1. Schools Organizations
1.1. Centralization
1.2. Private Schools
1.3. Great Britain
1.3.1. Natural education system
1.3.2. Margaret Thatcher
1.3.3. 1988 Education Reform Act
1.3.4. Colleges and High Schools
1.4. France
1.4.1. Elitists Educational System
1.4.1.1. Only the very elite have the opportunity to move up
1.4.2. Government Control
1.4.3. Very competitive
1.5. Germany
1.5.1. Sorted at early age to be on tracked appropriate career
1.5.2. Hauptschule-lower level blue collar work
1.5.3. Realschule-lower level white color work
1.5.4. Opposite of US
1.6. Former Soviet Union
1.6.1. Very Centralized System
1.6.2. Elite Communist Party had benefits
1.6.3. Stratified System
1.6.3.1. Inequality brought down Soviet Union
1.7. Japan
1.7.1. 1880's centralized educational system
1.7.2. After WWII focused on economic purpose to drive educational purpose
1.7.3. Very demanding and rigorous college
1.8. Finland
1.8.1. Highest scores on math, science, and literacy exams
1.8.2. all tracking is eliminated
1.8.3. No standardized testing
1.8.3.1. 1 standardized test is for college
1.8.4. High regard for teachers and has competitive salaries
1.8.5. teachers have high degree of job satisfaction
1.9. School Culture
1.9.1. Separate social organizations
1.9.1.1. definitive populartions
1.9.1.2. political structures
1.9.1.3. multitude of social groups
1.9.1.4. own special culture
1.9.2. Teachers are in conflict with students
1.9.3. Administrators and teachers in conflict
1.9.4. Communities are in conflict with administration
1.9.5. Principal sets the goal levels for academics and social expectations and effectiveness of disicipline
1.9.6. Bureaucratic rationality suppress creativity
1.10. Teachers
1.10.1. 75% of all teachers are women
1.10.2. 37 % have B.S.
1.10.3. 60% have Master's Degree
1.10.4. 1% have doctorates
1.10.5. Average age is 46
1.10.6. everyday life is a struggle for survival
1.10.7. demonstrable content knowledge in the subject area
1.10.8. Each state has different test score acceptance level for certification.
1.10.9. wear many hats
1.10.9.1. flexiblity
1.10.9.2. multiple roles causes teacher burn-out
1.10.10. must have control of classroom
2. Educational Inquality
2.1. Sociological Explanation of Inequality
2.2. Conflict Theorists support the idea that student success is affected by their environment
2.3. Integrationists Theorists support student success is determined by a combination of factors such as family, social class schools and environment
2.4. Student
2.4.1. centered factors such as family, peer, group, community, culture and the student
2.5. School
2.5.1. centered factors include teachers, teaching methods, curriculum, school climate and teacher expectations.
3. Philosophy of Education
3.1. teacher-centered
3.1.1. essentialism
3.1.2. perennialism
3.2. student-centered
3.2.1. Progressivism
3.2.2. Social Reconstructienom
3.2.3. Existentialism
4. Politics of Education
4.1. Conservative
4.1.1. Define actions as necessary
4.2. Liberal
4.3. Radical
4.4. Neo-liberal
4.5. Role of School
5. Educational Reform
5.1. characteristics of highly effective teachers
5.1.1. a "calling" for profession
5.1.2. Professional knowledge
5.1.3. Personal qualities
5.1.4. With-in-ness
5.1.5. Instructional Effectiveness
5.1.6. Good communicator
5.1.7. street smart
5.1.8. willing to go the extra mile
5.1.9. lifelong learner
5.2. Federal Involvement
5.3. No Child Left Behind
5.4. Race to the Top
5.5. School Choice
5.5.1. charter schools
5.5.2. tuition vouchers
5.5.3. Intersectional Choice Plans (public to private)
5.5.4. Intersectional Choice Plans (any public school in district)
6. Sociological Perspectives
6.1. SOCIETAL Level
6.1.1. Relation Between School and Society
6.1.2. Theoretical Perspectives
6.1.2.1. Functional Theories
6.1.2.2. Conflict Theories
6.2. Institutional Level
6.2.1. Effects of Schooling on Individuals
6.2.1.1. Knowledge and Attitues
6.2.1.2. Employement
6.2.1.3. Education and Mobility
6.3. Interpersonal Level
6.3.1. Inside the Schools
6.3.1.1. Teacher Behavior
6.3.1.2. Student Peer Groups
6.3.1.3. Education and Inequality
6.4. Intrapsychic Level
6.4.1. De Facto Seqregation
6.4.2. Gender
6.4.3. Inadequate Schools
7. History of U.S. Education
7.1. Colonial Era
7.1.1. Dependencies
7.1.2. Milestones
7.2. Post-World War II
7.3. Age of Reform
7.3.1. Schedule
7.3.2. Budget
7.4. Edcuation of Women and African-Americans
7.5. Standards Era
8. Equality of Opportunity
8.1. social vehicle for minimizing the importance of wealth and class at the determinant for who shall get ahead.
8.2. Americans believe hard work and bit of luck determine who gets ahead.
8.3. 3 systems of social stratification
8.4. class system-person's wroth is determined by their ability to overcome by personal achievement
8.5. class
8.5.1. middle and upper class
8.6. race
8.6.1. direct impact on how much educational attainment a person achieves.
8.6.2. Minorities do not receive the same educational opportunities as white Americans
8.7. Gender
8.7.1. last twenty years significant gains have been made to equalize gender educational and professional attainment
8.8. tests
8.8.1. Act and SAT have become the determining factor for educational success
8.8.2. Act and SAT have favored white Americans and upper and middle class students
8.9. REI-Regular Educational Initiative or mainstreaming
8.10. Schools make a ddifference
8.11. School Segregation
8.11.1. Evidence show that highly segregated schools have lower achievement levels than integrated schools and minorities do better in integrated schools
8.11.2. segregation decreases
8.11.3. Racial and ethnic segregation is increasing
8.12. Cullman Study
9. Curriculum and Pedagogy
9.1. Pedeagogy
9.1.1. greek word-to learn to teach
9.1.2. social influences
9.1.2.1. social order determines the curriculum
9.1.3. Political influences
9.1.3.1. curriculum have determine and set battle lines for domination of what should be taught
9.1.3.2. common core
9.1.3.2.1. state board of education
9.1.3.2.2. money drives everything
9.1.3.3. NCLB
9.1.3.4. Evolutionists
9.1.3.5. Creationists
9.1.4. Societies' influences
9.1.4.1. capitalist society
9.1.4.1.1. perpetuates the curriculum for maintaining social ordeer
9.1.4.2. multiculturalists
9.1.4.2.1. influences on curriculum has promoted a diverse needs classroom
9.1.4.3. conservatists
9.1.4.3.1. multicultural curriculum diluted western civilizational values.
9.1.4.3.2. say we have melted and lost our western cultural identity.
9.1.5. Cultural influences
9.1.6. Special interests
9.1.7. Pedagogic Influences
9.1.7.1. Mimetic and transformative approaches to teaching
9.1.7.2. mimetic is conservative and says there is a basic core of knowledge to be learned
9.1.8. Idealists
9.1.8.1. teach the great works of mankind
9.1.9. Conservatist
9.1.9.1. return to a humanist foundation
9.1.9.2. teach math, science, reading, history
9.1.9.3. 1980s and 90s teach what is fundamentally basic to a common cultural
9.1.10. Social Efficiency became the cornerstone of Progressivism
9.1.10.1. student centered
9.1.10.2. stratification of the curriculum
9.1.10.3. tracking begins in elementary schools
9.1.11. Social meliorists-reforms society through schools also known as social reconstruction
9.1.12. Private schools are gaining popularity because parents choose schools that support their belief.
9.1.13. 3 types of curriculum
9.1.13.1. formal
9.1.13.1.1. what we teach
9.1.13.2. informal or hidden
9.1.13.2.1. taught but not obvious to sight
9.1.13.3. Null
9.1.13.3.1. not taught but is learned (values of the community)