1. Philosophy of Education
1.1. Pragmatism School of Thought
1.1.1. School teaches students how to learn, not what to learn
1.2. John Dewey
1.3. Education provides social order
1.3.1. School creates a model for society that students can learn to function and flourish within
1.4. Teachers are facilitators of learning
1.4.1. There are many different ways to learn, and teachers shiuld be responsible for guiding students to how they learn best
1.5. Problem solving method of education
1.5.1. Teaching students how to identify a problem, what the goal of solving a problem will look like, and where to look for the answer to that problem provide concrete results
1.6. Integrated Curriculum
1.6.1. Students need all subjects to solve any problem
1.6.1.1. Core subjuects- reading, writing, math, science, history
1.6.1.2. Humanities- art, music, literature, and philosophy
2. Equality of Opportunity
2.1. Students with Special Needs
2.1.1. Education of All Handicapped Children Law (1975)
2.1.1.1. Right of access to public education programs
2.1.1.2. Individualization of services
2.1.1.3. Least restrictive environment
2.1.1.4. Scope of broadened services to be provided by schools and a set of procedures for determining them
2.1.1.5. Procedures for identifying disability
2.1.1.6. Principles of primary state and local responsibilities
2.1.2. Regular Education Initiative (1980s)
2.1.2.1. Mainstreaming children with disabilities into regular classes
2.1.3. Individuals with Disabilities Educational Act (2001)
2.1.3.1. Appropriate transition services to prepare students with disabilities for after graduation
2.2. Coleman Round Three
2.2.1. Where a student goes to school is related to race and socioeconmic background
2.2.2. Racial and socioeconomic composition of a school have a greater effect on student achievement than race and class
2.2.3. school segregation based on race and socioeconomic status within school interactions dominated by middle-class values are responsible for gaps in student achievement
3. Politics of Education
3.1. Definition
3.1.1. the deliberate, systematic, and sustained effort to transmit, evoke, or acquire knowledge, attitudes, skills, or sensibilities, as well as any outcomes of that effort
3.2. Liberal Perspective
3.2.1. Market Capitalist Economy
3.2.1.1. Free market, if left unregulated, will be abused
3.2.2. Government is essential to intervene on behalf of society
3.2.2.1. Economic
3.2.2.2. Social
3.2.2.3. Political
3.2.3. It is up to the government to intervene of behalf of those in need of justice (especially social justice)
3.3. Progressivism
3.3.1. Schools are essential to solving problems in society
3.3.2. Schools are a vehicle of upward mobility
3.3.3. Schools bring out individual potential
4. Schools as Organizations
4.1. Project Start
4.1.1. Project specifications
4.1.2. End User requirements
4.1.3. Action points sign-off
4.2. Development Stage 1
4.2.1. Define actions as necessary
4.3. Development Stage 2
5. Curriculum and Pedagogy
5.1. Social Efficency Curriculum
5.1.1. Students with different needs and aspirations should receive different types of schooling
5.1.1.1. Technical and trade centered schooling
5.1.1.2. College prepatory education
5.1.1.3. Basic and essential education for smooth transition from school directly to job
5.2. Modern Functionalist Theory
5.2.1. School curriculum enables students to function within society
5.2.1.1. Democratic society
5.2.1.1.1. Society where our country's leaders are chosen by the people
5.2.1.2. Meritocratic society
5.2.1.2.1. Society where progress in based on merit rather than birthright
5.2.1.3. Expert society
5.2.1.3.1. Society where progress is based on preparation and education earned
6. History of U.S. Education
6.1. Urbanization
6.1.1. Industrialization brings people to cities
6.1.2. Reformers demand government intervention to improve conditions
6.1.2.1. Better work conditions
6.1.2.2. Better commerce conditions
6.2. Progressive Movement
6.2.1. Reform during this time carries over to schools
6.2.1.1. Basic socialization skills
6.2.1.2. Cleanliness
6.2.2. Schools begin to incorporate training unrelated to academic skill
6.2.2.1. Schools become vehicles of social expectations
6.2.2.2. Schools provide basic living skills to immigrants
7. Sociological Perspectives
7.1. Conflict Theory
8. Educational Inequality
8.1. Conflict theory
8.1.1. Educational outcomes are based on family background
8.1.2. Individual differences still create significant inequalities
8.1.3. Radical measures to reduce inequality
8.2. School financing
8.2.1. Public schools all recieve funding, but the actual amount of school funds differ greatly depending on where the school is located
8.2.2. Relying on local and state taxes will not fund schools
8.2.3. School finance factors do affect achievement
9. Educational Reform
9.1. Teacher Education
9.1.1. Reorganize the academic and professional components of teacher education programs
9.1.1.1. Students must reach up to a specific standard if they want to teach
9.1.2. Lack of rigor in teacher education programs
9.1.2.1. Easy teacher education programs lead to lazy teachers
9.1.3. Need to attract and retain competent teachers
9.1.3.1. Educators should be pursued and maintained in a similar fashion to desirable business executives
9.2. School Finance Reforms
9.2.1. Rodriguez v. San Antonio (1973)
9.2.1.1. "No constitutional right to an equal education"
9.2.1.1.1. Catalyst for state-level legislation to acquire equal funding for urban schools that were underfunded
9.2.2. Supplemental Package Programs (1998)
9.2.2.1. Funded preschools and renovate urban school facilites
9.2.2.1.1. Provide adequate space for all educational programs
9.2.3. Money Follows the Child (2009)
9.2.3.1. Remedies and implements a formula to allocate funding based on student need
9.2.3.1.1. Legislative acknowledgement that there is a difference between equal dollars in funding and equal amounts of funding proportionate to student needs