1. CHAPTER 5
1.1. GENERIC NOTIONS
1.1.1. Idealism-Creation of the Greek Philosphers pg.180
1.1.2. Plato-pupil of socreates. wrote nothing down.beleived in dialouge.forced fellow young followers to consider their life choices=discomfort. He augmented Socrates beleifs since he was in fact more sophisticates in thinking than they. pg180
1.1.3. Aristotle beleived that through studying the material of the world was it poss for an individual to calrigy or devlope ideas. so realist rejected Platonic ideas pg183
1.1.4. Plato=Nature of reality would start with ideas, since world was shawdowy and unreliable. Aristotle would begin w/world of matter. both dealt with ideas but handled them different. pg183
1.2. KEY RESEARCHERS
1.2.1. Plato(427-347) pg 180 created Platonic philosophy.method was to engage in dialouge and through it ask questions of persons view. pg181
1.2.2. Aristotle systematic theory of logic=rational method to testing statements of people.
1.2.3. Thomas Aquina-important medieval suthority on works of Aristotle.Affected a synthesis of pagan ideas and Christian beleifs for understanding truth.
1.2.4. Modern Realism-Renaissance period. sci method of learning. FRANCIS BACON troubled by the reliance of classical realist or preconcieved notion upon thinkers.Started with observation that might cummilate which may be tested for verification.
1.3. GOAL OF EDU
1.3.1. Educators who subscribe to idealism often intrested in the search fo rtruth through ideas than examination pg181 truth=responsibility..ideas can change lives.pg182
1.3.2. Contemporary Realists-focus on science and philosophy.Focused in particular on science issues that have philisophical dimensions. goal is to help individuals understand then apply the principles of science to help solve prob in modern world. leading notions through basic disciplines an particular science. pg185
1.4. ROLE OF TEACHER
1.4.1. analyze&discuss in order for students to move to new levels of awarness for transformation.pg182
1.4.2. Contemporary Realist beleive students should be steeped into basic cademic disciplines in order to transmit their students to knowledge for cont. of human race. teachers must present ideas in clear and conscie manner and demo their ways to judge art,music,poetry;literature.from this view teacher enable students to learn objectives methods of evalusorks. pg185
1.5. METHOD OF INSTRUCTION
1.5.1. idealist active part in student learning. most use dialetic approach des. by Plato. pg182
1.5.2. Realist support lecture,question;answer. support lecture as a method of instruction.believe te materialworld hold the key to the ideal world envourage ??s that would help students grasp specific characteristics of particular manifestations. pg185
1.6. CURRICULUM
1.6.1. Great Brooks=READ,ANLYZEAND APPLY IDEAS TO MODERN LIFE. mORTIMER URGED THIS FOR ELEM/JUNIOR HIGH. MOST IDEALIST LIKE BACK-TO -BASICS Apprach. PG182
1.6.2. science/math=read/write=humanities. beleive body of knowledge is essential for student to be in society. essential for survival.
1.7. NEO-THOMISM-
2. CHAPTER 6
2.1. DECENTRAILIZED SCHOOL SYSTEM
2.1.1. pg222 effect on public education on diversity
2.2. CONSOLIDATION
2.2.1. pg222 less choice in curriculum due to capacity within the schools
2.3. ROLE SWITCHING
2.3.1. possibly reason for ''burn out''...teachers act in many different characters and hold many responsibilities
2.4. BUREAUCRACY
2.4.1. pg231 attempt to rationalize/organize human behavior to achieve goals
2.5. HIGHLY QUALIFIED
2.5.1. PG233 3 specifications 1)college degree 2)full licensure 3)demonstrate content knowledge
2.6. DE FACTO SEGREGATION
2.6.1. PG222 ethnicity, segregated by wealth or income
3. CHAPTER 7
3.1. Romantic Progressivism
3.1.1. PG 284 philosophical allegiance
3.2. Culturally Relevant pedagogy
3.2.1. pg294 MUTICULTURAL EDUCATION
3.3. ability grouping
3.3.1. pg298 ELEMENTARY TO MIDDLE SCHOOL LEVEL. USUALLY SAME CLASSROOM BUT DIFFERENT CIRRICULUMS
3.4. cirriculum tracking
3.4.1. pg299 fundamental questions that concern teaching and learning. common body of knowledge. should and do all students learn the same?
3.5. curriculum stratification
3.5.1. pg298 USUAL AT SECONDARY LEVEL. BASED ON TESTING AND PUTATIVE ABILITY
3.6. hidden ciricculum pg 293
3.6.1. shape of values ,other conflict theorist, and effect of the formal and hidden curriculum on reproduction of consciousness.
4. CHAPTER 8
4.1. EQUALITY OF OPP
4.1.1. PG 377 deals with reality,faith,and education on and of the individual PG339 ALSO SOCIAL REALITIES OF u.s.a
4.2. MERITOCRACY
4.2.1. PG339 BASICALLY WHAT AMERICANS BELIEVED YOU COULD DO OR GAIN BASED ON SOCIAL STATUS AND ECONOMIC SITUATION
4.3. ACHIEVEMENT GAPS
4.3.1. Deals with over ciming adversity in intergration and race,ethnicity,sex etc.
4.4. ATTAINMENT GAP
4.4.1. PG357 Dealt with among groups
4.5. SOCIAL REPRODUCTION
4.5.1. Starts with rank in class in society . This is said to determine the outcome/reproduction for social purposes.
4.6. THE COLEMAN STUDY
4.6.1. PG366 high school achievement: minorities, cognitive growth, and education mobility PG366 Study accessed organizational characterisitics of school while also the student achievment.
5. CHAPTER 9
5.1. INTERACTIONISM THEORY
5.2. STUDENT CENTERED EXP
5.3. ABBOT VS BURKE
5.4. CURRICULUM
5.5. PEDAGOGY
5.6. ABILITY GROUPING
6. CHAPTER ONE
6.1. Philosophy
6.1.1. Dialectic Method-What and Why's in your teaching pg.16
6.2. Polotics
6.2.1. Power relations-local, state, fed. gov. What, if any is they shape of schools based on the politics.
6.2.2. Democratic in schools. Political science approach incorporate policy and change.
6.3. Sociological
6.3.1. Social Systems in school in 19th century=optimism, improvement of education through application.
6.3.2. Sociological Approach=edu w/empiricism/collection or analysis of facts based on theory pg.17
6.3.3. How do schools interact with society? pg18
6.4. US School History- view in schooling is an essential component of the American Dream of social mobility and equality for opportunity.
6.5. Cirriculm/Peadology=John Dewy mention spiral curriculum pg. 16
7. CHAPTER TWO
7.1. SCHOOLING
7.1.1. Intellectual-higher order thinking skills
7.1.2. Political-assimilate diverse cultural groups
7.1.3. Social=behavior, socialization and stability for society.
7.1.4. Economic-school preparation for students in society. Indirect role process.pg 22
7.2. Conservative-social evolution process that enable strong individuals. compare in social environment of which human progress is dependent on initiative and drive. pg23
7.3. Liberal-balancing the economy of capitalism w/social and eco needs of majority of U.S. Argue discipline and authority .Argue quality and climate. traditional curriculum leaves out groups that compromise the pluralistic of society. pg24
7.4. Radical-believe that capitalism is central prob for US social issue. Believe in FREE MARKET pg25
7.5. Neo-Liberal-5 beliefs for educational policy: Austerity, Model Market, Individualism, State intervention, Economic Prosperity, race, and class.pg32-33
7.5.1. A combination of liberal and non liberal perspectives. Believe in No Child Left Behind. Market based choice reform.
7.6. Progressivism
8. CHAPTER 3
8.1. OLD DELUDER LAWS
8.1.1. LAW ONE-law pointed to troube with the young that the parents failed to attend pg 64
8.1.2. LAW TWO-number of homes in a town determined teacher or school to teach pg64
8.2. MERITOCRACY
8.2.1. Jefferson's model of a university that later became known as this due to natural aristocracy pg66
8.3. ULTILITARIANISM
8.3.1. Benjamin Franklin(taught by example)pg65
8.4. COMMON SCHOOL
8.4.1. started in industrial rev. 1837. HORACE MANN-ann. reports for public school reform lead to 1st state norm school.pg.68
8.4.2. arguments: 1.free funded elem.school 2. concern for mobility/social mobility pg68
8.5. CHILD-CENTERED REFORM
8.5.1. pg 71 g.stanley hall-''mind of darwin''indivualize instruction/attend to needs and interest of children.
8.6. SOCIAL-ENGINEERING REFORM
8.6.1. Edward l. Thorndike-placed emphasis on the organism's enviroment: should prepare kids to earn a living.pg71
9. CHAPTER 4
9.1. 4 EFFECTS ON INDIVIDUALS
9.1.1. behaviorism or exsientialismp 114 a sociologicalperspectiv-external force on individual choices.Reconizing human capacity for free will.
9.2. 4 THEORIES OF RELATION ON SCHOOL/SOCIETY
9.2.1. Societal-general structures of society:political and sconomic systems.
9.2.2. Institutional-major institutions:family,school,churcch,business/goverment,media,etc.
9.2.3. interpersonal:processes,symbols,and interactions within p114
9.2.4. intraphysic- thoughts,beleifs,values,feelings,shpaed by society institutions&interactions.
9.3. PERSELL'S SCHOOL VS. SOCIETY SOCIOLOGIC
9.3.1. pg120-122