1. Politics of Education Chapter 2
1.1. Purposes
1.1.1. Intellectual: teaching the cognitive skills such as reading writing and math. And to teach high order thinking skills.
1.1.2. Political: prepare citizens to participate in a democratic society. Teach basic laws of society.
1.1.3. Social: help solve social problems.
1.1.3.1. Ensure social cohesion among institutions(schools, families, and religious centers
1.1.3.2. Teach social values
1.1.4. Economic: prepare students for later occupations.
1.1.4.1. How much influence schools have in this area depends on the values of the society that the school is located.
1.2. Liberal Perspective
1.2.1. Role of School: Balance the needs of society and individual Diane Ravitch
1.2.1.1. Training socializing
1.2.1.2. Providing the necessary education/ensuring equal opportunities for success.
1.2.1.3. Schools and Society have equal roles in teaching diversity
1.2.1.4. Developing the talents, creativity and sense of self of the individuals.
1.2.2. Unequal Performance: schools have not done their part to reduce the unequal performances. Achievement related to the socioeconomic backgrounds of students
1.2.2.1. Individuals and groups of students come from different backgrounds with differing life chances.
1.2.2.2. Programs and policies must be put in place to equalize the playing field- giving students from "disadvantaged" backgrounds an equal/better chance
1.2.3. Educational Problems: life chances of the poor or minority groups have been limited making achievement issues critical in these groups.
1.2.3.1. Discipline: too much the focus preventing teachers and schools from helping students develop as an individual
1.2.3.2. Differences in urban and suburban schools-socioeconomic climate differences.
1.2.3.3. Traditional curriculum does not incorporate the diversity of the groups of students in their schools.
2. History of Education Chapter 3
2.1. Progressive Reform
2.1.1. p. 70 John Dewey: result of education was growth seen in the democratic society
2.1.2. "New Progressivism": Failure of schools due to problems in society
2.1.2.1. Experiential Education: take into account the needs of the child, the times----Individualism and academic standards in light of equality.
2.1.3. Embryonic Communities: curriculum that would allow for the interests of the students to be incorporated
2.2. Democratic-Liberal Interpretation
2.2.1. Cremin, Cubberly, Curti
2.2.1.1. Child centered education. Curricula based on needs of students as well as the times. p.74
2.2.2. School system committed to providing equality of education and schooling.
2.2.3. As more students from more diverse backgrounds attend schools, the goals of education become more diverse.
2.2.3.1. Ideals of excellence and equality
2.2.4. Education is always evolving because student populations and needs are always changing
3. Sociological Perspectives Chapter 4
3.1. Functional Theory: actions based on a belief and value system=>society is a machine
3.1.1. Interdependence of society and schools
3.1.2. Emile Durkheim(1858-1917)-Education is necessary in creating moral unity and social cohesion. p.118
3.1.2.1. Moral Education(1962)
3.1.2.2. Education and Society(1956)
3.1.2.3. Evolution of Educational Thought (1977)
3.1.3. Education cannot overcome deep social issues. If we want to see true change there must be changes in other aspects of U.S. society as well.
3.2. Conflict Theory: making decisions based on power that can be held over a subordinate
3.2.1. Social order is not based on collective agreement but on power
3.2.2. Schools are social battlefields
3.2.3. Achievement Ideology disguises the real power issues.
3.2.4. Karl Marx (1818-1883) Society is built on subordinate & dominant groups
3.2.5. Max Weber (1864-1920) Class differences are the only way hierarchies are formed
3.2.6. William Waller----Sociology of Teaching(1965) Schools are autocracies in perilious equlibrium
3.2.6.1. Schools are oppressive and demeaning--students non-compliance is a form of resistance
3.2.7. Randall Collins (1971, 1979) Educational credentials are just status symbols not indicators of actual merit or achievement
3.2.7.1. Education is used by dominant groups to secure more advantageous positions and jobs in society
3.3. Interactional Theory: Conflict and Functional theories are abstract and should be used in combination to view schools.
3.3.1. Schools view on the everyday level, looking at the interactions of students and teachers.
3.3.1.1. How are students labeled?
3.3.1.2. Basil Bernstein(1990)-Structural and interaction aspects mirror each other
3.3.1.3. Schools are middle class organizations that leave the working class at a disadvantage.
3.4. Effects of Schooling
3.4.1. Knowledge and Attitudes: differences in schools affect the learning of students. More educated a student is the more they want to take part in society and politics.
3.4.1.1. Ron Edmonds (1979) The Effective Schools Movement
3.4.1.2. Academically oriented schools produce higher rates of learning
3.4.1.3. Consistent discipline and encouragement to pursue academics = higher achievement levels
3.4.2. Teacher Behavior: The expectations of a teacher will influence student learning and achievement. If we believe that lower income student achieve less they will do exactly as we believe. Higher expectations=higher achievement.
3.4.2.1. Building a community of learners
3.4.2.2. Rosenthal & Jacobson (1968) Expectations of teachers directly influences the achievements of students
3.4.2.2.1. Selffulfilling prophecy
3.4.2.3. Persell (1977) There is a cycle of low expectations-low achievement
3.4.2.3.1. Break the cycle: Higher expectations=higher acheievements
3.4.3. Tracking: students are separated in schools still by class.
3.4.3.1. Students placed in higher ability tracks continually have advanced schools and better teaching. In limiting opportunity we keep schools segregated and achieve nothing.
3.4.4. Inadequate Schools: Differences in schools and school systems reinforce inequalities
3.4.4.1. Suburban and private schools are given a better educational experiences.
3.4.5. Education and Inequality : America is a hierarchical society with 4/5 of the population in the lower income brackets.
3.4.5.1. Social differences reflected throughout society including within schools
3.4.5.2. Mobility is blocked by societal structures not lack of achievements or merits
3.4.5.2.1. All students can acheive if given the opportunities
4. Philosophy of Education Chapter 5
4.1. Progressive
4.1.1. Notions
4.1.1.1. Better through education
4.1.1.2. Child centered: education begins with the interest of the child
4.1.1.3. Schools should reflect society
4.1.2. Researchers
4.1.2.1. George Pierce(1839-1914)
4.1.2.2. William James(1842-1910)
4.1.2.3. John Dewey (1859-1952)
4.1.2.4. Bacon, Locke & Rousseare
4.1.2.5. Social Reconstructionists: Theodore Brameld(1956) & George Counts(1932)
4.1.3. Goals
4.1.3.1. Integrate the child into a democratic society
4.1.3.2. Balance the needs of the individuals and the community
4.1.3.3. Prepare students to be adults--instilling democratic & cooperative values
4.1.3.4. Schools are a lever of social changes
4.1.4. Role of Teacher
4.1.4.1. Teacher moves from sole source of knowledge to become the facilitator
4.1.4.1.1. Encourages, asks questions, offers suggestions
4.1.4.1.2. Plans and implements curriculum based on the interests and passions of students
4.1.5. Method of Instruction
4.1.5.1. Individual and group learning
4.1.5.2. Problem solving or inquiry methods
4.1.5.3. Field trips
4.1.5.4. Flexible classroom arrangements
4.1.5.5. Learning through experiences
4.1.6. Curriculum
4.1.6.1. integrated curriculum that changes as social order and student interest change
5. School as Organizations Chapter 6
5.1. Stakeholders Decatur City Schools
5.1.1. State Senators
5.1.2. House of Representatives
5.1.3. State Superintendent
5.1.4. School Board Representative
5.1.5. Local Superintendent
5.1.6. School Board Members
5.2. Elements of Change
5.2.1. 1
5.2.2. 2
5.2.3. 3
6. Education Reform Chapter 10
6.1. 1
6.1.1. 1
6.1.2. 2
6.1.3. 3
6.2. 2
6.2.1. 1
6.2.2. 2
6.2.3. 3
7. Educational Inequality Chapter 9
7.1. 1
7.1.1. 1
7.1.2. 3
7.1.3. 2
7.2. 2
7.2.1. 1
7.2.2. 2
7.2.3. 3
8. Equality of Opportunity Chapter 8
8.1. 1
8.1.1. 1
8.1.2. 2
8.1.3. 3
8.2. 2
8.2.1. 1
8.2.2. 2
8.2.3. 3
9. Curriculum & Pedagogy Chapter 7
9.1. 1
9.1.1. 1
9.1.2. 2
9.1.3. 3
9.2. 2
9.2.1. 1
9.2.2. 2
9.2.3. 3