1. Politics of Education
1.1. Conservative
1.1.1. 19th Century
1.1.2. William Graham Sumner
1.1.2.1. Sociologist / Developer
1.1.3. Charlies Darwin
1.1.3.1. Applies his evolutionary therioes
1.1.4. Ronald Reagan
1.1.4.1. Reagan championed a free market philosophy and argued that welfare state policies
1.1.4.2. Represented the political ascendancy
1.1.5. Groups compete in the social environment in order to survive
1.1.6. Human process is dependent on individual initiative and drive
1.1.7. Free market or market economy of capitalism
1.1.7.1. Based on 18th century writing of British political economist Adam Smith
1.1.7.2. Applied by 20th century economic policy by the Nobel laureate economist Milton Friedman
1.2. Liberal
1.2.1. 20th Century
1.2.2. John Dewey
1.2.2.1. U.S. Philosopher
1.2.3. John Maynard Keynes
1.2.3.1. Believes that the capitalist market economy is prone to cycles of recession that must be address through government intervention.
1.2.4. John F. Kennedy
1.2.4.1. New Frontier proposals
1.2.5. Lyndon Baines
1.2.5.1. Great Society programs
1.2.6. George W. Bush
1.2.6.1. savings and loans bailout
1.2.7. Franklin D. Roosevelt (1933-1945)
1.2.7.1. New Deal Era
1.2.7.1.1. Dominant during this Era
1.2.7.1.2. Social Security Act
1.2.7.1.3. Works Progress Administration
1.2.8. Accepts Conservative belief in market capitalist ecomony
1.2.9. Believes that if Free Market is left unregulated, it is prone to significant abuses
1.2.9.1. The particular groups are disadvantaged economically and politically.
1.2.10. Believe that capitalism is indeed the most productive economic system, but they suggest that, if life unsustainable, capitalism often creates far too much political and economic disparity between citizens.
1.3. Radical
1.3.1. 19th Century
1.3.2. Karl Marx (1818-1883)
1.3.2.1. German political economist and philosopher
1.3.3. Believe that the capitalism system is central to U.S. social problems
1.3.4. Believes that a socialist economy that builds on the democratic political system (and retains its political freedom) would more adequately provide all citizens with a decent standard of living.
1.3.5. "blame the victim"
1.3.5.1. To argue that social problems are caused by deficits in individuals or groups
1.3.6. Recognizes the productive capacity of its capital economic system, but argues that the society structurally creates vast and morally indefensible inequalities between its members.
1.4. Neo-Liberal
1.4.1. Left Behind (2000)
1.4.1.1. Diane Ravitch
1.4.1.1.1. 2000
1.4.2. No Child Left Behind
1.4.2.1. President Bush
1.4.2.1.1. mandated the use of student achievement tests to measure school quality
1.4.3. President Obama
1.4.3.1. Secretary of Education Arne Duncan's signature program
1.4.3.1.1. Race to the Top (RRT)
1.4.4. Stress areas for educational policy
1.4.4.1. 1. Austerity
1.4.4.2. 2. The market model
1.4.4.3. 3. Individualism
1.4.4.4. 4. State intervention
1.4.4.5. 5. Economic prosperity, race, and class
1.4.5. Like Conservatives
1.4.5.1. Austerity involves cutting public spending on education. they argue that the enormous increase in federal, state and local education spending has not resulted in concomitant increases in student achievement
1.4.5.2. Believe that educational success or failure is the result of individual effort rather than of social and economic factors.
1.4.5.3. Believe tha the free market solves social problems better than government policy
1.4.6. Like Liberals
1.4.6.1. Believe that state intervention in the educational system is at time necessary to ensure equality of opportunity
1.4.6.2. Believe that race and social class are important factors in the achievement gap and that African-American and Hispanic students and lower income students are more likely to achieve and attain at lower levels than White, Asian and higher income students.
1.5. Vision of Education
1.5.1. Traditional
1.5.1.1. Tend to view the schools as necessary to the transmission of the traditional values of U.S. society, such as hard work, family unit, individual initiatives, and so on.
1.5.2. Progressivism
1.5.2.1. These visions tend to view the schools 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.
2. Schools as Orginzations
2.1. The Nature of Teaching
2.1.1. Heck and Willams book
2.1.1.1. The Complex Roles of the Teacher: An Encological Perpective
2.1.1.2. 1984
2.1.1.3. Describes the many roles that teachers are expected to play in their professional lives
2.1.1.3.1. Include collegue, friend, nurturer of the learner, facilitator ofl earning, researcher, program developer, administrator, dicision maker, professional leader, and community activist.
2.1.1.3.2. Leaves out the most important role: caring and empathetic, well rounded person that can act as a role model to students, parents, and other professionals.
2.1.2. Johnson 2004
2.1.2.1. Role switching in extremley demanding and may be one of the reasons for teacher burnout.
2.1.3. Lieberman and Miller
2.1.3.1. 1984
2.1.3.2. explored what they call "the social realities of teaching"
2.1.3.2.1. Through their research, they have identified elements of teaching experiences that give it its unique favor.
2.1.3.2.2. the central contradicition of teaching
2.1.3.3. believe teachers are best viewed as craftspeople and most of the craft is learned on the job.
2.1.3.4. devoted a great deal of time discussing the "dailiness of teaching"
2.1.4. Seymour Sarason
2.1.4.1. written teaching is a lonely profession
2.1.4.2. Meaning is that teachers get few opportunities to have professional interaction with their peers, and administrations seldom take the time or make the effort to give the kind of positive feedback teachers need.
2.1.5. Links between teaching and learning
2.1.5.1. Little is known about this unique characteristic
2.1.5.2. Researchers have only a marginalknowledge of whether or not what is taught is learned and what the nature of learning is.
2.1.5.2.1. Means that the knowledge base of teaching is relatively weak compared to the knowledge base of other professions.
2.2. Teacher Professionalization
2.2.1. Sociologist Dan Lortie
2.2.1.1. 1975
2.2.1.2. Argues that teaching, particularly elementary school teaching is only partically professionalized
2.2.1.3. compared elementary school teacher to other professionals
2.2.1.4. example: Doctors have many clients, which means that they are not economically depent on any single individual
2.2.1.5. "incomplete subculture"
2.2.1.5.1. Teacher socialization is very limited compared to other professionals and there is little evidence that the socialization process associated with becoming a teacher are highly professionalized or represent standard of behavior congruent with other professions.
2.2.1.5.2. conclusion: "the general status of teaching, the teacher's roleand the condition and transmission arrangements of its subculture point to a trucated rather than fully realized professionalization"
2.2.2. Linda M McNeil
2.2.2.1. 1988
2.2.2.2. written about what she calls the contradictions of control
2.2.2.2.1. Points out that "in theory, the breaucratic design of schools frees teachers to teach by assigning to administrations and business managers the duties of keeping the school "under control"
2.2.2.2.2. Indicated when so much attention is placed on keeping things under control, the educational purposeof the schoolcan diminish in importance and teachers can begin to be part of a controlling process rather than an instuctional one.
2.2.3. John Goodland
2.2.3.1. Center for Educational Renewal at the University of Washington
2.2.3.1.1. 1. debilitating lack of prestige in the teacher education enterprise
2.2.3.1.2. 2. lack of program coherence
2.2.3.1.3. 3. separation of theory and practice
2.2.3.1.4. 4. A stifling regulated conformity
2.2.3.1.5. findings: There is a crisis in teacher education
2.2.3.1.6. Goodland suggest that there is a need for complete redesign of teacher education programs and that a share of this redesign be conducted by policy makers, state officals, university adminstrators, and faculty members in the arts and science as well as in the schools of education. He also suggests that the redesign of teacher education include input from parents, teachers in schools, and the community at large.
2.2.3.2. Believes that a teacher education program should include a clearly articulated relatinship between educationa dn the arts and sciences.
2.2.3.3. Believes that students should stay together with terms of faculty members throughout their period of preparation and that universities should commit enough resources to ensure first-rate teacher education programs.
2.2.3.4. Believes that schools and universities should collaborate to operate joint educationals projects as a way of preparing teachers forthe real worl of schools and as a way of revitalizing schools themselves.
2.2.3.5. In short, he wants to raise the level of academicpreparation fpr teachers, create a more cohesive curriculum, and professionalize teacher education by enlarging its clinical component.
2.2.3.6. not radical ideas
2.2.3.6.1. many ideas were incorporated into the recommendations of the National Commission on Teaching and American's Future
3. Philosophy of Education
3.1. Definition
3.2. Items to be Delivered
3.3. Extent
3.3.1. Included
3.3.2. Included
3.3.3. Excluded
4. History of U.S. Education
4.1. Old World and New World Education: The Colonial Era
4.1.1. Early settlers such as planters and townsmen, mainly southern colonies, hired tutors for their sons and sent their sons back to England to Universities.
4.1.2. Harvard University (1636), College of William and Mary (1693), Yale University (1701), University of Pennsylvania (1740), Princeton University (1746), Columbia University (1754), Brown University (1764), Rutgers University (1766), and Dartmouth College (1769).
4.1.2.1. Most of the same subjects as Oxford or Cambridge, and Greek and Latin were required.
4.1.3. Old Deluder Law
4.1.3.1. 1642 and 1647
4.1.3.2. 1st law - chastised parents for not attending to their children's "ability to read and understand the principals or religion and capital laws of this country".
4.1.3.3. 2nd law - formalized schooling. To keep the "old deluder" satan away, the Massachusetts School Law of 1647 provided that every town that had "50 household" would appoint one person to teach all children, regardless of gender, to read and write.
4.1.3.4. Not popular in New England
4.1.3.5. Dame Schools
4.1.3.5.1. elderly housewife (usually a widow) heard lessons, which consisted of recitations
4.1.3.6. Town Schools
4.1.3.6.1. New England
4.1.3.7. Franklin
4.1.3.7.1. utilitarianism
4.1.3.7.2. called foe education for youth based on secular and utilitarian courses of study
4.1.3.7.3. Believed in the ability of people to better themselves.
4.1.3.8. Thomas Jefferson
4.1.3.8.1. believed that the safegaurd for democracy was a literate population.
4.1.3.8.2. Proposed theVirginia Legislature in 1779, a "Bill for the more General Diffusion of Knowledge"
4.2. The Age of Reform: The Rise of the Common School
4.2.1. Industrial Revolution
4.2.1.1. Began in the textile industry in England, cross the Atlantic Ocean and brought its factory system with its new machinery to urban areas
4.2.1.1.1. 1820-1860
4.2.2. Horace Mann
4.2.2.1. Massachuetts
4.3. Opposition to Public Education
4.3.1. Not all schools subscribed to the idea of the common school
4.3.2. taxation for public school education was viewed as "unjust" by nonrecipients
4.3.3. 1862 Congress passed the Morrill Act
4.3.3.1. Authorized the use of public money to establish public land grant universities, resulting in the establishment of large state universities, especially in the Midwest.
4.4. Education for Women and African-Americans
4.4.1. Women in Western society has been that of helpmate or homemaker
4.4.1.1. Jean Jacques Rousseau in Emile - 18th Century
4.4.2. Education for women was viewed as biologically harmful for too stressful
4.4.3. 1821 Emma Hart Willard opened the Troy Femal Seminary in Troy, New York.
4.4.4. African- American Benjamin Roberts legal suit filed in Boston in 1846 over the requirements that his daughter attend a segregated school
4.4.4.1. Roberts vs. City of Boston
4.4.4.1.1. Court ruled that the local school committee has the right to establish separate educational facilities for whites and blacks.
4.5. Urbanization and the Progressive Impetus
4.5.1. 19th Century ushere in the First industrial Revolution - immigration and urbanization of unprecedented proportions
4.5.2. Second Industrial Revolution - near end of the 19th century
4.5.2.1. Involving steam-driven and electric-powered machinery
4.5.2.1.1. Andrew Carnegie, John D. Rockefeller, and Cornelius Vanderbuilt
4.5.3. Horace Mann
4.5.3.1. 19th century had looked to schools as a means of addressing social problems, so reformers once again looked to school as a mean of preserving and promoting democracy within the new social order
4.5.4. John Dewey 1859-1952
4.5.4.1. contemporary of such reformers as "Fighting Bob La Follette" Governor of Wisconsin and architect of the "Wisconsin Idea".
4.5.4.2. Argued in My Pedagogic Creed (1897) and The School and Society (1899), and The Child and the Curriculum (1902)
4.5.4.3. Believe that the result of education was growth, which was firmly posited within a democratic society
4.5.5. G. Stanley Hall
4.5.5.1. Child centered pedagogy
4.5.5.1.1. Child Centered Reform
4.5.5.1.2. "the Darwin of the mind" - believe that children, in their development, reflected the stages of development of civilization.
4.5.6. Edward L. Thorndike
4.5.6.1. Social efficiency pedagogy
4.6. Education for All: The Emergence of the Public High School
4.6.1. Prior to 1897, fewer than 25,000 students were enrolled in public high school.
4.6.2. Diance Ravitch
4.6.2.1. pointed to four themes in particular that were troubling high school educators
4.6.2.1.1. 1st - tension between classical subjects
4.6.2.1.2. 2nd - meeting of college entrance requirments
4.6.2.1.3. 3rd - educators who believe that the students should study subjects that would prepare them for life
4.6.2.1.4. 4th - whether all students should be determined by the interests and abilities of the students
4.6.3. Cardinal Principals of Secondary Education (Committee of Ten)
4.6.3.1. 1918
4.6.3.2. "neutral measurement" work of Edward F. Thorndike
4.6.3.3. Goals
4.6.3.3.1. Health
4.6.3.3.2. Command of Fundamental processes
4.6.3.3.3. Worthy home-membership
4.6.3.3.4. Vocation
4.6.3.3.5. Citizenship
4.6.3.3.6. Worthy Use of Leisure
4.6.3.3.7. Ethical character
4.7. Post-World War II Equity Era
4.7.1. Patterns that emerged during the Progressive era continued.
4.7.2. 1st debate- goals of education and whether all children should receive the same education remained an important one.
4.7.3. 2nd - the demand for the expansion of educational opportunity
4.8. Cycles of Reform: Traditional and Progressive
4.8.1. Progressive
4.8.1.1. believed that in experiential education, a curriculum that responded to both the needs of the students and the times, child-centered education, freedom and individualism, abd the relativism of academic standards in the name of equity.
4.8.2. Traditional
4.8.2.1. believed in knowledge-centered education, a traditional subject-centered curriculum, teacher-centered education, discipline and authority, and the defense of academic standards in the name of excellence.
4.9. Equality of Opportunity
4.9.1. Plessy V. Ferguson
4.9.1.1. the court upheld a Louisiana law that the segregated railway passengers by race.
4.9.2. The Souls of Black Folk
4.9.2.1. W.E.B. DuBois
4.9.2.1.1. Harvard Ph.D.
4.9.2.2. Criticized Booker T. Washington's vocational approach to education as assimilation.
4.9.3. Brown V. Topeka Board of Education
4.9.3.1. Supreme Court rules that state-imposed segregation of schools was unconstitutional.
4.9.4. Brown II decision 1955
4.9.4.1. ordered desegregation "with all deliberate speed"
4.9.5. 1957 President Eisenhower sent federal troops to enforce segregation - Little Rock Arkansas
4.9.6. Common Ground
4.9.6.1. 1986
4.9.6.1.1. J. Anthony Lukas
4.9.7. Equality of Educational Opportunity
4.9.7.1. James Coleman 1966
4.9.7.1.1. focused national attention on the relationship between socioeconomic position and unequal educational outcomes.
4.9.8. Milliken V. Bradley
4.9.8.1. ruled that Detroit interdistrict city suburb busing plan was unconstitutional
4.9.9. Serrano V. Priest
4.9.9.1. California Supreme Court rules the states system of unequal funding unconstitutional
4.9.10. 5-4 in San Antonio (Texas) Independent School District V. Rodriquez
4.9.10.1. Ruled that there was no unconstitutional guarantee to an equal education
4.9.11. Unsuccessful Cases
4.9.11.1. Robinson V. Cahill (1973)
4.9.11.2. Abbott V. Burke (1990)
4.9.11.3. Campaign for Fiscal Equality V. New York State (2004)
4.9.11.4. Williams V. The State of California (2004)
4.9.12. The Kentucky Education Reform Act (1988)
4.9.12.1. represented on of the landmark legislative reforms to provide equal education
4.9.13. Swann V. Charlotte-Mecklenburg (NC) School District (2002)
4.9.13.1. ruled that busing was no longer necessary to achieve racial balance
4.9.14. Brown V. Board of Education (2004)
4.9.14.1. marked by disagreements over whether the decision should be celebrated or commemorated.
4.10. Educational Reaction and Reform and the Standard Era: 1980s - 2012
4.10.1. 1970- conservative critics began to react to the educational reforms of the 1960s and1970s
4.10.2. argued that liberal reforms in pedagogy and curriculum, and the areas of educational opportunity
4.10.3. 5 Recommendations
4.10.3.1. 1. all students graducating from high school complete what was termed the "new basics"
4.10.3.2. 2. that schools at all levels expect admission requirements
4.10.3.3. 3. more time be devoted to teaching the new basics
4.10.3.4. 4. preparation of teachers be strengthened and that teaching be made a more respected and rewarded profession.
4.10.3.5. 5. citizens require their elected representatives to support and fun these reforms
4.10.4. Most important reform in this area is Charter Schools
4.10.4.1. independent of local school districts control, but receive public funding
4.11. Understanding the History of US Education: Different Historical Interpretations
4.11.1. Conflict, struggle, and disagreement in the history of the United States Education
4.11.2. US school system has expanded to severe more students for longer period of time than any other system
4.11.2.1. 1. extending primary school to all through compulsory education laws during the Common School Era
4.11.2.2. 2. Extending High School education to the majority of adolescents by the end of the Progressive Era
4.11.2.3. 3.Extending education to the largest number of high school graduates in the world by the 1990s.
4.12. The Democratic-Liberal School
4.12.1. Believe that the history of the US education involves the progressive evolution, albeit flawed, of a school system committed to providing equality of opportunity for all.
4.13. The Radical-Revisionist School
4.13.1. Argued that the history of the US education is the story of expanded success for very different reasons and with very different results.
4.13.1.1. Micheal Katz (1968), Joel Spring (1972), and Clarance Karier (1976)
4.13.2. Do not deny the the educational system has expanded, rather, they believe it expanded to meet the needs of the elites in society for the control of the working class and immigrants, and for economic efficiency and productivity.
4.13.2.1. Micheal Katz argued that it was the economic interests of the 19th century capitalist that more fully explain the expansion of schooling and the educational reformers stress the ability of schools to train factory workers
4.13.2.2. Joel Spring and Clarence Karier both advanced the thesis that the expansion of the schools in the late 19th century and early 2oth centuries was done more so in the interests of social control the in the interest of equality.
4.14. Conservative Prospective
4.14.1. 1980s was a rising tide of conservative criticism swept education circles.
4.14.2. Diane Ravitch (1977) provided a passionate critique of the radical-revisionist perspective and a defense of the democratic-liberal position.
4.14.3. 1980 Ravitch moved this centrist position to a more conservative stance.
4.14.3.1. The Troubled Crusade (1983) - series of books
4.14.4. Bloom's book
4.14.4.1. The Closing of the American Mind (1987)
4.14.5. Hirsch 's book
4.14.5.1. Cultural Literacy (1987)
5. Sociological Perspectives
5.1. Theoretical Perspective
5.1.1. Functional Theories
5.1.1.1. Begins wth a picture of society that stresses the interdependence of the social system.
5.1.1.2. Emile Durkheim (1858-1917)
5.1.1.2.1. Moral Education (1962), The Evolution of Educational Thoughts (1977), and Education and Sociology (1956)
5.1.1.2.2. Earliest sociologist to embrace a functional point of view about the relation of school and society
5.1.1.2.3. Recognized education had taken different forms at different times and places
5.1.1.2.4. Believed that education, in virtually all societies, was a critical importance in creating the moral unity necessary for social cohesion and harmony.
5.1.1.2.5. His moral values were the foundation of society
5.1.1.2.6. Educational reform- is suppose to create structure, programs, and curricula
5.1.2. Conflict Theories
5.1.2.1. Belief that society is economic, political, cultural, and military power
5.1.2.2. Karl Marx (1818-1883)
5.1.2.2.1. Intellectual founder of the conflict school in sociology of education
5.1.2.2.2. Believed in the class system
5.1.2.2.3. compelling critique of early capitalism
5.1.2.2.4. Bowles and Gintis
5.1.2.3. Max Weber (1864-1920)
5.1.2.3.1. Early conflict sociologist who took a slightly different theoretical orientation when viewing society
5.1.2.3.2. Convinced that power relations between dominant and subordinate groups structured societies (like Marx)
5.1.2.3.3. Believed that class differences alone could not capture the complex ways human beings from hierarchies and belief systems that make these hierarchies seem just and inevitable
5.1.2.3.4. Recognized that political and military power could beexercised by the state, without direct reference to the wishes of the dominant classes
5.1.2.3.5. Had an acute and critical awareness of how bureaucracy was becoming the dominant type of authority in the modern state and how bureaucratic ways of thinking were bound to shape educational reforms
5.1.2.3.6. Willard Waller
5.1.2.3.7. Randall Collins (1971, 1979)
5.1.2.3.8. Bourdieu and Parreron (1977)
5.1.2.3.9. Laurau (2003, 2011)
5.1.2.3.10. Basil Bernstein 1997, 1900. 1996)
5.1.3. Interactional Theories
5.1.3.1. Relation of school and society are primarily critiques and extensions of the functional and conflict perspectives
5.1.3.2. Macrosociological
5.1.3.2.1. theories that hardly provide and interpretable snapshot of what schools are like on an everyday level
5.1.3.3. Basil Bernstein (1990)
5.1.3.3.1. Argued that the structural aspects of the educational system and the interactional aspects of the system reflect each other and must be viewed wholistically
5.1.3.3.2. Examined how speech patterns reflect students' social class backgrounds and how students from working-class backgrounds are at a disadvantage in the school setting because schools are essentially middle-class organizations
6. Educational Opportuniy
6.1. African-American
6.1.1. Depsite the Civil Rights legislatioon of the 1960s, society is still highly stratified by race.
6.1.2. An individual's race has a direc impact on ow much educational he or she is likely to achieve.
6.1.3. 9.3 percent dropped out of school ages 16-24
6.1.4. 66 percent reached the level of reading proficiency
6.2. Hispanic-American
6.2.1. 17.6 percent dropped out of school ages 16-24
6.2.2. 70 percent are able to read at the intermediate level
6.3. Women
6.3.1. Gender is directly related to his of her educational attainment
6.3.2. Women are often rated as better students than men
6.3.3. Females are less likely to drop out of school
6.3.4. More likely to have a higher level of reading profeciency then males.
6.3.5. Females have outpreformed males in reading since 1973 and males have out preformed females in science and math since 1973.
6.4. Special need individuals
6.4.1. 1960s parents of special need children began to put pressure on the educational system to serve their children more appropriately and effectively, or in some cases excluded entirely from schools, parent groups demanded legislation to ensure that their children recieve an appropriate and adequate education.
6.4.2. In 1975, Congress passed the Education of All handicapped Children Law (EHA)(PL94-142)
6.4.2.1. Six basic principals
6.4.2.1.1. 1, The right of access to public education progremas
6.4.2.1.2. 2. Individualized services
6.4.2.1.3. 3 The principal of "least restrictive enviroments"
6.4.2.1.4. 4. the scope of broadded cervices to be provided by the schols and set or procedures for determining them
6.4.2.1.5. 5. The general guidelines for identifying disabilties
6.4.2.1.6. 6. the principals of primary state and local responsibilities
6.4.3. mid 1980s the efficacy of the law became a critical issue for policy makers and advocates of thediabled.
6.4.4. late 1980s critics of special education pushed the regular education initative (REI), which called for mainstremaing children with disabities into regular classroom.
7. Educational Reform
7.1. Define Project Schedule
7.1.1. Dependencies
7.1.2. Milestones
7.2. Limitations
7.2.1. Schedule
7.2.2. Budget
7.3. Define Project Development Measurement
7.3.1. KPI's
8. Curriculum and Pedagogy
8.1. My major stakeholders in Marshall County Alabama
8.1.1. Governor
8.1.1.1. Robert Bently
8.1.2. House of Reprentatives House 27
8.1.2.1. Will Ainsworth
8.1.3. State Senator District 9
8.1.3.1. Clay Sofield
8.1.4. State Superintendent
8.1.4.1. Tommy Bice
8.1.5. State Reprentative on School Board District 6
8.1.5.1. Cynthia Sanders McCarty, P.h.D.
8.1.6. Local Superintendent
8.1.6.1. Dr. Cindy Wigley
8.1.7. Local School Board Members
8.1.7.1. Bill Aaron, Vince Edmonds, Terry Kennamer, Mark Rains, and Tony Simmons
8.2. My approach to Curriculum
8.2.1. Traditional
8.2.1.1. 1960s and 1970s, sociologist of education and curriculum began to challenge the traditional theories of curriculum.
8.2.1.1.1. Suggested thatsurriculum is an orgnized body of knowledge that represents political, social, and ideological interests.
8.2.1.1.2. The "new sociology of education"
8.3. My choice of Pedagogic Practices
8.3.1. How the curriculum is taught
8.3.1.1. on a more complex level, the process of teaching, lke the curriculum, is not an objecive skill agreed on by all practitioners
8.3.1.1.1. rather, it also is the suject of disagreements over what constitutes appropriate teaching practices.
8.3.1.2. Additionally, sociologist of education sugest that different pedagogic practices, like different curricula, are differentially offered to different groups of students, often based on class, racial, ethnic, and gender differences.
8.4. Curriculum Theory
8.4.1. Humanist curriculum
8.4.1.1. Reflects the idealist phiilososphy that kowledge of the traditional lliberal arts is the cornerstone of educated citizen and that the purpose of education is to present to students the best of what has been thought and written
8.4.2. Social efficiency curriculum
8.4.2.1. was a philosophically pragmatist approach in the early twentieth century as a putatively democratic response to the development of mass public secondary education.
8.4.3. Developmentalist curriculum
8.4.3.1. is related to the needs and interests of the student rather then the needs of society.
8.4.4. Social meliorist curriculum
8.4.4.1. developed out of dewey in 1930s.Curriculum shoud teach students to think and help solve societal problems, if not change the society itself.
9. Educational Inequality
9.1. Cultural Difference Theories
9.1.1. Theorist agree that there are cultural and famiy differences between working-class and nonwhite students, and white-middle class students.
9.1.1.1. Argued that there is a "job ceiling" for African-Americans in the US, as there is for socialize their children to deal with their inferior life chances rather than encourage them to internalize those values and skills necessary for positions that willnot be open to them.
9.1.1.2. Working-class and nonwhite students arrive at school with different cultural dispositions and without the skills and attitudes required by the schools.
9.1.1.2.1. This is not due to deficiencies in their home life but rather to being part of an opporessed minority.
9.1.1.2.2. The key difference in this perspective is tha although cultural differences theorist ackmowledge the impact of student differences, they do not blame working-class and nonwhite families for educational problems.
9.1.2. John Ogbu (178, 1979, 1987)
9.1.2.1. Argued that Aferican-American children do less well in school becasue they adapt to their oppressed position in the class and caste structure.
9.1.3. Ogbu and fordham (1986)
9.1.3.1. Fordham (1997)
9.1.3.1.1. Suggest that school success requires that African-American students deny their own cultural indentities and accept the dominat cultural of the schools, which is white middle-class model.
9.1.3.1.2. African-American students thus have the "burden of acting white" in order to succeed.
9.1.3.2. Obgu's research also examines the realtions hip between language and educational achievement among low-income, innder-city Aferican-American students.
9.1.4. Bowles and Gintis (1976)
9.1.4.1. Correspondence theory suggests that working--class students adapt to the unequal aspects of the class structure
9.1.5. Bourdieu and Passeron (1977)
9.1.5.1. Theories point out the ways in which class and cultural differences are reflected in the schools.
9.1.6. Bernstein (1990)
9.1.6.1. has consistently denied that working class language is deficient.
9.1.7. Bourdieu's concepts of soial and cultural capital are also important in understanding how cultural differences affect eductional inequality.
9.1.8. Lemann (1991)
9.1.8.1. In his journalistic history of the black migration from the Mississippi Delta to Chicago in the post World-War II years, chronicled the cycles of poverty, hoplessness, and despair that mark life in the public housing projectsof Chicago.