1. History of U.S. Education
1.1. Progressive Movement pg.70
1.1.1. Reformer Horace Mann (pg.67), looked to schools as a means of addressing social problems
1.1.2. Insisted on government regulation of industry and commerce
1.1.3. Insisted that the government be responsive to the welfare of its citizens instead of its corporations.
1.2. Post World War II Years pg.74
1.2.1. Defined as the movement between pedagogical progressivism and pedagogical traditionalism.
1.2.2. Focused on the process of education and its goals.
1.2.3. Traditionalists believed in knowledge-centered education, subject-centered curriculum, teacher-centered education, discipline and authority.
1.2.4. Progressives believed in experimental education, curriculum that responded to the needs of students and the times, child-centered education, freedom and individualism.
2. Schools as Organizations
2.1. The Nature of Teaching pg.234
2.1.1. Teaching is a demanding profession
2.1.2. Roles teachers are expected to play in their professional lives
2.1.2.1. Colleague, friend, nurturer of the learner, facilitator of learning, researcher, program developer, administrator, decision maker, professional leader and community activist.
2.1.2.2. Most important role: the caring, empathetic, well-rounded person that acts as a role model to students, parents, and other professionals.
2.1.3. Teachers create all kinds of classroom strategies that become highly personal
2.1.4. Teachers are viewed as craftspeople and most of the craft is learned on the job
2.1.4.1. Few professions are as simultaneously routinized and creative as teaching.
2.1.5. Greatest feedback comes from students
2.1.6. To be effective it requires a sensitivity to individual and group dynamics.
2.1.7. Great teachers turn lessons into intellectual voyages and poor teachers make students reject learning altogether.
3. Philosophy of Education
3.1. Phenomenology pg.190
3.1.1. Generic Notations:
3.1.1.1. Focus on consciousness, perception, and meaning throughout an individuals experiences.
3.1.2. Key Researchers:
3.1.2.1. Sartre
3.1.2.1.1. Believed people must create themselves and their own meaning through the choices they make in their lives.
3.1.2.1.2. Believed the amount of freedom and responsibility people have is large and that they have the ability to make a difference in an absurd world.
3.1.2.1.3. Rejected the idea of God, but other researchers such as Soren Kierkergaard, were devout Christians.
3.1.3. Goal of Education:
3.1.3.1. Emphasize the notion of possibility and see education as an activity to set individuals apart form a chaotic world.
3.1.4. Role of Teacher:
3.1.4.1. Teachers should understand their own worlds in order to help their students achieve the best world experiences possible.
3.1.5. Method of Instruction:
3.1.5.1. View learning as intensely personal.
3.1.5.2. Each child learns differently and that it's important to discover what works best for each child.
3.1.6. Curriculum:
3.1.6.1. Choose curriculum heavily biased toward the humanities.
3.1.6.2. View Literature as important because it evokes responses in readers that could move to new levels of awareness.
3.1.6.3. Arts, drama, and music encourage personal interaction.
4. Politics of Education
4.1. Liberal Perspective
4.1.1. Believe that the free market is prone to significant abuses, particularly to those groups who are disadvantaged economically and politically.
4.1.2. Believe in equality of opportunity to succeed in society.
4.1.3. Initiative includes: the Social Security Act and the Works Progress Administration
4.2. Progressive Vision
4.2.1. View the school as central to solving social problems, as a vehicle for upward mobility, as essential to the development of individual potential, and as an integral part of a democratic society.
4.2.2. More 21st century
4.2.3. Believe that schools should be part of the steady progress to make things better.
5. Curriculum and Pedagogy
5.1. Curriculum Theory
5.1.1. Humanist Curriculum pg. 282
5.1.1.1. Idealist philosophy that knowledge of the traditional liberal arts is the cornerstone of an educated citizen.
5.1.1.2. The purpose of education is to present to the students the best of what has been thought and written.
5.2. Approach to Curriculum pg. 291
5.2.1. I plan on using formal, informal and hidden curriculum.
5.3. Pedagogic Practice Choice
5.3.1. Mimetic pg. 296
5.3.1.1. Purpose of education is to transmit specific knowledge to students.
5.3.1.2. Best method is through the dialectic method.
5.4. Major stake holders in my district.
5.4.1. State Senators
5.4.1.1. Richard Shelby
5.4.1.2. Jefferson Sessions
5.4.2. House of Representatives
5.4.2.1. Robert Aderholt
5.4.3. Representatives on State School Board
5.4.3.1. Robert J. Bentley
5.4.3.2. Thomas R. Bice
5.4.3.3. Ella B. Bell
5.4.3.4. Jeffery Newman
5.4.3.5. Al Thompson
5.4.3.6. Betty Peters
5.4.3.7. Stephanie Bell
5.4.3.8. Yvette Richardson
5.4.3.9. Cynthia Sanders McCarty
5.4.3.10. Marry Scott Hunter
5.4.4. State Superintendent
5.4.4.1. Dr. Tommy Bice
5.4.5. Local Superintendent (Marshall County)
5.4.5.1. Dr. Cindy Wigley
5.4.6. Local School Board (Marshall County)
5.4.6.1. Bill Aaron
5.4.6.2. Vince Edmonds
5.4.6.3. Terry Kennamer
5.4.6.4. Mark Rains
5.4.6.5. Tony Simmons
6. Equality of Opportunity
6.1. Women's Educational Achievement pg.344
6.1.1. Females achieve at higher levels in reading at ages 9,13, and 17
6.1.2. They achieve at higher levels in math at age 9
6.1.3. They achieve at lower levels in math at ages 13 and 17
6.1.4. They achieve at lower levels in science at ages 9, 13, and 17
6.2. This data came from The Condition Of Education, 2012.
7. Sociological Perspectives
7.1. Functional Theories pg. 117
7.1.1. Functionalists view society as a machine, where one part articulates with another to produce the energy required to make society work.
7.1.2. Sociologist, Emile Durkheim believed that education was of crucial importance in creating moral unity necessary for social cohesion and harmony.
7.1.3. Durkheim believed that moral values were the foundation of society.
7.1.4. Educational form is supposed to create structure, programs, and curricula that are technically advanced, rational, and encourage social unity.
7.2. Effects of schooling on individuals-with greatest impact on students. pg. 121
7.2.1. Employment
7.2.1.1. A college degree leads to greater employment opportunities.
7.2.1.2. Schooling determines who will get employed in high-status occupations, but it does not provide job skills for the graduates.
7.2.1.3. Large organizations require high levels of education for white-collar, managerial, or administrative jobs.
7.2.2. Job Performance
7.2.2.1. Research shows that the level of education weakly relates to job performance.
7.2.2.2. People learn how to do their jobs by doing them.
8. Educational Inequality
8.1. Cultural Deprivation Theories pg.423
8.1.1. States that working class & nonwhite families lack cultural resources
8.1.1.1. Such as books and other educational stimuli
8.1.1.2. This causes students to arrive at school at a significant disadvantage
8.1.2. Middle class culture values hard work and initiative
8.1.3. See the importance of schooling as a means to future success.
8.1.4. Critics argue that removes the responsibility for schools success & failure from schools and teachers and places it on families.