My Foundations of Education

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My Foundations of Education by Mind Map: My Foundations of Education

1. History of U.S. Education

1.1. No Child Left Behind Act 2001

1.1.1. The Act requires states to develop assessments in basic skills through federal school funding. States must then give these assessments to all students at random grade levels. Each individual state develops its own standards.

1.1.2. AYP Objectives: 1. States must develop AYP statewide measurable objectives for improved achievement by all students and for specific groups. 2.The objectives must be set with the goal of having all students at the proficient level or above within 12 years. 3. AYP must be based primarily on state assessments, but must also include one additional academic indicator. 4. The AYP objectives must be assessed at the school level. Schools that failed to meet their AYP objective for two consecutive years are identified for improvement. 5. School AYP results must be reported separately for each group of students identified above so that it can be determined whether each student group met the AYP objective. 6. At least 95% of each group must participate in state assessments. 7. States may aggregate up to 3 years of data in making AYP determinations.

1.1.3. Effects on teachers, schools and school districts include: increase accountability,school choice, and quality and distribution of teachers.

1.2. The Democratic-Liberal School

1.2.1. Belief that the history of the U.S. education is based on the progressive evolution, albeit flawed, of a school system committed to providing equality of opportunity for all.

1.2.2. Supporters of this interpretation include: Ellwood Cubberly, Merle Curti, and Lawrence A. Cremin.

1.2.3. This idea only works if the U.S. educational system and Democratic-Liberals work together, without sacrifice of one or the other.

2. Philosophy of Education

2.1. Idealism

2.1.1. Created by the Greek Philosopher , Plato, the pupil of Socrates, and a famous Greek teacher and philosopher who lived in Athenns.

2.1.2. It is considered to be the first systematic philosophy in Western thought. Idealism considers life choices and sometimes provoked anger among the Greeks.

2.1.3. Educators who subscribe to idealism are interested in the search for truth through ideas rather than through the examination of the false shadowy world of matter.

2.2. Realism

2.2.1. Closely related to Idealism, and is associated with both Plato and Aristotle

2.2.2. There are 3 parts of Realism: 1. A major premise. 2. A minor premise,. 3. A conclusion.

2.2.3. Through the idea of Realism it is though that individuals can use education to learn to reason and thus be able to choose a path of moderation in their loves.

3. Curriculum and Pedagogy

3.1. Humanist Curriculum

3.1.1. Reflects the idealist philosophy that knowledge of the traditional liberal arts is the cornerstone of an educated citizenry and that the purpose of the education is to present to students the best of what has been taught and written.

3.1.2. Focuses on the Western heritage as the basis for intellectual development.

3.1.3. Curriculum model was dominated 19th and 20th century U.S. education.

3.2. Multicultural Education

3.2.1. Termed culturally relevant pedagogy.

3.2.2. Conservative Critics argue that it threatens the foundation of the Western civilization and the role of schooling in transmitting culture.

3.2.3. James Banks is the founder and the premier writer on multicultural curriculum for over the past three decades.

4. Educational Inequality

4.1. Functionalist Sociological Explanation of Unequal Achievement

4.1.1. The vision of society is one where individual talent and hard work are based on universal principles of evaluation are more important than ascriptive characteristics based on partitualistic methods of evaluation.

4.1.2. Expect the schooling process to produce unequal results that are based on individual differences between students, not on group differences.

4.1.3. It is imperative to understand the sources of educational inequality so that it can eliminate structural barriers to educational success and to provide groups with fair chances to compete in the educational marketplace.

4.2. School Financing

4.2.1. Public schools are financed through a combination of revenues from local, state, and federal sources.

4.2.2. More affluent communities are able to provide more per-pupil spending than poorer districts.

4.2.3. Serrano v. Priest ruled the system of unequal school financing between wealthy and poor districts unconstitutional.

5. Educational Reform

5.1. NCLB (No Child Left Behind Act)

5.1.1. Annual testing requirements of students in grades 3-8 in reading and math. Plus at least one test in grades 10-12; science testing to follow.

5.1.2. States and districts are required to report school-by-school data on student test performance broken out by race, LEP, and/or income.

5.1.3. States must set adequate yearly progress (AYP) goals for each school.

5.2. Full Service and Community Reforms

5.2.1. Coordinated and collaborative fashioned services between schools and communities.

5.2.2. Schools act as community centers within neighborhoods that are open extended hours to provide a multitude of services such as adult education, health clinics, recreation facilities, after school programs, ertc.

5.2.3. Designed to target and improve at-risk neighborhoods, full-service schools aim to prevent problems, as well as to support them.

6. Sociological Perspectives

6.1. Theoretical Perspective

6.1.1. Functional Perspective: Education in all societies is of critical importance in creating moral unity for social cohesion and harmony.

6.1.2. Conflict Theories: The relationship between society and school is seen as unproblematic and straightforward. The only way to a more just and productive society is the abolition of capitalism and to introduce socialism. Ex: Marxism.

6.1.3. Interactional Theories: Primarily Critiques and extensions of the functional and conflict perspectives.

6.2. Effects of Schooling on Individuals

6.2.1. Knowledge and Attitudes: Highly educated people are more likely to be liberal in their political and social attitudes. Also education is directly related to individuals' sense of well being and self-esteem.

6.2.2. Employment: Large organizations require high levels of education for white collar, managerial, or administrative jobs.

6.2.3. Education and Mobility: Middle Class benefits from Increased education that is directly linked to upward occupational mobility; but for the poor and rich, education my have little to do with mobility.

7. Schools as Organizations

7.1. Stakeholders in Limestone County

7.1.1. House of Representatives: Currently Vacant.

7.1.2. State: (Senators) Richard Shelby and Jeff Sessions. (School Board) Anthony Hilliard.

7.1.3. Local: (Superintendent) Dr. Sisk.

7.2. Educational Systems in Other Countries

7.2.1. Finland recruits its teachers from the top 10% of their respective college classes. In this highly competitive environment, teachers must have a Masters degree.

7.2.2. Students in Finalnd are not grouped by ability but, by learning style. Additionally, each community, whether poor or affluent, is funded equally.

7.2.3. Many scholars believe that the educational systems of many interntational countries are giving a better quality education than in the United States and as a result students in America will not be able to effectively compete in the increasingly globalized job market.

8. Equality of Opportunity

8.1. Educational Achievement & Attainment of the African American Population

8.1.1. Among African Americans age 25 and older, the number who had an advanced degree in 2011 (e.g., master’s, Ph.D., M.D. or J.D.). Fifteen years earlier—in 1995—only 677,000 blacks had this level of education

8.1.2. Number of black college students in 2011. This was an increase of roughly 2 million from 18 years earlier.

8.1.3. Eighty Percent of African Americans over age 25 have high school diplomas. The average number of African Americans that have at least a bachelor’s degree increased two percentage point to 19% since the year 2000. This however is still ten percentage points lower than the national average.

8.2. Coleman Study

8.2.1. Commonly used name for the 1966 landmark study Equality of Educational Opportunity, by a team headed by educator-sociologist James S. Coleman.

8.2.2. The Coleman report was instrumental in redirecting the focus of the civil rights movement from de jure segregation to de facto segregation. Title IV of the Civil Rights Act of 1964 called for a survey “concerning the lack of availability of equal educational opportunity by reason of race, color, religion, or national origin in public educational institutions at all levels. . . .”

8.2.3. The following year, Coleman and his colleagues studied 600,000 children at 4,000 schools. What he found was that most American children attended schools where children of their own race constituted the majority, but that there was relatively little difference in the quality of schooling between white and minority schools.

9. Politics of Education

9.1. Conservative Perspective

9.1.1. Origins from the 19th century Social Darwinist Era.

9.1.2. In order to survive and allow humanity to progress, and individual must have initiative and drive. Supporters of this viewpoint include Ronald Reagan, William G. Sumner.

9.1.3. The Market Economy of Capitalism is economically productive and the most respectful of human needs. www.search4clarity.com

9.2. Traditional Vision

9.2.1. Schools should pass long the best techniques that work and what is to come.

9.2.2. Schools are necessary to instill the values of the American Society.

9.2.3. Diagram shows the relationship among political parties:http://3.bp.blogspot.com/_3foL5RY3188/SXJbIfnFnWI/AAAAAAAAABo/GctP8PfmA5c/s400/lib1.png