1. Chapter 6: Schools as Organizations
1.1. "Openness"
1.1.1. Arranged
1.1.1.1. Elementary (K-6)
1.1.1.2. Middle School (6-8)
1.1.1.3. Junior High (7-9)
1.1.1.4. High School (9-12)
1.1.2. Schools are arranged to assure that students have multiple opportunities for their learning achievements.
1.1.2.1. Advanced Diploma
1.1.2.2. Standard Diploma
1.1.2.3. Drop-out
1.2. Government in the School Systems
1.2.1. Federal
1.2.1.1. Little money is dedicated towards public education.
1.2.1.2. Little authority is demonstrated when it comes to the government of public schools.
1.2.2. State
1.2.2.1. More money is given to public schools
1.2.2.2. Maintains curriculum, safety codes, and monitors skills for teaching
1.2.3. District
1.2.3.1. Majority of school funding is given by tax payers
1.2.3.2. mandates are made and carried out by the citizens of the district
2. Chapter 7: Curriculum and Pedagogy
2.1. Information being Taught by Schools
2.1.1. Schools are required to teach a specific curriculum, which is reviewed by the state and implemented in schools.
2.1.2. Curriculum is defined as an objective and an organized body if knowledge to be taught to students.
2.2. Politics of Curriculum
2.2.1. Questions
2.2.1.1. Who shapes the curriculum being taught in the classroom?
2.2.1.2. Who's values are being represented?
2.3. Sociology of Curriculum
2.3.1. Focuses not just on what is being taught, but WHY is it being taught
2.3.2. The belief that curriculum of the school includes both that is mandatory and to the subject matter as well as the informal hidden curriculum.
3. Chapter 8: Equality of Opportunity
3.1. Students with Special Needs
3.1.1. Parents with special needs children tend to put more pressure on the education system
3.1.2. Congress passed a law for all handicapped children in 1975
3.2. Students in the Classroom Who Do Not Have Special Needs
3.2.1. Different Social Classes Have Different Experiences
3.2.1.1. Wealthier the family, the better the education
3.2.1.2. Teacher expect more from the middle and upper class students than those of the lower class, and are given more attention
3.2.1.3. There is a higher class of middle and upper class students to go to college and revive a degree
4. Chapter 9: Educational Inequality
4.1. Do Schools Produce Inequality?
4.2. Cultural Difference Theories
4.2.1. Students from lower socioeconomic backgrounds face problems in their community due to multiple reasons.
4.2.1.1. racism
4.2.1.2. poverty
4.2.1.3. social and institutional progress
4.2.2. Working class and non-white students
4.2.2.1. minority oppressed
4.2.2.2. arrive at school with different cultural dispositions
5. Chapter 10: Educational Reform
5.1. Race to the Top(Obama)
5.1.1. Many states adopted the new common core standards.
5.1.2. Grants will be given to states to aid schools while they work to meet the NCLB mandates, improve student outcomes and eliminate achievement gaps.
5.2. No Child Left Behind Act (NCLB) (Bush)
5.2.1. Mandates the uniform standards for all students in order to reduce and eventually eliminate the social class and race achievement gap by 2014.
5.2.2. has historically underserved low-income and minority children through curriculum tracking, poor grades, instruction, and low-quality teachers in urban schools
6. Chapter 2: Politics of Education
6.1. Progressivism for teaching is the most beneficial because it is student-centered.
6.2. Traditional teaching is basic and teacher- center. The focus needs to be on the students and how they learn.
6.3. The 4 Purposes of Education: 1.Intelect- students develop reading, writing, and math skills 2. Political-prepare students for diverse cultural groups and to teach the basic laws of society 3. Social- to teach students social and moral responsibility 4. Economic- preparation for the workplace
6.4. The Conservative perspective was developed by William Sumner and looks at social evolution and says individuals and groups must compete in the social environment in order to survive.
6.4.1. The role of the school according to the conservative is to survive socially, and gives students the opportunity for humans progress is depend on individual initiative drive.
6.4.2. The conservative view on unequal performances states that each individual has the ability to earn or not to earn their place within the market economy.
6.4.3. The education problems that arise are finically crippling.
7. Chapter 3: History of U.S. Education
7.1. Brown vs. Board of Education
7.1.1. In 1954 Brown came to the Topeka Board of Education and declared state laws establishing public schools for black and white students to be unconstitutional.
7.2. Horace Mann
7.2.1. a major reform movement that won support was the effort to make education available to more children
8. Chapter 4: Sociological Perspectives
8.1. Functional Theories- the picture of society that stresses the interdependence of the social system
8.2. Conflict Theories- social order is not based on some collective agreement, but on the ability of dominate groups to impose their will on subordinate groups through force, cooperation, and manipulation
8.3. Interactional Theories- the observation that functional and conflict theories are very abstract, and the emphasis structure and process at a very general level of analysis
8.4. 5 Effects of Schooling that has the Greatest Influence on a Student
8.4.1. Technology
8.4.1.1. Technology can be so beneficial to students in the classroom and can take learning to another level. Technology can make an enormous difference in a child's learning experience.
8.4.2. Religon
8.4.2.1. The background a child comes from effects them in the classroom in many ways. Their ethnicity is a major part of who they are and how they learn. It is important to incorporate different types of ethnicity in the classroom.
8.4.3. Environment
8.4.3.1. Students must have the proper learning environment in order to succeed in the classroom.
8.4.4. Teacher Behavior
8.4.4.1. Teachers are role models, instructional leaders, and are a rest influence in their students' self esteem for the years to come.
8.4.5. Student Peer Groups, Culture
8.4.5.1. The way a student reacts to their peers and their peers has a great impact on their life.
9. Chapter 5: Philosophy of Education
9.1. Generic Notions
9.1.1. Dewey's Form of Pragmastism
9.1.1.1. Instrumental
9.1.1.2. Experimentalism
9.1.2. Founded on the New Psychology and Behaviorism
9.1.3. Dewey's theories were influenced by the theory of evolution and by an eighteenth-century optimistic belief in progress.
9.1.4. Dewey's ideas about education, referred to as Progressive
9.1.4.1. Experimental Learning
9.1.4.2. Group Learning
9.1.4.3. Children participate in planning their course of study
9.2. Key Researchers
9.2.1. George Sanders Peirce
9.2.2. William James
9.2.3. John Dewey
9.3. Goals of Education
9.3.1. Dewey believed that schools should balance the needs of society and community on one hand, and the needs of the individual on the other.
9.3.2. Integrate children into into society and a democratic society.
9.3.3. Dewey stressed the importance of the school as a place where ideas can be implemented, challenged, and reconstructed, with the goals of providing students with the knowledge of how to improve the social order.
9.4. Roles of a Teacher
9.4.1. The teacher is no longer the authoritarian figure from which knowledge flows.
9.4.2. The teacher assumes the peripheral position of facilitator.
9.4.3. The teacher encourages, offers suggestions,and helps plan and implement courses of study.
9.4.4. The teacher writes curriculum and have a command of discipline in order to create and implement curriculum.
9.5. Method of Instruction
9.5.1. Students should start posing questions about what they want to know.
9.5.2. Problem-solving or inquiry method
9.5.3. Formal instruction was abandoned
9.5.4. Furniture that was usually nailed to the floor was discarded so tables and chairs could be grouped as needed.
9.6. Curriculum
9.6.1. Followed Dewey's notion of core curriculum or an integrated curriculum
9.6.2. Working from the known to the unknown
9.6.3. "expanding environments"
9.6.4. Progressive educators are not wedded to a fixed curriculum