1. Sociological Perspectives
1.1. Persell’s Model for Analyzing School and Societies relationship
1.1.1. The societal level includes the most general levels of society such as its political and economic systems, level of development, and system of social stratification.
1.1.2. The institutional level includes family, schools, churches, business, government and media.
1.1.3. The Interpersonal includes all the processes, symbols interactions within such organizations such as face to face interactions, gestures and rituals
1.1.4. The Intrapsychic which includes the individual thoughts, beliefs, values and feelings which are shaped by societies institutions
1.2. The Uses of Sociology for teachers
1.2.1. Can schools create a more functional and equitable society?
1.2.2. What is the relationship between schools and society?
1.2.3. Does sociology help educators to create more effective schools which include; strong leadership, a safe and orderly environment, high expectations that all can learn, continual review of student progress, and a clear mission?
1.2.4. How does teacher interaction with students determine student success?
1.3. The Relation between Schools and Society
1.3.1. Schools are agents of cultural social transmission
1.3.2. Students are taught the values and beliefs of the society for them to think and act like other members of society.
1.3.3. School stratify students into tracks by curricular placements and result in how they are successful.
1.3.4. Schools select students for educational mobility.
1.3.5. Theoretical Perspectives include; Functional Theories, Conflict Theories, Interactional Theories.
1.3.6. Functional poses that society is best when a consensus rules. Conflict poses that influential groups impose their will on subordinate groups. Interactional poses that society develops as a result of interactions between students and teachers.
1.4. Effects of Schooling on Individuals
1.4.1. Knowledge and Attitudes
1.4.1.1. The higher the social class of a student the higher level of educational achievement.
1.4.1.2. Differences between schools is not a significant impact.
1.4.1.3. Academically oriented schools have higher levels of student achievement
1.4.2. Employment
1.4.2.1. More education results in better jobs and opportunities
1.4.3. Education and Mobility
1.4.3.1. Education is the great equalizer in the status race
1.4.3.2. Poor and rich people see no effect on their social status as a result of their education attainment.
1.4.3.3. Competition is not fair. Winners win with exceptions and losers are dropped from the competition.
1.4.3.4. Rules are not always fair.
1.4.4. Inside the Schools
1.4.4.1. Curriculum is determined by those who want to perpetuate certain values and beliefs.
1.4.4.2. Not all students study the same curriculum
1.4.4.3. Curriculum determines who goes to college
1.4.4.4. Cultural transmission, selective channeling of opportunity and social mobility are determined at the school level and its curriculum.
1.4.5. Teacher Behaviors
1.4.5.1. Teachers may have as many as 1000 interactions with students on a daily basis.
1.4.5.2. Teacher expectations directly influence student achievement
1.4.5.3. Self-fulfilling prophecy has a direct impact on student success.
1.4.5.4. The more teachers demanded from their students results in higher student self esteem and success.
1.4.6. Student Peer Groups and Alienation
1.4.6.1. Nerds, coolness and athletes
1.4.6.2. Careerists which are middle and upper middle class and do not have a good college experience.
1.4.6.3. Intellectuals come from highly educated families, earned academic honors, and are politically motivated.
1.4.6.4. Strivers come from middle and lower class hard workers and did not have great academic success but had a sense of accomplishment with their degree.
1.4.6.5. The Unconnected came from all backgrounds and did not participate or achieve any success and were dissatisfied.
1.4.7. The Current Educational Crisis
1.4.7.1. One third of children are at-risk of failing.
1.4.7.2. One fourth of preschool children live in poverty.
1.4.7.3. Fifteen million are reared by single mothers.
1.4.7.4. How can schools help students to be successful members of society?
2. Philosophy of Education
2.1. Role of Teacher
2.1.1. IDEALISM
2.1.1.1. The teacher takes an active role in discussion, posing questions, selecting material, establishing the environment all of which ensure the teacher’s desired outcome.
2.1.1.2. Bring out what is already in the student’s mind.
2.1.1.3. A role model in the classroom.
2.1.2. REALISM
2.1.2.1. The teacher is to present ideas and information to help students think , evaluate and determine a course of action.
2.1.3. PRAGMATIST
2.1.3.1. A facilitator of experiences.
2.1.3.2. The teacher encourages, offers suggestions questions, promotes critical thinking
2.1.3.3. The teacher must have a vast knowledge of all disciplines.
2.2. Key researchers
2.2.1. Idealists: Socrates, Plato, St Augustine, Rene Descartes, Immanuel Kant,and George Wilhelm Friedrich Realist: Plato, Aristotle, Thomas Aquinas, Francis Bacon, John Locke, Alfred North Whitehead, and Bertrand Russell Pragmatists: George Sanders Pierce, William James, John Dewey and Jean-Jacques Rousseau Existentialism and Phenomenology: Soren Kierkegaard, Martin Buber, Karl Jaspers, Jean Paul Sartre, Maxine Greene, Martin Heidegger, Edmund Husserl, and Maurice Merleau-Ponty Neo-Marxists: Karl Marx, Samuel Bowles, Herbert Gintis, Michael Apple, Paulo Freire, and Henry Giroux Postmodernists and Critical Theorists: Jacques Derrida and Jean Baudrillard, Jean-François Lyotard, Carl Marx, Engels, Durkheim, Dewey, and Jergen Habermas
2.3. Goals of education
2.3.1. IDEALISM
2.3.1.1. More capable students should be encouraged to continue their education.
2.3.1.2. With education and knowledge comes more responsibility.
2.3.1.3. The state should take a responsibility to see these students educated.
2.3.2. REALISM
2.3.2.1. The goal of education is to help individuals understand and apply knowledge to solve the problems of the world.
2.3.3. PRAGMATIST
2.3.3.1. Education is based on needs and interests of individuals .
2.3.3.2. Child-centered education.
2.3.3.3. Project learning, group learning, experiential learning.
2.3.3.4. Schools should balance the needs of society with the needs of the individual.
2.4. Generic notions
2.4.1. IDEALISM: Moving students towards achieving the "good".
2.4.1.1. The search for truth and knowledge through ideas instead of gathering facts about the physical world around us.
2.4.1.2. These students become the leaders, philosopher kings.
2.4.2. REALISM
2.4.2.1. The real world or material world is reality not ideas.
2.4.2.2. Matter exist independent of ideas.
2.4.3. PRAGMATIST
2.4.3.1. Find processes that work in order to achieve the desired ends.
2.4.3.2. Experience is key to relevance of study.
2.5. Methods of Instruction
2.5.1. IDEALISM
2.5.1.1. Lecture to provide information
2.5.1.2. Questioning and discussion, using dialectic method of reaching consensus.
2.5.1.3. Individual as well as group projects
2.5.2. REALISM
2.5.2.1. Lecture, questioning and answer, are methods of instruction.
2.5.2.2. Competency based assessments measure what students know.
2.5.3. PRAGMATIST
2.5.3.1. Problem solving or inquiry method. Test and re -test to learn.
2.5.3.2. Formal instruction does not exist as the norm
2.5.3.3. Group activities, individual study is encouraged.
2.5.3.4. The classroom is changeable according to needs.
2.6. Curriculum
2.6.1. IDEALISM
2.6.1.1. All contemporary problems have their roots in history.
2.6.1.2. Study history to determine how previous people handled them.
2.6.1.3. Elementary and junior high schools should have a core curriculum.
2.6.1.4. Back to basics approach.
2.6.1.5. Whole language or teaching across the curriculum
2.6.2. REALISM
2.6.2.1. Basic subjects such as math, reading, writing and the humanities.
2.6.2.2. There is a body of knowledge that is essential for students to learn.
2.6.3. PRAGMATIST
2.6.3.1. Core subjects as well as electives are all integrated. Learning and teaching using all subject areas.
2.6.3.2. Teaching across the curriculum.
2.6.3.3. Schools are created to meet the needs of students and society.
3. Schools as Organizations
3.1. The Structure of U.S. Schools
3.1.1. Governance
3.1.1.1. Those powers not mentioned in the constitution are explicitly delegated to the states. Each state is responsible for education.
3.1.1.2. The U.S. Department of Education was created in 1970.
3.1.1.3. The U.S. Dept. of Education has very little power.
3.1.2. Centralization
3.1.2.1. 55 million students are educated at the cost of $650 billion.
3.1.2.2. 1930’s there were 128,000 public school districts.
3.1.2.3. 1980’s there were slightly under 16,000 districts in the U.S.
3.1.2.4. The average elementary school has 450 students. High schools have 856.
3.1.3. Student Composition in Public Schools
3.1.3.1. 53.5 % are white
3.1.3.2. Of the states, 16 have less than 50% white
3.1.3.3. Ten states have no minorities
3.1.3.4. Large states are heavily multiracial
3.1.3.5. New York City is 85.6% minority.
3.1.3.6. Los Angeles is 91.3% minority
3.1.3.7. Detroit is 97.4% minority.
3.1.4. Degree of Openness
3.1.4.1. Very few academic impediments exist to graduate high school.
3.1.4.2. Very democratic process of education.
3.1.4.3. Open to all and very inclusive.
3.1.5. Private Schools
3.1.5.1. There are approximately 28,200 elementary and secondary private schools in the U.S.
3.1.5.2. Private schools constitute 25% of all schools and educate only 10% of all students.
3.1.5.3. In 1930’s there were less than 10,000 private schools
3.1.5.4. In 2009 there were 21,780 private elementary and secondary schools.
3.1.5.5. Most private schools are located on the east and west coasts.
3.1.5.6. Connecticut has the most and Wyoming has the least.
3.1.5.7. In 1980’s and 1990’s studies indicate private schools were better learning environments.
3.1.5.8. Thus, school choice has a significant credibilty.
3.1.6. International Comparisons
3.1.6.1. In other countries individuals go through rigorous academic rites of passage. This design separates those that can and those that cannot as well as those that have and those that have not.
3.1.7. Great Britain
3.1.7.1. In 19th Century England the rich had education in privates schools. The poor did not get educated.
3.1.7.2. The establishment of a national education system was opposed by the Church of England and the Roman Catholic Church.
3.1.7.3. The 1944 Education created free elem. And sec. education for all.
3.1.7.4. England decentralized the education system which had been fundamentally elitists.
3.1.7.5. Margaret Thatcher and conservatives tried to privatize public education by created parental choice and reorganizing the administrative structure, but with very limited success.
3.1.7.6. The 1988 Education Reform Act created a more centralized curriculum and systtem of national assessments.
3.1.7.7. Schools are still very stratified socially and economically.
3.1.7.8. Comprehensive high schools which prepared students for the workforce have been eliminated.
3.1.8. France
3.1.8.1. France has a very elitists educational system.
3.1.8.2. Only the very elite have the opportunity to move up educationally.
3.1.8.3. They have schools for the poor and schools for the elite.
3.1.8.4. The top students go to the grandes e’coles.
3.1.8.5. The government controls everything down to the classroom.
3.1.8.6. The France system is very competitive.
4. Curriculum & Pedagogy
4.1. What is taught and how do we teach it?
4.1.1. Social Influences
4.1.2. Political influences
4.1.3. Societies’ influences
4.1.4. Cultural influences
4.1.5. Special interests
4.2. Historically
4.2.1. Idealists say we should teach the great works of mankind
4.2.2. Conservatist say we should return to a humanist foundation
4.2.3. Teach math, science, reading, history, foreign languages and emphasize the influence of western civilization.
4.2.4. Conservatist of the 1980’s and 1990’s say we should teach what is fundamentally basic to a common culture
4.2.5. Different needs for different people was their concern for curriculum
4.3. Socially and Politically
4.3.1. Social Efficiency Curriculum advocates say that we should reflect and teach what is important for society to be functional and productive.
4.3.2. Social Efficiency became the cornerstone of Progressivism
4.3.3. Conservatist say that social efficiency has diluted the curriculum to the point that it has lost the purpose of transmitting one common culture.
4.3.4. Should the curriculum be flexible to meet all needs or should it be meeting the needs of a diverse population?
4.3.5. Social meliorists – reform society through schools also known as social reconstruction
4.3.6. Communities reflect what is important to them as a society.
4.3.7. The social class composition of the school and community have determined what is of value in the curriculum.
4.3.8. Political Influences of the curriculum have determine and set battle lines for domination of what should be taught.
4.4. The Curriculum
4.4.1. Who shapes the curriculum and determines what is taught?
4.4.2. Should business determine the curriculum?
4.4.3. Should religion determine the curriculum?
4.4.4. Should the wealthy determine the curriculum?
4.4.5. Which group as the most power to influence curriculum?
4.4.6. Other influences on the curriculum
4.4.6.1. Evolutionists
4.4.6.2. Creationists
4.4.6.3. Science and math
4.4.6.4. Nation at Risk
4.4.6.5. NCLB
4.4.6.6. RTT
4.5. Pedagogic Influences
4.5.1. Mimetic and Transformative approaches to teaching
4.5.2. Mimetic is conservative and says that there is a basic core of knowledge to be learned by all.
4.5.3. Transformative says that students needs should be the main focus of the curriculum.
4.5.4. Student centered or teacher centered.
4.5.5. Students are tracked and directed to a specific curriculum such as advanced diplomas and vocational diplomas
4.5.6. Stratification of the Curriculum
4.5.7. Tracking begins in elementary and continues through secondary by means of testing.
4.6. The Effects of the Curriculum
4.6.1. Do students actually learn what is taught?
4.6.2. What is learned and what is taught may have a large gap between them.
4.6.3. Closing the gap and how?
4.6.4. Schooling does have an impact on learning.
4.6.5. Do all students have the same educational experience even though they attend the same classes.
5. Equality of Opportunity
5.1. Calculating Educational and Life Outcomes
5.1.1. Social stratification is a structural characteristic of societies.
5.1.2. Human differences do not cause social stratification; social stratification causes human differences.
5.2. Social stratification – three systems
5.2.1. Caste- a persons’ social level is determined by race or religion.
5.2.2. Estate systems – a persons’ social level is determined by family value and worth.
5.2.3. Class systems – a persons’ worth is determined by their ability to overcome by personal achievement.
5.3. Class
5.3.1. Schools represent the middle and upper class.
5.3.2. Parental income is directly related to educational achievement and test performance.
5.4. Race
5.4.1. Race has a direct impact on how much educational attainment a person achieves.
5.4.2. Minorities do not receive the same educational opportunities as white Americans.
5.5. Gender
5.5.1. In the last twenty years significant gains have been made to equalize gender educational and professional attainment.
5.5.2. Disparities still exist in education and job salaries.
5.6. Special Needs
5.6.1. Students with special needs have experienced tremendous gains in educational opportunities due to PL 94-142 or the EHA. Education of Handicapped 1975.
5.6.2. IDEA 1996
5.6.3. REI – Regular Educational Initiative or mainstreaming.
5.7. School Segregation
5.7.1. Despite decreases in segregation, racial and ethnic segregation is increasing.
5.7.2. Evidence shows that highly segregated schools have lower achievement levels than integrated schools and minorities do better in integrated schools.
6. Educational Inequality
6.1. Sociological Explanations of Inequality
6.1.1. Functionalist Theorists support the idea that each students’ success is determined by their own hard work and desire to succeed.
6.1.2. Conflict Theorists support the idea that student success is affected by their environment.
6.1.3. Interactionists Theorists support that student success is determined by a combination of factors such as family, social class schools and environment.
6.2. Other factors that influence student success are;
6.2.1. Student-centered factors such as family, peer group, community, culture and the student.
6.2.2. School-centered factors include teachers, teaching methods, curriculum, school climate and teacher expectations.
6.2.3. Multidimensional factors include everything that affects student success.
6.3. Student Centered Explanations
6.3.1. Genetic Differences Explanations
6.3.2. Cultural Deprivation Explanations
6.3.3. Cultural Differences Explanations
6.4. School Centered Explanations
6.4.1. School Financing
6.4.2. Effective Schools
6.4.3. Between School Differences
6.4.3.1. Curriculum and Pedagogic
6.4.4. Within School Differences
6.4.4.1. Curriculum and Ability Grouping
6.4.5. Gender and Schooling
7. Legal Issues in Education
7.1. Teacher Negligence of Duties
7.1.1. Contributory negligence is neglecting your and others' safety.
7.1.2. Comparative negligence is having equal contributions to an injury
7.1.3. Assumption of risk is having known that an activity could cause injury
7.2. Reporting Child Abuse
7.2.1. **Teachers are obligated to report suspected child abuse either mental or physical**
7.2.2. Report the suspected abuse to the guidance counselor, principal or DHR.
7.2.3. Document the action you have taken. (document time, date, name of student, suspected abuse or symptoms and to whom you reported)
7.2.4. Follow-up on the situation.
7.3. Harassment (Sexual or other forms of harassment)
7.3.1. • Educators can be held liable if they show an indifference to a student’s or teacher’s complaint.
7.4. Students cheating on tests
7.4.1. Due Process (procedural and substantive)
7.4.1.1. 1. Procedural due process is notice, hearing and explanation.
7.4.1.2. 2. Substantive due process is “what is fair” not capricious or arbitrary.
7.4.2. Suggested guidelines to follow
7.4.2.1. • Allow the student to finish the test or assignment.
7.4.2.2. • Confront the student after class or take them to the principal immediately.
7.4.2.3. • Do not grade that test or assignment. Arrange for another test or assignment if you consider this a viable option.
7.4.2.4. • Never take up a test or assignment and give a “0” without allowing the student to explain. “Snatch and File 13”
7.5. Corporal Punishment
7.5.1. Suggested guidelines to follow;
7.5.1.1. • Always follow board policy
7.5.1.2. • Use another form of punishment if available
7.5.1.3. • Have a professional witness (another teacher).
7.5.1.4. • Use a reasonable paddle. The principal should determine size restrictions of a paddle.
7.5.1.5. • Document all action taken.
7.5.1.6. • Never paddle when angry or in doubt of a student’s guilt.
7.6. Search and Seizure
7.6.1. Principals and teachers have the power to search based on reasonable suspicion. Police must have probable cause.
7.6.2. Suggested guidelines;
7.6.2.1. • Do not search a student or locker without a witness
7.6.2.2. • Have reliable information before searching.
7.6.2.3. • Do not search the entire class indiscriminately
7.6.2.4. • Do not conduct a strip search (imminent danger must be present).
7.6.2.5. • When in doubt, refer to the principal.
7.7. IDEA (Special Education and Section 504)
7.7.1. • Identify your students who are receiving services by contacting your counselor, principal or special education teacher.
7.7.2. • Each teacher is responsible for knowing which students receive services.
7.7.3. • Follow the IEP, 504 Plan, BIP or BBSST recommendations.
8. Politics of Education
8.1. Vision of Education: Traditional or Progressive
8.1.1. My vision of education has aspects of both traditional and progressive.
8.1.2. Traditional vision of education: view schools as necessary in incorporating traditional values such as hard work, family unity, and individual initiative into society.
8.1.2.1. I agree with the traditional vision of education in the sense that we need to pass on the best of 'what was and the best of what is' on to our students. Hard work, individual initiative and family unity are VERY important values that our students today need to possess.
8.1.3. Progressive vision of education: view schools as necessary to solving social problems, a means to rise to a higher social class, development of individual potential, and an important part of a democratic society.
8.1.3.1. I absolutely agree with the progressive belief that 'schools should be a part of the steady progress to make things better.' I think it is important as teachers to help encourage, shape, mold, and motivate students to be those individuals who will one day change society.
8.2. Perspectives of Education I believe in and agree with the Conservative perspective of education.
8.2.1. Conservative:
8.2.1.1. The conservative perspective of education stems from theories of Charles Darwin and sociologist William Graham Sumner.
8.2.1.1.1. The Conservative perspective includes the theory that social evolution allows the strongest to survive. They believe that competition in order to survive is crucial and "human progress is dependent on individual initiative and drive." I agree with the conservative perspective in that you have to work hard and earn what you have or what you don't have.
8.2.2. Liberal:
8.2.2.1. The liberal perspective of education stems from works and teachings of philosopher John Dewey, which became popular during the Franklin D Roosevelt administration. It is also based on the economic theories of John Maynard Keynes.
8.2.2.1.1. The Liberal perspective believes that if the free market is left unregulated it will be significantly abused by those who are disadvantaged economically and politically. The liberal view is that in order to maintain fair treatment to all that the government must be involved socially, economically, and politically. They believe the government will be able to establish equality for all.
8.2.3. Radical:
8.2.3.1. The radical perspective of education stems from German political economist and philosopher Karl Marx.
8.2.3.1.1. The Radical perspective that a democratic socialism, not free-market capitalism, is a fairer system.
9. History of U.S. Education
9.1. School’s/ Education’s Responsibility
9.1.1. Schooling has historically been in response to the uncertainty that family, church, or community could not provide the necessary tools needed to meet the needs of a literate person in a democratic society.
9.1.2. The school serves as the focal point for addressing societal issues
9.1.3. There is little consensus on motives for school reform
9.2. Colonial Era
9.2.1. Old Deleuter Satan Law 1647
9.2.2. Society was highly stratified (have and have-nots)
9.2.3. Colleges were established before the country was created. (Harvard, 1636, Yale 1701)
9.2.4. Wealthy saw education as perpetuating the ruling class, religion, utilitarian, civics
9.2.5. Franklin saw education to support trades and common man.
9.2.6. Jefferson supported public education.
9.2.7. Grammar Schools became present day elementary schools.
9.2.8. Dame schools were created for girls.
9.2.9. Secondary schools were for boys and the elite
9.2.10. Latin Grammar Schools (Boston).
9.2.11. Education in the South was mainly intended for upper class (plantation owners).
9.3. Age of Reform: The Common School
9.3.1. The right to vote was restricted to all men except slaves and emotionally disturbed
9.3.2. Jefferson supported public education to further the success of the U.S.
9.3.3. Horace Mann lobbied to create the first state board of education. (created in 1837 in Mass.)
9.3.4. Normal schools were created for teacher education. (Mass 1839)
9.3.5. Public education was for public stability and social mobility.
9.4. Public Education
9.4.1. Morrill Act est. land grants in each county and state for public education. (1862)
9.4.2. Education for women and slaves was limited.
9.4.3. Women were educated for domestic purposes.
9.4.4. Slaves were not educated with the exception of a few northern states that had special schools for African Americans.
9.4.5. Emma Hart Willard, Troy University, 1821.
9.4.6. Mount Holyoke Seminary 1837, women’s college had same requirements for women as for men.
9.4.7. The first public university to admit women was the University of Iowa in1856.
9.5. Urbanization and the Progressive Impetus
9.5.1. Industrial revolution caused the need for educated workers.
9.5.2. Cities contained enormous amounts of uneducated people thus dividing the social classes even more.
9.5.3. John Dewey, the father of modern education, emphasized the needs of the individual to create a better society.
9.5.4. Schools became the focus of social problems such as hygiene, health and social skills.
9.6. Progressive Movement
9.6.1. Curriculum supports the needs of the child and thus gives knowledge/insight to human history and promotes impetus for change and betterment of society
9.7. Education for All
9.7.1. The Dilemma
9.7.1.1. Four Themes for High School Purposes in 1875.
9.7.1.1.1. 1. Tension between classical subjects such as Latin and Greek versus science and math, etc
9.7.1.1.2. 2. College entrance requirements due to so many disparities in entrance requirements.
9.7.1.1.3. 3. High School students should be prepared for life not college.
9.7.1.1.4. 4. All students should follow the same courses of study regardless of need for further education.
9.8. The Committee of Ten, 1893
9.8.1. The Committee of Ten was created by the National Education Association which was chaired by Harvard University president, Charles Elliot
9.8.2. The committee's recommendation for high school in 1918 was;
9.8.2.1. 1.Health
9.8.2.2. 2.Command of fundamental processes
9.8.2.3. 3.Worthy home membership
9.8.2.4. 4. Vocation
9.8.2.5. 5. Citizenship
9.8.2.6. 6. Worthy use of leisure
9.8.2.7. 7. Ethical character
9.8.3. They also est. Carnegie units for graduation and college entrance curriculum.
9.9. Post World War II 1945-1980
9.9.1. Post World War II demands required more technical innovations and focused on social mobility.
9.9.2. The battle; standards of an education versus the education opportunity for all.
9.9.3. Progressive v. Traditional
9.10. Cycles of Reform
9.10.1. Sputnik and the Space race influence
9.10.2. 1957-1960’s emphasis on excellence
9.10.3. Mid 1960’s emphasis went back to individual needs due to the Civil Rights Act 1963
9.10.4. Elementary/Secondary Education Act 1965 provided for special needs students
9.11. Equality and Equity
9.11.1. Plessy v. Ferguson
9.11.2. Brown v. Topeka Board of Education
9.11.3. Colleges opened doors for all.
10. Educational Reform and Improvement
10.1. Characteristics of highly effective teachers
10.1.1. A "calling" for the profession
10.1.2. Professional Knowledge
10.1.3. Personal Qualities
10.1.4. With-it-ness
10.1.5. Instructional Effectiveness
10.1.6. Good Communicator
10.1.7. Street Smart
10.1.8. Willing To go the extra mile
10.1.9. Lifelong Learner
10.2. Two Waves of Attack of Reform in education in 1980's
10.2.1. 1st- was concerned with accountability and achievement.
10.2.2. 2nd -was concerned with the processes of the school.
10.3. Federal Involvement
10.3.1. America 2000
10.3.2. Goals 2000
10.3.3. No Child Left Behind
10.3.4. Race To The Top
10.4. Approaches to Reform
10.4.1. Neo Liberal Approach
10.4.2. Societal And Community Approach
10.5. School Based Reforms School Based Reforms
10.5.1. School Choice School Choice
10.5.2. Charter Schools
10.5.3. Tuition Vouchers
10.5.4. Intersectional Choice Plans (public to private)
10.5.5. Intrasectional Choice Plans (any public school in district)
10.6. School-Business Partnerships
10.6.1. Privatization of Schools
10.6.2. School to Work Programs
10.7. Teacher Education Programs
10.7.1. Three Major Points
10.7.2. More intellectual demands in education programs
10.7.3. Attract and retain competent teachers
10.7.4. Reorganize educational academic and professional development
10.7.5. Plan
10.8. Teacher Quality
10.8.1. The Effective School Movement
10.8.2. Plan
10.8.3. Highly Effective School Characteristics
10.9. Societal, Community, Economic and Political Reforms
10.9.1. State Takeovers Pros and Cons
10.10. School Finance Reforms
10.10.1. Where you are born or live determines your advantage for a good education
10.11. Full Service Schools
10.12. Repair and educate the community
10.13. Connecting School Community and Societal Reforms
10.13.1. A Theory of Educational Problems and Reforms
10.13.1.1. Solutions and Proposals
10.13.1.1.1. Integrative Realm - basic skills and knowledge is the focus for school improvement and student achievement.
10.13.1.1.2. Developmental Realm – focus is on developing the whole child by having schools become more humane institutions.