My Foundations of Education

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

1. Philosophy of Education

1.1. Generic Notion: John Dewey was one of the founders of this schooling thought. His ideas were influenced by the theory of evolution and by an eighteenth-century optimistic belief in progress. For Dewey, this meant the attainment of a better society through education.

1.1.1. His ideas on education were often referred to as progressive, proposed that educators start with the needs and interests of the child in the classroom.

1.1.1.1. Allow the child to participate in planning his or her course of study, employ project method or group learning, and depend heavily on experiential learning.

1.2. Key Researchers: George Sanders Peirce, William James, and John Dewey.

1.2.1. Also the earlier European philosophers who also might be considered are Frances Bacon, John Locke, and Jean-Jacques Rousseau.

1.3. Pragmatism: viewed as an American philosophy that developed in the latter part of the nineteenth century. Is is a philosophy that encourages people to find processes that work in order to achieve their desired ends.

1.4. A pragmatic scheme is seen as PROBLEM---SPECULATIVE THOUGHT----ACTION----RESULTS

1.5. Goal of Education: The belief that school should provide "conjoint communicated experience" --- that id should function as preparation for the life in a democratic society.

1.6. Role of the Teacher: Is no longer the authoritarian figure.

1.6.1. The teacher will encourage, offer suggestions, questions, and help plan and implement courses of study. The teacher will also write the curriculum and much have a command of several disciplines in order to create and implement the curriculum.

1.7. Methods of Instruction: Children should start their mode of inquiry by posing questions.

1.7.1. Thought that children learn both individually and in groups.

2. Schools as Organizations

2.1. Federal US Senators: Doug Jones and Richard Shelly.

2.1.1. House of Representatives: Mo Brooks

2.1.1.1. Alabama Department of Education: Member District 6: Cynthia Sanders McCarty, District 7: Jeffery Newman, District 8: Mary Scott Hunter

2.1.1.1.1. Alabama Sate Legislature: Senator District 1: Tim Melson, District 2: William L Holtszclaw, District 3: Arthur Orr

3. Curriculum and Pedagogy

3.1. Developmentalist Curriculum: This curriculum is related to the needs and interests of the student rather that the needs of society. It is more student centered and concerned with relating the curriculum to the needs and interests of each child at particular developmental stages. It stresses the importance of relating schooling to life experiences of each child in a way that would make education come alive in a meaningful manner. This curriculum was emanated form the writings of Dewey.

3.1.1. The two dominant traditions of teaching are the mimetic (conservative) and transformative (progressive). Mimetic: based on the viewpoint that the purpose of education is to transmit specific knowledge to students. In this method they use what is called "didactic method" in which they rely on the lecture or presentation as their main form of communication. Transformative: This teaching strategy believes the purpose of education is to change the student in some meaningful way; intellectually, creatively, spiritually, and emotionally. This process of teaching includes not only the didactic transfer information but the conversation between teacher and student in such a way the students becomes an integral part of the learning process.

4. Equality of Opportunity

4.1. There are many factors that impact the learning of children in school today. Race class and gender are three major roles that might effect the outcome of the child's education.

4.1.1. Class: Students in different social classes will gave different kinds of education. For example, education is very expensive. The longer a students stays in school, the more likely this student will come from a wealthier family. Families from upper class and middle class are more likely to expect their child to finish school. It is also been said and shown that some teachers will expect more of students from upper or middle class families because they are more likely to speak "standard" English.

4.1.1.1. Race:An individuals race has a direct impact on ho much education he of she is likely to achieve. Black students and Hispanic students do not receive the same educational opportunities as whites and their rewards for educational attainment are significantly less. It is also important to note that Asian students outperform white, hispanic and black students.

4.1.1.1.1. Gender: Even though women are often rated as being better students than males, in the past they were less likely to attain the same level of education. Today, male and female are both offered the same opportunities in educational settings. It is said that women have a higher proficiency in reading and males have a higher proficiency in mathematics.

4.2. The Coleman Study 1982- Part One: In the examination of efforts on achievement, statistical controls on family background are introduced in order to control on those background characteristics that are most related to achievement. The achievement difference differences between the private sectors and the public sector are reduced ( more for other private schools than for Catholic School) but differences remain.

4.3. Part Two: What then of Coleman, Hoffer, Kilgore's claim that Catholic schools are educationally superior to public schools? If trivial advantage is what they mean by such a claim, then we suppose we would have to agree. But judged against reasonable benchmarks, there is little basis for this conclusion.

5. Educational Inequality

6. Educational Reform

7. Politics of Education

7.1. The four purposes of Education:

7.2. 1. Intellectual

7.2.1. 1. The role of the school for the conservative: The conservative perspective sees the role of the school as providing the necessary educational training to ensure that the most talented and hardworking individuals receive the tools necessary to maximize economic and social productivity

7.3. 2. Political

7.3.1. 2. Explanations for unequal performance for the conservative: Argue that individuals or groups of students rise and fall on their own intelligence. hard work, and initiative, and that achievement is based on hard work and sacrifice.

7.4. 3. Social

7.4.1. 3. Definition of education problems for the conservative: DECLINE OF VALUES or OF CIVILIZATION, schools lost their traditional role of teacher moral roles and standards.

7.5. 4. Economic

8. History of U.S Education

8.1. George W. Bush's No Child Left Behind ( 2001): This reform movement stated that setting high standards and establishing measurable goals could improve individual outcomes in education.

8.2. The Democratic-Liberal School: believe that the history U.S. education involves the progressive evolution, albeit flawed, of a school system committed to providing equality of opportunity for all.

8.2.1. Historians that represent this view: Ellwood Cubberly, Merle Curti, and Lawrence A. Cremin.

9. Sociology of Education

9.1. Functionalist Theories: These sociologist begin with a picture of society that stresses the interdependence of the social system; these researchers often examine how well the parts integrated with each other.

9.1.1. They view society as a kind of machine, where one part articulates with another to produce the dynamic energy required to make society work.

9.1.2. Emile Durkheim ( the earliest sociologist to embrace a functionalist point of view about the relation of school and society.

9.1.2.1. He believed that education, in virtually all societies, was of critical importance in creating the moral unity necessary for social cohesion and harmony. Moral values were the foundation of society

9.2. Conflict Theories: In this view the glue of society is economic, political, cultural, and military power.

9.2.1. Conflict sociologist do not see the relation between school and society as unproblematic or straightforward. The emphasis struggle.

9.2.1.1. From their point of view schools are similar to "social battlefields" where students struggle again teachers and teachers against administrators.

9.2.2. Karl Marx: the intellectual founder of the conflict in the sociology of education.

9.2.2.1. He believed that while industrialization and urbanization were producing a new class of workers these workers were families who lived in poverty and had little hope of creating a better life for their children, this class would rise up and overthrow the capitalist and establish a new society.

9.3. Interactionist Theories: Are primarily critiques and extensions of the previous theories.

9.3.1. The critique arises from the observation that functionalist and conflict theories are very abstract, and emphasize structure and process at a very general (macrosociological) level of analysis.

9.3.1.1. The process by which students are labeled gifted or learning disabled are from an interactional point of view.

9.3.2. Basil Bernstein has argued that the structural aspects of the educational system and the international aspects of the system reflect each other and must be viewed holistically.

9.3.2.1. He's examined how speech patterns reflect students social backgrounds and hoe students from the working-class backgrounds are at a disadvantage in the school setting because schools are essentially middle-class organizations.

9.4. 5 Impacts of Schooling:

9.5. (1) Knowledge and Attitudes:

9.5.1. When it comes to schooling a students social background is taken into account. It is said that the higher the social class background the higher his or her achievement will be.

9.6. (2): Education and Mobility:

9.6.1. Most Americans believe that more education leads to economic and social mobility. This means the higher your education level is the more opportunities that will be available.

9.7. (3): Teacher Behavior:

9.7.1. Teachers have a huge impacts on a students learning ability. They should enter their classroom with a positive head. The more a students trusts and is praised by the teacher the easier it is for that child to learn from him or her.

9.8. (4): Education and Inequality:

9.8.1. Educations helps with inequality by providing a a life-long improvement of ones self, it's an on going process. It does not just involve schooling it also teachers them life lessons and social skills they might not be afforded at home or in their social environment.

9.9. (5): Tracking:

9.9.1. Help students that should be in certain classes based on their abilities and inclinations