1. Philosophy of Education
1.1. Pragmatism
1.1.1. Finding a Process that Works in Order to Achieve the Desired End
1.1.2. Generic Notions:
1.1.2.1. Attainment of a Better Society through Education
1.1.2.2. Embryonic Community in School
1.1.2.2.1. Children can Learn Skills Experientially and Traditionally
1.1.2.2.2. Enables them to Work Cooperatively in a Democratic Society
1.2. Key Researchers
1.2.1. George Sanders Peirce
1.2.2. William James
1.2.3. John Dewey
1.3. Goal of Education
1.3.1. Social Order
1.3.2. Conjoint, Communicated Experience
1.3.3. Ideas Implemented, Challenged, and Restructured
1.3.4. Growth Leading to More Growth
1.4. Role of Teacher
1.4.1. Facilitator
1.4.1.1. Encourages
1.4.1.2. Offers Suggestions
1.4.1.3. Questions
1.4.1.4. Plans and Implements Course of Study
1.4.1.4.1. Writes Curriculum
1.4.1.4.2. Command of Several Disciplines
1.5. Method of Instruction
1.5.1. Individual: Problem Solving
1.5.1.1. Posing Questions about what They Want to Know
1.5.2. Group: Inquiry
1.5.2.1. Conversing with One Another
1.6. Curriculum
1.6.1. Integrated Curriculum: Problem Solving Using Many Disciplines of Education in an Interconnected Way
1.6.2. Changes as Social Order Changes
1.6.2.1. Child Centered Curriculum Changes as Children's Interests and Needs Change
2. Educational Reform
2.1. Effective Teachers
2.1.1. Teacher Educaiton
2.1.1.1. Teaching Teachers to Be Effective
2.1.2. Teacher Quality
2.1.2.1. Becoming Highly Qualified Through Training
2.2. Federal Involment Goals
2.2.1. Children Starting School Ready to Learn
2.2.2. Increasing the High School Graduation Rate
2.2.3. Drug Free Schools
2.2.4. First in Mathematics and Science in the
2.3. School-Based Reform
2.3.1. Private School
2.3.1.1. Research Showed Private School Students Learned More than Public School Students
2.3.2. Charter Schools
2.3.2.1. With Less Focus on Regulations, More Focus Put on Educaion
3. Politics of Education
3.1. Liberal Perspective
3.1.1. Equal Opportunity of Educaiton
3.1.1.1. Government:
3.1.1.1.1. Ensures Fair Treatment of All Citizens
3.1.1.1.2. Esures Equality of Opportunity Exists
3.1.1.1.3. Intervenes when Individual Effort is Insufficient
3.1.2. Enabling Students to Develop:
3.1.2.1. Sense of Self
3.1.2.2. Talents
3.1.2.3. Creativity
3.1.3. Socializing Children
3.1.3.1. Cultural Diversity
3.1.3.2. Importance of Citizenship
3.1.3.3. Participation in Society
3.2. Progressive Vision of Education
3.2.1. Progressive
3.2.1.1. Solving Social Problems
3.2.1.2. Individual Potential
3.2.1.3. Upward Mobility
4. Schools as Organizations
4.1. Structures of Education
4.1.1. Without Structure, One has Little Way of Grasping it as a Whole
4.2. Governance
4.2.1. Separate State School Systems
4.2.1.1. State Mandates Curriculum
4.2.1.2. School Districts Expected to Carry Out
4.3. Size and Centralization
4.3.1. Average of 16-18 Students per Teacher
4.3.2. Larger School Districts lead to Teachers Making Fewer Decisions
4.4. Student Composition
4.4.1. Viewed as Gender, Class, Ethnicity, and Even Ability
4.4.2. What Schools are Made Up of
4.4.3. Most School Systems have a Diverse Group of Students
4.5. Degree of Openness
4.5.1. All Children can Enroll in School
4.5.2. There are Few Forced Exits
5. Curriculum and Pedagogy
5.1. Stakeholders
5.1.1. State District Senator
5.1.1.1. Jim Tracey
5.1.2. House of Representatives
5.1.2.1. Speaker: Beth Harwell
5.1.2.2. District Member: Pat Marsh
5.1.2.3. Education Vice Chair: Billy Spivey
5.1.3. State Superintendent
5.1.3.1. Lonnie Roberts
5.1.4. TN State Board of Education Members
5.1.4.1. B. Fielding Rolston
5.1.4.2. Mike Edwards
5.1.4.3. Allison Chancey
5.1.4.4. Lonnie Roberts
5.1.4.5. Carolyn Pearre
5.1.4.6. Lillian Hargrove
5.1.4.7. Wendy Tucker
5.1.4.8. Cato Johnson
5.1.4.9. William E. Trout
5.1.5. Local Superintendent
5.1.5.1. Dr. Wanda Shelton
5.1.6. School Board Members
5.1.6.1. Chairman: Jerry Pendergrass
5.1.6.2. Stan Golden
5.1.6.3. Veronica King
5.1.6.4. Brandon Kolle
5.1.6.5. Dexter Sullivan
5.1.6.6. June Towry
5.1.6.7. Brett Malone
5.1.6.8. Thomas Stevenson
5.2. Approach to Curriculum
5.2.1. Traditional
5.2.1.1. Objective bodies of knowledge
5.2.1.2. How it can be designed and effectively transmitted to students
5.2.1.3. Design curriculum using goals and objectives
5.3. Pedagogic Practice
5.3.1. Transformative Tradition
5.3.1.1. Purpose of education is to change the student in some meaningful way, including intellectually, creatively, and emotionally.
5.3.1.2. Multidimensional theory of teaching
5.3.1.3. Not just didactic transfer of information but the conversation between teacher and student
6. History of U.S. Education
6.1. Colonial Era
6.2. Common School
6.2.1. Public Educaiton
6.2.2. Education for Women and African Americans
6.3. Equal Opportunity
6.4. Interpretations
6.4.1. Democratic-LIberal School
6.4.2. Radical-Revisionist School
6.4.3. Conservative School
7. Sociological Perspectives
7.1. Sociology for Teachers
7.1.1. Emphasis on Discipline
7.1.2. Principal Who Makes Consistent Decisions
7.1.3. Instructional Leadership
7.1.4. Safe and Orderly Environment
7.2. School and Sociology
7.2.1. Schools Present an Opportunity of Socialization
7.2.2. School Shapes a Students' Perception and Consciousness
7.2.3. School Determines Who Will Get Ahead in Society and Who Will Not
7.3. Effects of Schooling
7.3.1. Knowledge and Attitude
7.3.2. Employment
7.3.3. Mobility
8. Equality of Opportunity
8.1. Class
8.1.1. Different Class, Different Experience
8.1.1.1. Cost
8.1.1.2. Parental Support
8.1.1.3. Lower Class, Lower Expectation
8.2. Race
8.2.1. Race Has Impact on How Much Education Someone is Likely to Achieve
8.2.2. African American and Hispanic American are More Likely to Drop Out of School
8.2.3. Minorities Do Not Receive the Same Educational Opportunities
8.3. Gender
8.3.1. Female Students are Less Likely to Drop out of School than Males
8.3.2. Male Students Outperform Females in Mathematics
9. Educational Inequality
9.1. Explanations
9.1.1. Gender Differences
9.1.1.1. Working-Class and Non-White Students
9.1.2. Cultural Differences
9.1.2.1. Poverty, Racism, Discrimination, and Unequal Life Chances
9.2. School-Centered Explanations
9.2.1. School Financing
9.2.1.1. Some Schools Receive More Financing than Others
9.2.2. School Research
9.2.2.1. How the Process Affects School Learning