create themselves and to create their own meaning by the choices they make in their lives. Existentialists believe that education needs to focus on the needs of the people and that education should stress the importance of individuality. They see education as a get away from the cruel world that we live in today. Teachers should understand themselves and help their students understand their own "lived worlds." Teachers should also help their students become, in Greene's (1978) words, "wide awake." Existentialists view learning as personal. They believe that each child has a different way of learning and it is up to the teacher to figure out how each child learns. The role of the teacher is to work together with the students. They would choose curriculum heavily biased toward the humanities.

5. Schools as Organizations CH 6

5.1. 1. Identify major stakeholders in YOUR district by name (Federal Alabama senators and House of Representative, state senator and house of representative, state superintendent, representative on state school board, local superintendent, and all members on local school board) 2. Identify and describe the elements of change within 1. school processes and 2. school cultures

5.1.1. 1. Doug Jones and Richard Shelby. Bradley Byrne, Martha Roby, Michael D. Rogers, Robert Aderholt, Mo Brooks, Gary Palmer, and Terri Sewell. Doug Jones and Richard Shelby. Michael Sentance. Dr. Michael A Erwin, Vickie Turner, and Jim McMahan.

5.1.2. 2. Schools are separate social organizations because they have a definite population, they are pervaded by a "we feeling", and they have a culture that is definitely their own.

6. Curriculum & Pedagogy CH 7

6.1. 1. Explain a curriculum theory which you advocate (humanist, social efficiency, developmentalist, or social meliorist). 2. Identify and describe the two dominant traditions of teaching.

6.1.1. 1. The humanist curriculum theory is the one that I recommend because it's purpose is to present to the students the best of what has been thought and written.

6.1.2. 2. The mimetic tradition is based on the viewpoint that the purpose of education is to transmit specific knowledge to students. The other tradition is the trans-formative tradition. The tradition it to change the students in a meaningful way.

7. Equality of Opportunity CH 8

7.1. 1. Describe how class, race, and gender each impact educational outcomes. 2. What were the two responses to the Coleman Study from 1982? (There are several but focus on 1982 responses.)

7.1.1. 1. Class impacts educational outcomes because education is expensive. So the longer a student stays in school the more the student is going to need parental support. Families from the upper class and middle class are more than likely going to expect their child to finish school. A persons race has a huge impact on how much he or she is likely to achieve in education. 5.2 percent of white students are drop outs, where 7.4 percent of black students are dropouts and 17.6 percent of Hispanics are dropouts. Gender impacts the education outcome because females are less likely to drop out of school then men are. Females are often rated as better students than men.

7.1.2. 2. One response was that the differences that do not exist between public and Catholic schools are statistically significant. The other response was that the evidence ignores the past two decades of findings that support a democratic view of Catholic schools.

8. Educational Inequality CH 9

8.1. 1. Explain at least two types of cultural differences theory (page 424-427) 2. Describe at least four school-centered (not student-centered) explanations for educational inequality

8.1.1. 1. Cultural Deprivation Theories suggests that working-class and nonwhite families often lack the cultural resources, such as books and other educational resources. Cultural Difference Theories agree that there are cultural and family differences between working and nonwhite students.

8.1.2. 2. School financing, Effective school research, between-school differences, and within-school differences.

9. Educational Reform CH 10

9.1. 1. Describe two school-based reforms (school-based, school-business partnerships, privatization, school-to-work programs, teacher education or teacher quality) 2. Describe at least two societal, economic, community, or political reforms that impact education.

9.1.1. 1. Privatization became involved in public education; first, for profit companies such as the Edison Company then as well as local universities. Teacher Education was a response to the initial debated concerning the failure of the schools. If the schools were not functioning properly then the teachers and their teaching had to be looked at critically.

9.1.2. 2. Full Service and Community Schools are schools who not only educate the whole child but the whole community. Harlem Children's Zone was made to leave children where they are instead of removing them from their neighborhood.