1. Ravitch logic: neo-liberals turned the progressive left's argument about equilty on its head, suggesting that traditional public school, rather that providing equality opportunity for low-income children, have systematically reproduced inequalities through falling schools for these students, a claim reminiscent of Bowles and Gintis's Schooling in Capitalist America (1976)
2. inequiality
2.1. Functionalsits
2.1.1. fair & meritocratic process
2.1.1.1. sorting out best/brightest
2.1.1.1.1. regardless of family background
2.1.1.1.2. individual talent
2.1.1.1.3. hard work
2.2. Conflict
2.2.1. concerned w/equality opportunities & results
2.3. gender
2.4. cultural deprivation
2.5. culltural differnce
3. Sociological Perspective
3.1. effectives of indivials need 2
3.1.1. Roseenbaum
3.1.2. Hopper
3.1.3. Turner
3.2. Relationships - Persell's (1970) socieological levels of Analysis
3.2.1. relations school
3.2.2. relation society
3.2.3. Theories
3.2.3.1. functional
3.2.3.2. interactional
3.2.3.3. conflict
3.3. effects of school, 2
3.3.1. social mobility
3.3.2. curriculum
4. Politics of Education
4.1. Neo-liberal Perspective
4.1.1. vision - traditional - to view the schools as necessary to the transmission of the traditional values
4.1.2. Reforrm
4.1.2.1. Return back to basiccs
4.1.2.1.1. Accountability measuees for students
4.2. Conservative
4.2.1. evolutionary theories of Charles Darwin
4.2.2. Social evolution as a process that enables the strongest individual/group to survive and human and social evolution as adaptation to change in the environment
4.2.3. viewpoint is the belief that he free market /economy of capitalism is both the most economically productive economic system; most respected
4.2.4. Nobel laureate Milton Friedman conservativte argued that the free market capitalism allows for the max. economic growth & individual liberty w/ competition; rational , makes decisions on a cost-benefit scale
4.2.5. Ronald Reagan , stressed individual initiative and the individual is the only one capable of solving his/hers problems
4.3. Who shapes the curriculum - boils down to power * Elite Model
5. History of US Education
5.1. form movement
5.1.1. pick one
5.2. one persective
5.3. reform movement
5.3.1. Purtans in New England (1642-1647); Old Deluder Laws
5.3.1.1. First law pointed to the youth not attend school as the parents failure
5.3.1.2. Second law - town that had 50 or more households would appoint one person to teach all children, reguardless of gender to read and write, pay teacher. If there were more thatn 100 households had to set up second schooling or be fined for not complying
5.3.2. utilitarianism (1749);
5.3.2.1. Ben Franklin "Proposal Related to the Education of the Youth in Pennsylvania". Called for education for youth based onsecular and utilitarian course of study rather than traditional study of religion and classics.
5.3.2.2. the purpose of schooling was to provide a course og study that would allow them mastery of process rather than rote learning; reading, writing, , public speaking art would be intragral components of curriculum along with math, accounting , natural history, history, geography,, political studies and languages
5.3.2.3. Ben Franklin, concept of schooling became the protype of private secondary school
5.3.3. Jefferrson's Bill (1779)
5.3.3.1. Peovide free education to all children for the first three yrs of elementary school; reading, writing, and common arithmentic
6. Schools as Organizations
6.1. stake holders
6.1.1. Included
6.1.2. Included
6.1.3. Excluded
6.2. there are %, pick one
6.3. compare & contra
6.4. curriculum, noed peolple
6.4.1. schools
6.5. conservatives perspective see the role of the school as providing the necessary educational training to ensure the most talented & hard-working individuals receive the tools to max. the economic & social productivity.
7. Margaret Welch Fall
8. Philosophy of Education
8.1. Metaphysics
8.1.1. Nature of Reality
8.2. EPISTEMOLOGY
8.2.1. Nature of Knowledge
8.3. AXIOLOGY
8.3.1. Nature of Values
8.4. Idealism
8.4.1. Plato
8.5. Realism
8.5.1. Plato, Aristole
8.6. Existentialism/Phenomenology
8.6.1. Soren Kierkergaard
8.6.1.1. Maxine Greene
8.7. Postmodernist
8.7.1. Derrida
8.8. Pragmatism
8.8.1. John Dewey, integrated curriculum
8.8.1.1. balance the social role of the school with its effects on social, intellectual ,& personal development
8.8.1.2. intergrate in society & democratic
8.8.1.3. method of instruction as problem-solving, or inquiry method
8.8.1.4. Formal instruction was abandoned
9. Educational Policy
9.1. Market Model
9.1.1. solves social problems, better than Gov't
9.2. State intervention
9.2.1. necessary to ensure equality of opportunity; to ensure that failing schools or districts improve; close the failing districts and schools
9.3. Economic properity, race & class
9.3.1. elimination of race and scio-economic achievement gaps as a part of reform policy; poverty is not an excuse educational inequality; blame failing schools and ineffective teachers as the primary cause
9.4. Individualism
9.4.1. success or failure is the result of the individual effort rather that of social and economic factors
9.5. Austerity
9.5.1. cutting public spending on education
10. Equility of Opportunity
10.1. marginalized population
10.1.1. African-American
10.2. response to Colman Study
10.2.1. other studies
10.2.2. no effect on educational mobility
10.2.3. study of magnet schools
10.2.4. private vs. public schools
10.2.5. debate over high school achievement
11. Curriculum and Pedagogy
11.1. My curriculum theory
11.1.1. I support the idealist philosophy of the traditional liberal arts
11.1.2. Strong Classified Subjects
11.1.3. Should study English, Foreign languages, mathematics, history and science
11.1.4. I support standardized testing as a benchmark, intelligence and reading test for placement - ability grouped classes
11.1.5. transformative tradition - I believe that all teaching begins with the active participation of the student
11.2. Form
11.3. Informal
11.4. My District:
11.4.1. U.S. Senators:Richard C. Shelby (R)Jeff Sessions (R)
11.4.2. U.S. Representative: Rep. Mo Brooks (R-5)
11.4.3. State Senators: Sen. Bill Holtzclaw (R-2)
11.4.4. State Representatives: Rep. Mac McCutcheon (R-25)
11.4.5. State Representative: Education Mary Scott Hunter
11.4.6. State Superintendent, Thomas R. Bice, Ed.D.
11.4.7. Limestone County Superintendent: Thomas M. Sisk
11.4.8. School Board Anthony Hilliard
11.4.9. http://www.legislature.state.al.us/aliswww/Representatives.aspx
11.5. Curriculum
11.5.1. Humanist
11.5.1.1. Idealist
11.5.1.1.1. Traditional Liberal Arts: basis for intellectual development, basineed not be the focus, common academic curriculum for all students
11.5.1.2. strong classification of academic subjects
11.5.2. Social Efficiency
11.5.2.1. Pragmatist
11.5.2.1.1. Different groups of students with different set of needs and aspirations should receive different type of schooling
11.5.2.1.2. Cardinal Principles
11.5.2.1.3. Fredrick Taylor, management of the factory systems
11.5.2.1.4. defined goals and objectives; divided based on ability
11.5.2.1.5. standardized testing
11.5.2.2. strong classification between academic and vocational subjects
11.5.3. Developmentalist
11.5.3.1. Progressive
11.5.3.1.1. related to the needs and interst of the student, rather than need of society
11.5.3.1.2. student centered
11.5.3.1.3. teacher , is a facilator of student growth
11.5.3.1.4. independent and alternative schools
11.5.3.1.5. Dewey
11.5.4. Social Metiorist
11.5.4.1. radical wing of Progressive
11.5.4.1.1. Dewey; George Counts & Harold Rugg
11.5.4.1.2. schools should change society or at least help solve the fundamental problems
11.5.4.1.3. Student to think and help solve coietal problems
12. Educational Reform
12.1. school based
12.1.1. charter
12.1.2. tuition vouchers
12.2. privatization
12.3. school-to-work programs
12.4. teacher education
12.5. teacher quality
12.6. A Nation at Risk - Clinton
12.6.1. Wm Bennett Bully Pulpit
12.6.1.1. defined the goals of educational reform
12.6.2. systemic reform
12.6.2.1. equity
12.6.2.2. community service
12.6.2.3. promised to revitalize education
12.7. No Child Left Behind - Bush
12.7.1. accaountability
12.7.1.1. annual testing
12.7.1.2. report data on test performance
12.7.1.3. AYP Goals
12.7.1.4. qualified teachers
12.7.2. reduced achievement gap
12.7.3. most comprehensive federal education legation ( state & local)
12.8. Race to the Top (RTT) - Obama
12.8.1. accountability
12.8.2. achievement gap
12.9. schools-business partnerships 1980s -today
12.9.1. Bacharach 1990
12.9.1.1. triple theme
12.9.1.1.1. achievement
12.9.2. Passow
12.9.2.1. twin goals; excellence & equity
12.9.2.2. need to develop common core curriculum
12.9.2.3. eliminate tracking
12.9.2.4. vocational education
12.9.2.5. teach technology
12.9.2.6. need to recruit, train teachers
12.9.2.7. define principle roles
12.9.2.8. forge new partnerships w/ business, schools,
12.9.3. Dougherty 1990
12.9.3.1. toughened curriculum mandates
12.9.3.2. accountability & acheivement
12.9.3.3. increased graduation requirements
12.9.3.4. increased use of standardized test scores