1. Stakeholders:
1.1. Define actions as necessary
2. Supporting Staff
3. Developers
4. Philosophy of Education
4.1. Goal of Education: Teachers should encourage their students to find truth in themselves as an individual. Education is transformation: Ideas can change lives.
4.2. Generic Notions: Philosophers often pose difficult and abstract questions that can not easily be answered. They use this tradition to find the truth in the answer.
4.2.1. Curriculum: It is important to study the classics. Idealists also support back-to-basics approach to education.
4.2.1.1. Idealism: The first systematic philosophy in Western thought. It is generally thought to be the creation of the Greek philosopher, Plato. He taught through establishing oral dialogues with his students.
4.3. Method of Instruction: Teachers can take an active part in the students learning. Filling in the background material is very important in the students learning.
4.4. Role of Teacher: It is the teachers responsibility to discuss ideas with the students in order for the student to move forward on to new levels.
5. Equality of Oppurtunity
5.1. Marginalized Population: Students with Special Needs.
5.1.1. Response to Colman Study: The difference among schools account for a variety of student outcomes.
5.1.1.1. Edmonds argued that all students could learn and that differences between schools had a significant impact on student learning.
5.1.1.1.1. Where an individual goes to a school has little effect on his or her cognitive growth or educational mobility.
5.1.2. The field of special education has mirrored the debates about equality of educational opportunity and the concern with the appropriate placement of students with special needs.
5.1.2.1. In 1975, Congress passed the Education of All Handicapped Children Law. This included six basic principles.
6. Politics of Education
6.1. Conservative: It looks at social evolution as a process that enables the strongest individual or groups to survive and looks at human and social evolution as adaptation to changes.
6.1.1. Traditional Vision of Education: Hard work, family unity, individual initiative.
6.1.1.1. Traditional and Progressive have a great deal in common with the conservative, liberal, and radical perspectives. They are sometimes used interchangeably or without clear definitions.
6.2. Traditionalist believe that schools should pass on the best of what was and what is.
7. Schools as Orginizations
7.1. Nature of Teaching: Teachers must be skilled in so many areas of technical expertise and human relations.
7.1.1. The Roles of a Teacher include: colleague, friend, nurturer of the learner, facilitator of learning, researcher, program developer, administrator, decision maker, professional leader, and community activist.
7.1.1.1. This role switching is extremely demanding and may be one of the reasons for teacher burnout.
7.1.1.1.1. Teacher Professionalization: Teaching, particularly elementary school teaching is only partially professionalized. Prerequisites for professionalism among elementary school teachers were vaguely defined or absent altogether.
8. Curriculum and Pedagogy
8.1. The developmentalist curriculum: This is related to the needs and interests of the student rather than the needs of society.
8.2. Major stakeholders in district: State school board, local superintendent, and local school board.
8.2.1. The mimetic tradition: Based on the viewpoint that the purpose of education is to transmit specific knowledge to students. This relies on lecture or presentation as the main form of communication.
8.2.1.1. The need for traditional core of subjects and readings that will teach all students a common set of worthwhile knowledge and intellectual skills.
8.2.2. Approach to curriculum: The teaching should be student centered and should be concerned with relating the curriculum needs and interests of each child at particular developmental stages.
8.3. The state school board and local school board I believe are most important because they help with the curriculum policy making.
9. History of U.S. Education
9.1. Reform Movement: The Rise of the Common School. The struggle for a free public school was led by Horace Mann.
9.1.1. Common school, or free publicly funded elementary schools, reflects both the concern for stability and order and the concern for social mobility.
9.2. One Interpretation: The Radical-Revisionist School. The revisionist historians of education revised the history of education.
9.2.1. The historians included: Michael Katz, Joel Spring, and Clarence Karier.
9.2.1.1. They argued that the history of U.S. education is the story of expanded success for very different reasons and with very different results.
10. Sociological Perspectives
10.1. Two Effects of Schooling: Knowledge and Attitudes, Inside the Schools.
10.1.1. Knowledge and Attitudes: Differences between schools account for very little of the differences in student achievement. The more education individuals receive, the more likely they are to read newspapers, books, and magazines and take part in politics and public affairs.
10.1.1.1. Inside the Schools: Larger schools can offer students more in the way of facilities, but large schools are also more bureaucratic and may restrain initiative. Smaller schools may allow more student and teacher freedom, but small schools often lack resources.
10.1.1.1.1. Curriculum expresses culture. Curricula are not value free; they are expression of certain groups, ideas, beliefs, and prejudices.
10.2. Theoretical Perspective: Interactional Theories. This attempts to make the commonplace strange by turning on their heads everyday taken-for-granted behavior and interactions between students and students, and teachers and students.
10.2.1. The processes by which students are labeled gifted or learning disabled are, from and interactional point of view, important to analyze, because such processes carry with them many omplicit assumptions about learning and children.
11. Educational Reform
11.1. The most significant problems and the role of teachers and schools in solving them.
11.1.1. Teacher Quality: How to recruit and retain high quality teachers is among the most important problems in American education.
11.1.1.1. Ingersoll asserts that problems in staffing urban schools have less to do with teacher shortages and more with organazitional issues inside schools.
12. Educational Inequality
12.1. Cultural Deprivation Theory: Popularized in the 1960's, suggests that working-class and non-white families often lack the cultural resources, such as books and other educational stimuli, and thus arrive at school at a significant disadvantage.
12.1.1. Cultural deprivation theorists assert that the poor have a deprived culture, one that lacks the value system of middle-class culture.
12.1.1.1. According to cultural deprivation theorists such as Deutsch(1964), this deprivation results in educationally disadvantaged students who achieve poorly because they have not been raised to acquire skills and dispositions required for satisfactory academic achievement.