1. Politics of Education
1.1. purpose of education
1.1.1. Political purpose
1.1.1.1. integrate citizens into political groups
1.1.2. Social Purpose
1.1.2.1. Socializes and form cohesive society
1.1.3. Economic Purpose
1.1.3.1. Train students to occupation
1.1.4. Intellectual Purpose
1.1.4.1. Development of cognitive skill
1.2. Liberal Perspective
1.2.1. Government interference is necessary at times to ensure equal opportunity.
1.3. Progressivism
1.3.1. view schools and education as a means of solve social and economic problems.
1.4. Social Reconstruction
1.4.1. Students can only be as good as the schools and environments that fostered them. Need better resources for underprivileged students.
1.5. Economy's Effect on Education
1.5.1. Unequal Educational Performance
1.5.1.1. Groups given greater opportunity achieve greater results, need to level the playing field.
1.6. Other Perspectives
1.6.1. Conservative
1.6.1.1. An individual determines their own success through effort
1.6.2. Radical
1.6.2.1. Capitalism will turn into socialism
1.6.3. Neo-Liberal
1.6.3.1. Failures of schools is due to the failures of the teachers. Stop producing the same mistakes, and actually try to make a difference and break the system of inequality and failure.
2. History of U.S. Education
2.1. Early School
2.1.1. Colleges existed in the us long before public education.
2.1.2. Formal schooling a religious thing
2.1.2.1. Old Deluder Laws
2.1.2.1.1. Parents should attend to children's ability to read and understand principles of religion.
2.1.2.1.2. Formal schooling to keep satan at bay.
2.1.3. Utilitarian schooling
2.1.3.1. Proposed by Benjamin Franklin
2.1.3.2. Components
2.1.3.2.1. Mathmatics
2.1.3.2.2. Accounting
2.1.3.2.3. Natural History (Biology)
2.1.3.2.4. History
2.1.3.2.5. Geography
2.1.3.2.6. Political Science
2.1.3.2.7. Additional Language studies based on career choice
2.1.4. Grammar school is secondary education. Learning of Latin. Also not free.
2.1.5. Civic Reasoning for Public Education
2.1.5.1. Thomas Jefferson
2.1.5.1.1. Bill for more General Diffusion of Knowledge
2.1.5.1.2. Safeguard for democracy is literate population
2.2. Rise of the Common School
2.2.1. 1820-1860
2.2.2. Horrace Mann
2.2.2.1. Lobbied for FREE Public Education
2.2.2.2. Lobbied for State Board of ED
2.2.2.2.1. Massachusetts created one in 1837, Mann became it's 1st secretary
2.2.2.2.2. Teacher Training school 1839
2.2.2.3. Common School-preparation for citizenship
2.2.3. Opposition
2.2.3.1. Taxation for schooling viewed as "Unjust"
2.2.3.2. Religious differnces
2.2.4. Not for Women or African-Americans
2.2.4.1. Female schools
2.2.4.2. Segregation
2.2.4.2.1. Roberts v. City of Boston 1846
2.2.4.2.2. 14th amendment 1868
2.2.4.2.3. Rampant bigotry and racism
2.3. School Reform
2.3.1. John Dewey
2.3.2. G. Stanely Hall
2.3.3. Edward L. Thorndike
2.4. Public High School
2.4.1. Academic and Vocational courses
2.4.2. 1880-1920
2.4.3. 1874 Michigan rights for school districts to levy taxes to support public high schools
2.5. Equal Oportunity
2.5.1. GI Bill Of Rights
2.6. Historical Perspectives on schools
2.6.1. Democratic-Liberal
2.6.2. Radical-Revisionist
2.6.3. Conservative
3. Sociological Perspective
3.1. Sociological Perspective
3.1.1. Recognizes Human capacity for free will, emphasizes that external forces have impact on individual choices and are often related to group differences within the social stratification system
3.1.1.1. External forces determin actions : determinism & behaviorism
3.1.1.2. Internal: voluntarism & existentialism
3.2. Sociology of Education
3.2.1. Societal Level
3.2.1.1. Structure of dominance in society
3.2.1.2. Sociological ideologies
3.2.2. Institutional Level
3.2.2.1. Educational Srtuctures
3.2.2.2. Educational ideologies, concepts
3.2.3. Interpersonal Level
3.2.3.1. Teacher expectations
3.2.3.2. Educational Interactions
3.2.4. Intrapsychic Level
3.2.4.1. Educational Outcomes
3.2.4.2. Cognitive
3.2.4.3. Noncognitive
3.3. Socialization
3.3.1. values, beliefs and norms of society are internalized within chidren so that they act like other members of society
3.3.2. Scools play a mojor role in determining who gets ahead in society and who does not
3.3.3. Equal educational oportunity
3.4. Theories
3.4.1. Conflict theory
3.4.1.1. The glue of society is economic, political, cultural, and military power.
3.4.2. Functional Theories
3.4.2.1. Educational reform is supposed to create structures, programs, and curricula that are technically advances, rational, and encourage social unity
3.4.3. Interactional theories
3.4.3.1. by examining the micro-sociological interactional aspects of school life you are more likely to create theories that are meaningful content.
3.4.3.2. Relationship between schools and society
3.5. Knowledge and attitudes
3.5.1. Difference in schools do not make a difference in academic achievemnet
3.5.2. Differences in schools DO make a difference in academic achievement
3.5.3. Better educations makes you more likely to read and take parts in politics and public affairs
3.5.4. Educations is related to a persons sense of well-being and self-esteem
3.6. Tracking
3.6.1. Placement of students based on student abilities and interests
3.6.2. Tracking descisions often based on student socioeconomic class or race.
3.6.3. Working class students end up in vocational tracks while middle class students end up in academic tracks
3.7. Inadequate Schools
3.7.1. Students from suburban schools or private schools recieve a better education
3.7.2. Urban schools reinforce existing inequalities
3.7.3. Students that have teachers that expect more and praise more do better
3.8. DeFacto Segregation
3.8.1. Separation of students based on class or race because of school districts and community grouping
3.8.2. Students that attend integrated schools are more likely to graduate and not have teen pregnancies
4. Philosophy of Eduaction
4.1. Idealism
4.1.1. Way of thinking
4.1.2. Method of instruction
4.2. Realism
4.2.1. ALL THEORIES: http://www.slideshare.net/skyrocker0004/major-philosophies-in-education?related=1
4.3. Pragmatism
4.4. Existentialism and Phenomenology
4.5. Neo-Marxism
4.6. Post Modernist and Critical Theory
5. Schools as Organizations
5.1. Structue
5.1.1. Decentralized and dedicated to the concept of equal opportunity.
5.2. Governance
5.2.1. Government has no real claim, and even with the Secretary of Education, no real power
5.2.2. Each state retains authority and responsibility for its own education. Resulting in 50 separate school systems + private schools
5.3. Student composition
5.3.1. 53.5 percent white in 2010 for nation
5.3.2. In large states and urban areas 85-97 % are minorities
5.4. Openness
5.4.1. Multiple points of entry few forced exits.
5.4.2. Designed to give students opportunity for advancement
5.4.3. Public schools from kindergarten to graduation available.
5.5. Private Schools
5.5.1. They are thier own communities.
5.5.2. Compete for students.
5.5.3. Mostly on East and West coasts, not cheap
5.6. School Culture
5.6.1. Separate than culture found in the home. Different social rules. Definite number of interactions
5.7. Teaching
5.7.1. 75.2 % women
5.7.2. Cheap labor
5.7.3. Highly qualified with BA and many with Masters
5.7.4. Teach them as a class but recognize them as individuals
6. Curriculum and Pedagogy
6.1. Humanist Curriculum
6.1.1. Reflects idealist philosophy that knowledge of the traditional liberal arts is the cornerstone of a educated citizenry and that the purpose of education is to present students with the best of what has been thought or written.
6.2. Social Efficiency Curriculum
6.2.1. comprehensive high schools marked by the process of differentiated curriculum, scientific management of the schools and the curriculum, and standardized testing of students for placement into ability groups and/or curriculum tracking
6.3. Developmental Curriculum
6.3.1. Related to the needs and interests of the student rather than the needs of society
6.4. Social Meliorist Curriculum
6.4.1. Social reconstuctionism: the roles of schools in reforming society.
6.4.2. resulted in the organization of curriculum into distinct tracks
6.5. Politics
6.6. Sociology of Curriculum
6.6.1. Not what is taught but why it is taught
6.7. Multicultural Education
6.8. Mimetic tradition
6.8.1. Purpose of education is to trasmit specific knowledge to students
6.8.2. Dialectic method
6.8.2.1. lecture as main form of communication
7. Educational Reform
7.1. Effective Teachers
7.1.1. Have high expectations
7.1.2. Give fully of themselves
7.1.2.1. Usually short career, because there is so much give for so little reward
7.2. Previous reforms
7.2.1. ANAR result changes
7.2.2. NCLB
7.2.3. Race to the top
7.2.4. Goal 2000
7.3. Growing Government involvment
7.4. School based Reforms
7.4.1. School Choice
7.4.1.1. Intrasectional schools
7.4.1.2. Too many want the same schools
7.4.2. Charter Schools
7.4.2.1. Swap red tape for results
7.4.2.2. autonomy for acountability
7.4.2.3. more effective and efficient for low income children especially in urban areas
7.4.2.4. takes time for charter schools to have an impact
7.4.2.5. wait lists
7.4.3. Tuition vouchers
7.4.3.1. too many want the same schools
7.4.3.2. debate over the effectivness
7.4.3.3. competition will lead to higher test scores
7.4.4. Schools that operate outside of school bureaucracy are happier, healthier and have better academic progress
7.5. Privitization
7.5.1. Hiring school management to for-profit companies
7.5.2. Results on efficacy not yet in
7.6. School-Business partnerships
7.6.1. businesses to adopt schools and schools promise to raise student test score in exchange for the assistance
7.6.2. lots of media coverage very little actual pay-out
8. Educational Inequalities
8.1. Thought process explaining differences
8.1.1. Functionalist
8.1.1.1. The schooling process will produce unequal results based off of the differences between individuals not on group differences
8.1.2. Conflict theorists
8.1.2.1. Role of schools is to reproduce inequalities not eliminate them
8.1.3. Interactionism
8.1.3.1. Suggests that one must understand how people within institutions such as families and schools interact on a daily basis in order to comprehend the factors explaining academic success and failure.
8.2. Possible reasons
8.2.1. Differnce in schools
8.2.1.1. Coleman Report argues that school differences are NOT the most significant factor
8.2.1.2. Differences within schools greater than differences between schools
8.2.2. difference in oporunities
8.2.3. student differences
8.2.4. cultural differences
8.3. Genetic Differences
8.3.1. Arthur Jensen argues that AA students are genetically less intelligent than whites and will therefor do less well in schools where intelligence is an important component of educational sucess
8.3.1.1. Criticized as a racist, also where did he get his science from. this was 1969 there was no significant genetic testing.
8.3.2. Hurn
8.3.2.1. Most significant factor affecting intelligence is social
8.3.2.2. The differences are in part due to cultural bias of IQ test questions, the conditions under which they are given and cultural and family differences
8.4. Cultural Deprivation Theories
8.4.1. Popularized in 1960s
8.4.2. Working class and non-white often lack cultural resources such as books and other educational stimuli and thus arrive at school at a dissadvantage
8.4.3. Oscar lewis
8.4.3.1. Deprived culture class lack the value system of the middle class
8.4.3.2. Middle class values hard work, and initiative, the delay of immediate gratification for future reward and the importance of education as a means to future success
8.4.3.3. Poverty rejects delayed gratification for immediate reward, rejects hard work and initiative as a means to success and do not see schooling as a means of social mobility
8.4.4. Start of the Head Start preschool intervention program
8.4.4.1. Does not actually seem to have the desired effect
8.5. Cultural Differences Theories
8.5.1. Some cultures do poorly in schools because they do not adapt well to being oppressed by authority figures that they do not respect
8.5.1.1. "the burden of acting white"
8.5.2. Differences in the resources available and that are seen as important experiences: museums and concerts and travel, ect...
8.6. School Financing differences
8.6.1. Image map spending average per student per state
9. Equality of Oportunity
9.1. In America individuals through thier own efforts can overcome the effects of stratification (educational and social mobility are matters of individual life experience)
9.2. Basic Forms Of Social Stratification
9.2.1. Caste
9.2.1.1. Occurs in agarian societies where social level is defined by strict ascriptive criteria such as race and/or religious worth
9.2.2. Estate
9.2.2.1. occurs in agrarian societies where social level is defined by terms of the hierarchy of family worth
9.2.3. Class
9.2.3.1. Occurs in industrial societies that define social level in terms of differential achievement by individuals, especially in economic pursuit
9.2.3.2. Is a big thing in U.S., class warfare and ever widening gap between classes
9.3. Class
9.3.1. Affects how students are labeled
9.3.2. Affects the type of language used, middle class and above are more likely to use standard "proper" english
9.3.3. Directly related to achievement and educational attainment.
9.3.4. Affects the quality of education
9.4. Race
9.4.1. Race impacts how much education you are likely to recieve
9.4.2. Statistics for drop out rates higher in minorities and sat scores. as well as reading abilities all lower for minorities
9.5. Gender
9.5.1. Traditionally women are better students then men but were less likely to achieve the same education
9.5.2. currently women are less likely to drop out then men
9.5.3. Women are likely to be paid less for the same job with the same education than men
9.6. Achievement Gaps
9.6.1. low income
9.6.2. racial monorities
9.6.3. tracking