My Foundations of Education

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My Foundations of Education by Mind Map: My Foundations of Education

1. Ch. 5 Philosophy of Education


1.2. Generic notions: The main focus is consciousness, perception, and meaning as they arise in a particular individual's experiences.

1.3. Key Researchers: Edmund Husserl, Martin Heidegger, Maurice Merleau- Ponty

1.4. Goal of Education: Each student should be addressed individually and education should focus on the needs of everyone, both cognitively and affectingly.

1.5. Role of the Teacher: To engage the students and learn the students lives. The role is personal and carries heavy responsibility.

1.6. Method of Instruction: Each child will learn differently and need to be taught in a way that best suits their needs. It is the teachers job to figure out what works best for each student.

1.7. Curriculum: Is chosen biased toward humanities. They encourage students to face problems as well as possibilities.

2. Ch.2 Politics of Education


2.2. Intellectual- This purpose of education is to teach basic skills in reading, writing, and mathematics. This helps students use different thinking skills.

2.3. Political- This purpose of education is to teach the basic laws of society, existing political order, and how to prepare students who choose to participate in future democracies.

2.4. Social- This purpose of education is to ensure stability in a society by knowing how to solve social problems.

2.5. Economic- This purpose of education is how to prepare students for their desired degree or occupation.


2.7. The conservative perspective for the role of the school is to give necessary tools and resources to increase. Only the most talented and hard working will receive the given tools to benefit the economic productivity and social stability.

2.8. The conservative perspective for explanations of unequal performance is that the school system is set up for students to succeed. If students fail, it is based on their own intelligence and initiative. They believe students rise and fail on their own.

2.9. The conservative perspective of educational problems are decline of standards, education that responds to the needs of all cultural groups, every culture should be viewed as equal; including values and ideas, decline of authority which led to chaos, and they are immune from laws due to being state controlled and not being ran efficiently.

3. Ch. 3 History of U.S Education


3.2. The reform movement that I think had the most influence on education is Equality of Opportunity. This allowed the opportunity for educational growth and success. It was believed to be capable of solving problems of Inequality. Giving Individuals the same opportunity to pursue education was the "great equalizer".


3.4. The Democratic- Liberal school believes it's success in U.S History is by providing equality of opportunity to everyone. By rejecting the conservative view of schools, educational opportunities have expanded.

4. Ch. 4 Sociological Perspectives


4.2. Functionalism- The school has students socialize, and then they sort through and select students by what they are capable of.

4.3. Conflict Theory- This theory emphasizes struggle. Schools are compared to social battlefields because students are against teachers, and teachers are against administrators.

4.4. Interactionalism- Criticizes the functional and conflict theories because they are opposites and need guidance due to being on different levels.


4.6. Employment- has an impact on students because it discusses the importance of college. It lists research that proves a degree will lead to more employment options. It also states higher levels of education are required at large organizations.

4.7. Education and Mobility- has an impact on students because it discusses the benefit education has by increasing the economic and social mobility. It states everyone is set for success for you rise or fail on your own.

4.8. Teacher Behavior- has an impact because it discusses the teacher role and how they wear many hats in the classroom. The way a teacher acts can impact the students very much. They must set examples for their students.

4.9. Tracking- has an impact because it discusses the way students are placed in a school system. They are tracked in ways like abilities and inclinations. Students are placed by working class and middle class due to their vocational or academic tracks.

4.10. Gender- has an impact because it discusses the gender roles in a school system. How each gender is treated and the inequalities of each working class are mentioned. Gender discrimination in the work field is included as well.

5. Ch. 6 Schools as Organizations

5.1. Senator-Doug Jones,House of Rep.-Randall Shedd, Connie Rowe, Will Ainsworth, David Standridge,State Superintendent-Michael Sentance,Local School Board-Ken Benton,Chris Latta, Jackie Sivley, William Ferry, Bruce McAfee

5.1.1. Major Stakeholders for my district-

5.2. Elements of Change

5.2.1. School Processes-are described as being "elusive and difficult to define, but all powerful nonetheless".

5.2.2. School cultures- changing the cultures of schools require a great amount of patience, skill, and good will. It is not easy for authorities to come to an agreement.

6. Ch. 7 Curriculum and Pedagogy

6.1. Social Efficiency

6.1.1. The curriculum is described as being rooted in the belief that different groups of students with different sets of needs and aspirations, should receive different types of schooling. There are two sides to this curriculum, the first suggest a strong classification in which there is a heavy distinction between academic subject. The second side is weak classified where the subjects are overlapped with one another.

6.2. Mimetic

6.2.1. tradition of teaching whose purpose of education is to transmit specific knowledge to students through the didactic method. This method is used through lecture or presentation.

6.3. Transformative

6.3.1. tradition supports a different theory from mimetic. The goal is for the teacher to change students in a more meaningful way, such as, intellectually, creatively, spiritually, and emotionally verses the academically.

7. Ch. 8 Equality of Opportunity

7.1. class-refers to the relation between parental income and children's performance on tests. This would be true for how a child places on test and is grouped from those results.

7.2. race- has a impact on how much education the individual will receive. Dropout percentages for whites are 5.2, African Americans are 9.3, and Hispanics are 17.6.

7.3. gender- females have a lower number of dropouts and achieve higher scores in reading. Males have higher drop out rates and score better in math. Females also have a higher percentage for attending college than males do.

7.4. 2 responses to Coleman(1982)

7.4.1. Jencks used Coleman's findings to determine the estimated yearly average achievement by public and catholic school students to be tiny. The differences between the two are significant but when it comes to learning the differences are negligible.

7.4.2. Chubb are Moe state that private schools seem to do better than public schools when it comes to low-income students.

8. Ch. 9 Educational Inequality

8.1. Cultural differences

8.1.1. John Ogbu argues that African American children do less well in school because they socialize themselves with their surroundings and what they are use to. They do not have anyone to encourage them to do better and reach for goals that are outside of their normality.

8.1.2. Hurn says all cultures are equally accountable in cultural differences. Each culture is generated to believe they are only capable of achieving their norms and nothing more. They accept what they are use to and do not try for anything else.

8.2. School centered Inequalities

8.2.1. Explanations of school centered inequalities are factors such as teachers, teaching methods, curriculum, school climate, and teacher expectations.

9. Ch. 10 Educational Reform

9.1. School based reforms

9.1.1. Charter schools- public schools that are free from most of the regulations that public schools must abide by. Charter is an agreement of performance measurements of success by the students based on the school.

9.2. School-Business Partnerships

9.2.1. School-Business partnerships have decreased since the 70's. They began when businesses increased and were concerned that the nations schools were not producing the graduates that were needed.

9.3. School Finance Reforms

9.3.1. this started after the court decision regarding the Rodriguez v San Antonio case. It declared no right to equal education, school finance equity and adequacy advocates litigated at state level. In 1990, the court ruled more funding was necessary to serve the children in the poorer school districts. Funding was then equalized between urban and suburban districts. Extra money was allotted for additional programs in poorer school districts as well.

9.4. Full Service and Community Schools

9.4.1. this was used to educate not only the students but their families within the community as well.