1. Cirruculm and Pedagogy
1.1. Matt Massey- Madison County Superintendent
1.2. Mo Brooks- Alabama state representative
1.3. Tommy Bice- Alabama superintendent of education
1.4. Pedagogy- the discipline that deals with the theory and the practice of education.
2. Politics of Education
2.1. Liberal
2.1.1. Policies should combine a concern for quality for all students with equality of opportunity for all.
2.1.2. Policies should lead to the improvement of failing schools, especially urban schools.
2.1.3. Programs should enhance equality of opportunity for disadvantage groups, including Head Start, affirmative action programs, compensatory higher education programs, and so forth.
2.1.4. A curriculum should balance the presentation of the Western civilization with the treatment of other groups within the culturally diverse society.
2.2. Radials
2.3. Neo-Liberal
2.3.1. have received significant attention as the latest solutions in policy discussion of urban school reform and efforts to reduce the achievement gap.
2.4. Conservative
2.4.1. initiative and hard work
2.4.2. role of school essential are both economic productivity and social stability
2.4.3. Individuals are vapable of solving their own problems
2.4.4. Transmitting cultural traditions through what is taught by the curriculum.
2.4.5. Argues that with competition, free market capitalism allows for.
2.5. Traditional
3. Philosophy of Education
3.1. Pragmatism
3.1.1. Progressive- education starts with the needs and intersets of the child inside the classroom and allows the child to participate in planning his or her corse of study. Employ project method or group learning and depend heavily on experimental learning.
3.1.2. "By their fruits ye shall know them"
3.1.3. "What will work to achieve my desired end?
3.1.4. Aim of education is GROWTH lifelong learning
3.1.5. Children learn both individually and in groups through problem solving and inquiry mothods
3.1.6. Teacher is facilator
3.1.7. Philosophy that encourages people to find processes that work in order to achieve their desired ends.
4. History of U.S. Education
4.1. Brown vs. Board of education 1945
4.1.1. over turned Plessy vs Ferguson, ruled separate was not equal, and segregation is unconstitutional.
4.1.2. paved the way for inclusion despite race, gender or ability
4.2. Horace Mann's reform to prepare teachers to be effective educators 1837
4.2.1. Argued that public education was the best way to turn children into responsible citizens.
4.3. Individuals with Disabilities in Education Act 1975
4.3.1. One of the first steps to recognizing the growing need to assist students with special needs and include them in society instead of isolating them.
5. Sociological Perspectives
5.1. Theoretical Prespectives
5.2. Effects of schooling on Individuals
5.2.1. Employment
5.2.1.1. Graduating college will lead you to better employment opportunities.
5.2.1.2. Education will not be the difference in the levels of income.
5.2.1.3. In 1986 54% of 8 million college graduates in the United States entered professional and technical jobs.
5.2.2. Attitudes and Knowlege
5.2.2.1. Sociologist of education strongly disagree about the importance of schooling in terms of what knowledge and attitudes that students acquire in school.
5.2.2.2. The higher the social class background is in the student, the higher his/her achievement level becomes.
6. Schools as organizaitons
6.1. Teachers, Teaching, and Professionals
6.1.1. Who becomes a teacher?
6.1.1.1. Teachers enter the profession after finishing a college or university teacher education program
6.1.1.2. The student will teach inside a classroom environment for a semester before entering a classroom on their own.
6.1.1.3. A highly qualified teacher: has a college degree, cirtification, licensure, and will have demonstrable content knowledge in the subject they are teaching. Some states also require teachers who pass a test such as the Praxis II.
6.1.2. The nature of teaching
6.1.2.1. Teachers must become skilled in many areas of technical expertise and human relations.
6.1.2.2. The roles that teachers are expected to play in their professional lives.
6.1.2.2.1. Friend, colleague, lifelong learner, nurturer of the learner, facilitator of learning, researcher, program developer, administrator, decision maker, professional leader and community activist
6.1.3. Teacher Professionalism
6.1.3.1. A teacher's socialization is very limited compared to other professions. There is little evidence that socialization processes association with being a teacher are highly professionalized or represented standards of behavior the same as other professions.
6.1.3.2. For a teacher to be professional, they must share the important decisions within the schools.
6.1.4. Teachers are responsible for student learning. If teachers are not responsible, how will they improve in terms of student learning.
7. Educational Inequality
7.1. Cultural Difference Theories
7.1.1. Working class and non white students
7.1.1.1. Attributes
7.1.1.1.1. Cultural differences to social forces such as a poverty, racism, discrimination, and unequal life chances.
7.1.1.2. Oppressed minority
7.1.1.3. May arrive at school with different cultural dispositions
7.1.1.4. Theorist acknowledge the impact of student differences. On the other hand, they do not blame working-class and non-white families for educational problems.
8. Educational Reform
8.1. Two waves of reform
8.1.1. 1. concern with the issue of accountability and achievement.
8.1.2. 2. targeted the structure and process of the school by placing more control in the hands of local schools, teachers, and the community.
8.2. A Nation at Risk
8.2.1. Government leaders, educational reformers, teacher organizations, administrators, and others who attempted to improve the quality of U.S. schools.
8.3. Obama's Race to the top
8.4. Bush's No Child Left Behind
9. Equality of Opportunity
9.1. Students with Special Needs
9.1.1. In 1975 Congress passed the education of all handicapped children a law.
9.1.1.1. This law has six basic principles
9.1.1.1.1. The right to access public education programs.
9.1.1.1.2. The individualization of services
9.1.1.1.3. The broadened services to be provided by the school and procedures for determining them
9.1.1.1.4. The general guidelines for identifying disabilites
9.1.1.1.5. The principles of primary state and local responsibilities
9.1.1.1.6. Principle of least restrictive environment
9.1.2. Parents with children who had special needs put pressure on the education system to serve their children more appropriately and efficiently.