Ch. 6,7,8,9, & 10

1. A person's race dictated what kind of education they received. Not shocking that minority students receiver less and inferior educational opportunity than white students. The reasons why minorities underachieve versus whites vary. Minorities do not receive the same educational opportunity as whites, and what they receive for maintaining their education is much less.

2. Women are better students than men when it comes to education. The women are less likely to drop out versus the men. Women also have greater reading level than men. Men are better at standardized test such as SAT or ACT. In the last few years the gender difference has declined by men and women. Data from all over the world says that women have become even with the men in every of academic achievement.

3. Chapter 8 1. Describe how class, race, and gender each impact educational outcomes.

3.1. Education is expensive so the longer you are in school, the more likely you are to need your parents. Children from higher and middle class are expected to finish school. Lower class children have low expectations. Teachers think highly of upper and middle class students due to their potential. Children from working and under class families will most likely underachieve, drop out, and resist the curriculum. Upper and middle class get to attend the bigger colleges while lower class attends small four year schools or junior colleges.

3.2. Class

4. Gender

5. Race

6. Chapter 8 2. What were the two responses to the Coleman Study from 1982?

6.1. 1.The first response talked about the comparison of private & public schools when it comes to low income families. Chubb & Moe thinks the Catholic schools have a bigger impact on student outcome. I disagree because if you're a smart student you are going to excel no matter what school you attend. Baker & Riorden research states that both Catholic & public schools are impacted equally. Catholic are at an advantage to minority students, while becoming popular in public schools

6.2. 2. The second response talks about Borman & Downing coming to the conclusion that the school you attend shouldn't be determined by race or social economic background. I agree with them because you wont find very smart students at an underachieving school. They did believe that academic success was predicated by race & class. They wanted what's left of segregation to be eliminated in the U.S. and put a stop to the favoritism of white middle class students.

7. Chapter 7 1. Explain a curriculum theory which you advocate (humanist, social efficiency, developmentalist, or social meliorist).

7.1. Humanist- Talks about how knowledge is the key to education. The curriculum is aimed at Western heritage as the basis for intellectual development. The curriculum powered its way through the nineteenth century and early twentieth century. Since Western heritage didnt remain strong critics wanted the humanist back in place

7.2. Social Efficiency- Developing skills that are needed in society. Social efficiency doesn't put as much emphasis on individual child needs. The emphasis is more on the child being able to functioning in society. Bringing together the individual aspects as well as the whole in order for the child to be successful. Teachers should be able to modify curriculum to benefit the student.

7.3. Developmentalist- Refers to the needs of the students rather than the needs of society. The student has to be well prepared as far as knowledge goes in order to make in society. The developmental stages helps the student with life experience that transfer over to education. The impact of the curriculum was very small but still remains in public schools.

7.4. Social Meliorist - Refers to the role of schools in society. George Counts and Harold Rugg are two powerful professors who influenced the social meliorist. Counts and Rugg suggest that school curriculum should show students to think and help solve societal problems or change it all together.

8. Chapter 7 2. Identify and describe the two dominant traditions of teaching

8.1. The Mimetic approach is basically students taking in information and being able to recall that information when asked. This approach works very well in steady and unchanging environment. Over the long haul, students who do well in the system benefit by earning higher education and leadership positions. The transformative approach talks about the differences in students. Its also suited to involve cognitive learning theories. This approach didnt necessarily care for building knowledge, but focused on transforming the studens overall nature and personality. The developed education systems included many of the transformative approaches. Education system at the momen is a combination of mimetic and transformative systems.f

9. Ch. 6 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)

9.1. Federal State Senators

9.1.1. 1. Author Orr

9.1.1.1. 2. Paul Sandford

9.1.1.1.1. 3. Richard Shelby

9.2. House Of Representatives

9.2.1. 1st District-Bradley Byrne, 2nd District-Martha Roby, 3rd District- Mike District, 4th District-Robert Aderholt, 5th District-Mo Brooks, 6th District-Gary Palmer, 7th District-Terri Sewel

9.3. Representative on the State school board

9.3.1. Mary Scott Hunter

9.4. Local Superintendent

9.4.1. Dr. Craig Wardynski

9.5. School Board Members

9.5.1. President-Elisa Ferrell

9.5.1.1. Vice President- Walker McGinnis

9.5.1.1.1. Third Presiding Officers- Beth Wilder, Michelle Watkins, and Pam Hill

9.6. Alabama Senator

9.6.1. Greg J. Reed

9.7. State Superintendent

9.7.1. Dr. Craig Pouncey

10. Chapter 6 2. Four Elements of change

10.1. 1. Conflict- Necessary part of change. When two parties have a disagreement. Problem within the school that has to be addressed and worked out.

10.1.1. 2. New Behaviors- Are very important. It helps change and builds a bond. After the bond is formed a solution is ready to form.

10.1.1.1. 3. Team Building-Must occur throughout the school. Every teacher must be on one accord. Relationships have to be formed in order for team building to be successful

10.1.1.1.1. 4. Process and Content- How the teacher go about doing their jobs. The conflict of changes due to the process. Trust helps build the projects within the school