Final Assignment

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Final Assignment by Mind Map: Final Assignment

1. Teacher Education

1.1. Historical Perspective

1.1.1. Hidden Curriculum

1.1.1.1. Social Inequality ( Kachur -Guest Lecturer)

1.1.1.1.1. Technical forms of knowledge

1.1.1.1.2. Conflicting Ideologies

1.1.1.2. Questioning Attitude

1.1.1.2.1. Teaching

1.1.1.2.2. Learning/Knowledge

1.1.1.2.3. School and Society

1.1.1.3. Democratic Society

1.1.1.3.1. Education

1.1.2. Reform Movement 1991

1.1.2.1. Alternate pedagogical approaches to education

1.1.2.1.1. Politically Neutral

1.1.2.2. Feminist Theory

1.1.2.3. Social Reconstructionist Tradition

1.1.2.3.1. Diverse Student Population

1.1.2.3.2. Teacher Education Programs

1.2. Sociological Perspective

1.2.1. Differing Classes (Kachur-Guest Lecturer)

1.2.1.1. Jurisdiction of school

1.2.1.2. Quality of Teachers

1.2.1.3. Specific School System

1.2.1.3.1. Private Schools

1.2.1.3.2. Public Schools

1.2.1.3.3. Catholic Schools

1.2.2. Hidden Curriculum (in class)

1.2.3. Gender

1.2.3.1. Feminist Theory

1.3. Philosophical Perspective

1.3.1. Quality Education

1.3.1.1. Considered to be efficient, classroom managed, control, and effectively taught

1.3.1.2. Community Involvement

1.3.1.2.1. Volunteer

1.3.2. Pedagogical Practices

1.3.2.1. Politically Neutral

1.3.2.2. comparative/critical/feminist perspective

1.3.2.2.1. Questioning attitude toward teaching

1.3.2.3. Reform Movement 1991

1.3.2.3.1. Preparing teachers for diverse-student population

1.3.2.3.2. Development of teacher education programs

1.3.3. Power

1.3.3.1. Control

1.3.3.1.1. Ideologies

1.3.3.2. Management of Classrooms ( in class)

1.3.3.2.1. Teachers

1.3.3.3. Hidden Curriculum ( in class)

2. Whither Alberta

2.1. Historical Perspective

2.1.1. Challenging Power Structures

2.1.1.1. Inclusion Education (in class)

2.1.1.2. Globalization

2.1.1.3. New Right Ideology

2.1.1.4. Liberal Education

2.1.1.5. Democracy

2.1.1.5.1. Public Education

2.1.2. Change in attitudes towards education

2.1.2.1. Rebellion against the school structure shaped neo-liberalism (Penguin Revolution)

2.1.2.2. Residential Schools (in class)

2.1.2.3. Educational Reform

2.1.2.4. Klein Revolution

2.2. Sociological Perspective

2.2.1. Inclusion Education (in class)

2.2.1.1. Political

2.2.1.1.1. Values of those in power

2.2.1.1.2. Power of schools to teach the values and norms of society

2.2.1.2. Moral

2.2.1.2.1. Assumed values of society that students come across

2.2.2. Globalization

2.2.2.1. Government helps to shape education

2.2.2.1.1. Hidden Curriculum

2.2.2.1.2. Expectation of Social Inequality

2.2.3. Schools are a reflection of society

2.2.3.1. Government

2.2.3.1.1. Globalization

2.2.3.1.2. New Right Ideology

2.2.3.1.3. Liberal Education

2.2.3.2. Differing of opinions

2.2.3.2.1. Community

2.2.3.2.2. Parents

2.3. Philosophical Perspective

2.3.1. Social Justice

2.3.1.1. Residential Schools (in class)

2.3.1.2. Education system reflects the political views of the Government

2.3.1.2.1. Liberal Education

2.3.1.2.2. New Right Ideology

2.3.1.2.3. Globalization

2.3.1.2.4. Inclusion Education ( in class)

2.3.2. Education Revolution

2.3.2.1. Segregation (in class)

2.3.2.2. Klein Revolution

2.3.2.3. Education System being influenced by globalization

3. Social Mechanisms of Educational Inequality

3.1. Historical Perspective

3.1.1. Education in Alberta is revolutionary

3.1.1.1. Eugenics (Wilson 2013)

3.1.1.1.1. Inequility

3.1.1.2. Inspiring Education (in class)

3.1.1.2.1. Curriculum

3.1.1.3. Residential Schools (in class)

3.1.1.3.1. Inequility

3.1.1.4. Government

3.1.1.5. Community/Parents of students

3.1.1.5.1. Differing of classes (Kachur-Guest Lecturer)

3.1.1.5.2. Parent involvement with school

3.2. Sociological Perspective

3.2.1. Education and society are interrelated

3.2.1.1. Government

3.2.2. Differing Classes (Kachur-Guest Lecturer)

3.2.2.1. Eugenics (Wilson 2013)

3.2.2.1.1. Education influences how people see

3.3. Philosophical Perspective

3.3.1. Social Justice

3.3.1.1. Differing Classes (Kachur-Guest Lecturer)

3.3.1.2. Gender

3.3.1.3. Race/Religion

3.3.1.4. Ethnicity

3.3.2. Reaching equality in schools

3.3.3. Understanding why education is important

3.3.3.1. Self-discovery

3.3.3.2. Future aspirations

3.3.3.2.1. Inspiring Education (in class)

3.3.3.3. Learn

3.3.3.3.1. Experience

3.3.3.3.2. By others

3.3.4. Segregation (in class)